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
294 Documents
<![CDATA[Translation Techniques of Medical Terms Found in Covid-19 Guidebook ]]>
<![CDATA[Ismi Ovianti Restiana]]>;
<![CDATA[Raden Arief Nugroho]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v6i3.663
<![CDATA[This study was conducted to find and analyze the use of translation techniques used by translators in translating various medical terms contained in the COVID-19 guidebook based on the theory from Rask (2008). The categories of medical terms used in this study are medical terms, epidemiological terms, and organizational terms. This study uses the descriptive qualitative method. The data were obtained through classifying and describing the medical terms in the COVID-19 guidebook according to the types of translation techniques based on Molina & Albir (2002). The findings show the type of translation technique, that has been found in this study, which gets a percentage of 63,54% as the highest frequency reaching 739 is Established Equivalence in all categories. Interestingly, it can be seen that translators are very concerned about the use of grammatical structures in the source language. Since the grammatical structure in the source language is different from the target language, translators also tend to use a more common language taken from the dictionary but equivalent to the target language.]]>
<![CDATA[Can Code Switching Indicate Personal Branding?: A Case Study of Higher Education Students in Indonesia ]]>
<![CDATA[Rahmah, Mila Afidah]]>;
<![CDATA[Indhiarti, Tantri Refa]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v6i3.644
<![CDATA[The goal of this research is to have a better understanding of how students can grow into their own personal brands by switching their languages. The study takes a qualitative approach, and the data were gathered through interviews via Google Forms. The interviewees were all current Brawijaya University students from departments of English Education and English Literature. There are fifty students telling their experiences while comitting code switching and how they obtained the stereotype. According to the findings, the primary goal of developing a personal brand is to gain confidence, where a personal brand will help them stand out among their competitors. It is also discovered that code switching and personal branding are not yet being practiced to the extent that it could be due to the limited research in this area previously. However, we have discovered that people are interested in this phenomenon because it is more a matter of individuals' lack of knowledge about personal branding that is limiting them.]]>
<![CDATA[During and After Study Abroad Period: Perception and Attitudes on English Development and Maintenance ]]>
<![CDATA[Rahayu, Dwi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.616
<![CDATA[This study examines the development and maintenance of English skills from the perspective of higher education alumni during and after studying abroad. The researcher consider attitudes, more specifically how, what, and to what extent attitudes could encourage development and maintenance in the context of study abroad from the 120 respondents’ perspective. This study deploys quantitative data collection in form of a survey with both multiple choice items and open-ended questions. The numeric items were analyzed with tabulation and the open-ended questions responses were analyzed with the stages of Thematic Analysis. Foremost, the findings reveal that the respondents perceive oral production and fluency as the major skills that improved during the study abroad period, followed by an increase in vocabulary knowledge and listening skills. Most respondents regarded the improvement as an influence of high exposure to spoken English. Secondly, the majority of respondents conceive that their English keeps improving after the study abroad period. The most frequent reasons for using English are social life and entertainment purposes, which are mostly individual preferences, followed by academic purposes such as joining a course or working on journal articles. Work purpose, surprisingly, is not the main reason of using English after study abroad period. The conclusion is that study abroad benefits the respondents in developing their English and that attitude on affective domain (how we perceive a language) and conative (behaviour toward a language) help to maintain the cognitive domain (knowledge on a language) and its maintenance.]]>
<![CDATA[A Comparative Study of American and Moroccan University Students’ Perception of Academic Writing ]]>
<![CDATA[Nadia Hellalet]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.654
<![CDATA[The study attempts to investigate native speakers’ and non-native speakers’ perceptions of writing quality. Thirty-seven American freshmen students and forty Moroccan semester two students participated in the study. An email interview was used to explore the similarities and differences between the students’ views on what makes good academic writing. Both American and Moroccan Students were asked about the different features of academic writing that can contribute to its quality. The research findings revealed that most of the American students focused on the content of the paper. They stated that it should be exciting and engaging. It should also have depth and grab the reader’s attention. Many of them mentioned the reader in their responses. They noted that writing should be easy to read and respond to the readers’ expectations. On the other hand, Moroccan students focused on the form of paper, including language and conventions. They put correct grammar and vocabulary on top of their list. Good writing style, good sentence structure, spelling, punctuation, simple language, and coordination are necessary elements. The study has pedagogical implications that can benefit writing teachers.]]>
<![CDATA[“If Not Us, Who?”: Preserving Javanese Language Through Code Switching Practice in Yowis Ben Movie ]]>
<![CDