Journal of English Language Teaching and Linguistics
JELTL (Journal of English Language Teaching and Linguistics), (eISSN: 2502-6062, pISSN:2503-1848), is an International Journal of language learning. It is a peer-reviewed journal of English Language Teaching, Languge & Linguistics, and Literature. The journal is published three times in a year; April, August, and December.
Articles
282 Documents
<![CDATA[Representations of Maghrebians' Immigrant Life in France in Two Literary Generations: A Multilevel Cognitive Stylistic Reading of Driss Chraibi’s Les boucs and Azouz Begag’s Le gone du Chaaba ]]>
<![CDATA[Khalid Majhad]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(2), August 2020 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v5i2.408
<![CDATA[While political analysts, economists, cultural studies scholars have all been offering insightful analyses of the different matters relating to immigrant life in different parts of the world, this article reaches for a first-hand testimony in two autobiographical novels by two internationally recognized Maghrebian novelists who respectively represent the first and second generations of Maghrebian immigrants in France. In a rather innovative manner, the portrayal of immigrant life in the two novels is analyzed from a cognitive stylistic perspective, and informed by the author’s multiple research viewpoints, those of a Maghrebian literature critic, a francophone postcolonial studies researcher and a frequent visitor to France carrying the concerns of an extended family based there. The interest in style during our close reading of these largely autobiographical narratives is based on the assumption that an author's style is a reflection of their attitude and worldview. Chraibi’s novel Les Boucs (1955) is as timely now as it was in the day of its first appearance for its balanced and largely objective analysis of the sociological, psychological and economic conditions of North African immigrants. Stylistically, Les boucs features a close correlation between its form and content in that the chaotic nature of immigrant life is formally embodied in Chraibi's non-linear mode of writing. In contrast to the bleak picture presented throughout Chraibi's text, Begag's convivial approach oozes hope for his readers who come to realize the futility of continuing to curse the state of deprivation and inequity while there can always be ways setbacks can be turned into opportunities. The study uses a qualitative method of stylistic analysis and applies the two necessary principles of 'contextualization' and 'comprehensiveness' to ensure a high degree of analytical and interpretive validity.]]>
<![CDATA[Utilizing Digital Comics in College Students’ Grammar Class ]]>
<![CDATA[Dias Tiara Putri Utomo]]>;
<![CDATA[Finaty Ahsanah]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(3), December 2020 ]]>
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DOI: 10.21462/jeltl.v5i3.449
<![CDATA[The utilization of digital comics in this pandemic situation may become a valuable solution. In fact, many challenges and obstacles faced by students regarding the implementation of online learning. This research aimed at investigating the utilization of digital comics in college students’ online grammar class as well as students’ responses. The research design was practical action research which followed Mills’ model (Creswell, 2012). The participants were 36 nursing college students of a university in Lamongan. The instruments used were observation notes, questionnaire, and student-made comics (artifacts). Then, the data from observation notes and student-made comics were analyzed by Miles, Huberman, & Saldana’s (2014) framework for qualitative data analysis while the data from questionnaire were analyzed by using coding to draw conclusion. The results of the study indicated that (1) there are 4 (four) major steps in utilizing digital comics in grammar learning and (2) students showed positive responses to the utilization of digital comics in learning English grammar indicated by the results of questionnaire. It is expected that educators can take advantage of digital applications such as digital comic makers to deal with online classroom.]]>
<![CDATA[Channeling Multiliteracies in Digital Era: A Case Study of EFL Student-Made Video Project in Vocational High School ]]>
<![CDATA[Nadzifa Nur Fadila]]>;
<![CDATA[Sri Setyarini]]>;
<![CDATA[Gin Gin Gustine]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(1), April 2021 ]]>
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DOI: 10.21462/jeltl.v6i1.494
<![CDATA[The rapid growth of technology and the new demand of workforce in 21st century have intrigued the research to explore multiliteracies in EFL vocational high school through student-made video project. The skills to process information from mass media and operate in a digitized field are deemed to be necessary for vocational high school students. Student-made video project can be considered as an alternative in training students to enhance their multiliteracies skill, which will be explored in this research. Through a case study design, the integration process and salient modes of multiliteracies are captured. Involving a teacher and students of a vocational high school, the findings revealed that the student-made video project are conducted through four main stages, namely experiencing, conceptualizing, analyzing, and applying. The modes of multiliteracies appeared more frequent are visual representation, audio representation, and oral language in the form of video visual, audio of the video, script writing, and classroom discussion.]]>
<![CDATA[Student-Teachers’ Engagement in Mediated Writing Feedback: Narrative Inquiry ]]>
<![CDATA[Muhammad Reza Pahlevi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(3), December 2020 ]]>
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DOI: 10.21462/jeltl.v5i3.439
<![CDATA[Advance of technology brings about different ways in language learning and teaching. Indeed, mediated writing feedback has been adopted and demanded in language assessment. However, little is known on how students’ engagement in mediated writing feedback. This present study explores students’ engagement in mediated writing feedback. Narrative inquiry design was used to reveal students’ experience and reflection of mediated writing feedback. Three student-teachers involved in this study. They assigned as they meet requirement in this study. They were in thesis writing. Semi-structured interview used to reveal students’ learning experience in receiving mediated writing feedback. Students’ writing work used in this study as well. The obtained data were analyzed by thematic analysis. They also interpreted by theories lenses. The findings illustrated that mediated writing feedback stimulates students learn to write actively (behavior engagement), assists students learn to write (cognitive engagement), and have a balance emotion (emotional engagement.)]]>
<![CDATA[Character Education from the Students’, Teachers’, and Schools’ Perspective ]]>
<![CDATA[Hanafi Hanafi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.545
<![CDATA[In 2016, the Indonesian Government emphasized character education by sparking a Character Strengthening Program or Program Penguatan Karakter/PPK to build and strengthen the students’ character. This program focuses on character building but it mainly highlights five main good characters which are religiosity, nationalism, integrity, independence, and cooperation. This study aims to deeply understand the perspective of students, teachers, and schools toward knowledge and value of character education and to explore the linkage among them as a complete picture. A mixed-method research was employed in this study. The data was collected from 2 junior and 2 senior high schools, which involved 4 headmasters, 12 teachers, and 212 students. Regression analysis was performed to evaluate the roles of teachers and schools in the internalization of character education among students, while the qualitative approach was employed to understand teachers’ and schools' perspectives. This study finds that based on the students’ perspective, teachers' and schools' roles are playing a significant effect on the internalization of the values of character education to them. The school and the teachers were not familiar with terms used by the governments PPK programs. Despite, the school and teacher are in synergy in developing the students’ good character with their own character development terms such as “akhlaq mulia” which is actually has similar values with the Government’s Character Strengthening Program]]>
<![CDATA[EFL Teachers’ Considerations in Developing Online Teaching Materials ]]>
<![CDATA[Ivani Noviarani]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.597
<![CDATA[The sudden necessity of studying from home forced teachers to immediately readjust their teaching materials into the online teaching materials form. However, online tools for language teaching that can be used by teachers as sources and learning media in their teaching materials vary widely. Therefore, the present study purposed at understanding experienced English as Foreign Language (EFL) teachers’ considerations in developing online teaching materials amid the COVID-19 pandemic. The data collected through qualitative case study research design. The data gathered through document analysis and interview. The data analyzed by the form proposed by Miles and Huberman (1994). The result of the study reveals that there are 3 out of 8 principles of teaching materials that teachers take into account; giving the students fresh input, facilitating students learning style and attitudes, and contain audio-visual media. There is also found 2 others principle that does not really considered as a matter in developing online teaching materials; achieve impact by requiring and facilitating learner self-investment and provide opportunities to give feedback.]]>
<![CDATA[Criteria for Selecting Instructors of English for Academic Purposes Courses: What Do Students Look for? ]]>
<![CDATA[John Harper]]>;
<![CDATA[Shang Li]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.603
<![CDATA[Seeking to provide insight into the role that English for Academic Purposes (EAP) courses play in China’s growing number of joint-venture universities (JVUs), this article reports on a study of the factors that motivate students’ selection of instructors for such courses. The study reports on three stages of the investigation: (1) a preliminary, online tapping of learners’ motives in EAP instructor selection, (2) a survey, based on the findings of Stage 1, in which past EAP students ranked qualities most and least desired of EAP instructors, (3) focus-group discussions (FGDs), based on the survey of Stage 2, in which past EAP students commented on the qualities that they most and least desired of EAP instructors. Survey results are grouped into the top three, bottom three, and middle three; survey results are analyzed in light of FGDs, with discrepancies between the two being acknowledged and interpreted. Three overarching pedagogical implications are presented: (1) the need of a sense of community in EAP courses, (2) the need of transparency in EAP courses, and (3) the perception of EAP instructors as first and foremost classroom teachers. Limitations of the study are duly noted.]]>
<![CDATA[Translation Issues and Strategies Applied in the Comic Adulthood is a Myth ]]>
<![CDATA[I Gusti Ayu Mahatma Agung]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.596
<![CDATA[This research aims to find out the translation issues in the comic book Adulthood is a Myth. The study focuses on the analysis of translation issues that might affect the translation process. In addition, it also aims to find out the strategies applied to translate the verbal message in the comic book. This study is conducted with a descriptive qualitative approach. The translation issues in the comic book were classified based on the theory proposed by Nurlaila et al. (2018). The translation strategies were analyzed by using the theory proposed by Celotti (2014). The result shows that there are eight translation issues found in this study. They are onomatopoeia, interjection, measurement unit terms, swearing expressions, speaking fluency disorder, slang words, abbreviation, and dialect. The translation strategies applied were cultural adaptation, deletion, and leaving the source language untranslated. Overall, the translator did an excellent job by choosing the proper translation strategies and using a suitable language style for the target readers. This research may serve as a reference for future studies in comic translation. Furthermore, it could also help translators in overcoming challenges in translating comic books.]]>
<![CDATA[English and Arabic Vowels: Ferreting Out the Similarity for Bridging Pronunciation Accuracy ]]>
<![CDATA[Rosalin Ismayoeng Gusdian]]>;
<![CDATA[Riski Lestiono]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.544
<![CDATA[This study aimed at exploring the similarity between Arabic and English vowel sounds that may benefit Indonesians to pronounce some English vowels. This investigation approached whether their Arabic acquisition could facilitate their learning target language, which is English. To come up with the sought-after similarities, requiring an in-depth study on the existing literatures discussing the phonetic features of those two languages was the step to take. Accordingly, an archival study was selected and employed as a qualitative research design supported by the secondary data analysis method. Several kinds of literatures as the data sources were comprising scholarly journal articles, theory books of Arabic and English phonology, and proceedings. All of the data were available online and were readily accessed through several search-engine platforms; one of which was Google Scholar. The data collection process involved identifying the data set, evaluating the data set, tabulating, and synthesizing the data. The findings have articulated that English and Arabic languages have lax/short and tensed/long vowels. The short vowels comprised /ʌ/; /ɪ/; and /ʊ/. Meanwhile, the long vowels encompassed /a:/, /i:/, and /u:/. This sort of similarity has conveyed the notion of linguistic proximity, which contributes to language transfers upon acquiring the target language.]]>
<![CDATA[Exploring Indonesian EFL Learners’ Perception of English Learning Grammar ]]>
<![CDATA[Cahya Komara]]>;
<![CDATA[Fidaniar Tiarsiwi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.564
<![CDATA[This study presents Indonesia English as Foreign Language (EFL) learners’ perception of English learning grammar in response of ‘stigma’ appeared among learners where grammar is considered as a difficult but crucial sub-skill to master. The goals of this research are specifically to figure out whether and how grammar is seen as its disreputable status as well as to explore their competence or motivation, what obstacles that learners experience while studying it, and which learning models that learners prefer to apply in their grammar learning. To achieve that aims, this study involves 500 respondents from three different levels of education; lower secondary school learners, upper secondary school learners, and university learners across country using online closes-ended and open-ended questionnaires. The data then was analyzed on the corridor of quantitative and qualitative approaches. The result of this study showed that Indonesia EFL learners truly viewed grammar as difficult but essential to learn and master. Learners had also stated that teachers’ factors and English school textbook became dominant obstacle in comprehending grammar. Last, learners were likely to choose variative models of learning, particularly technology in learning grammar.]]>
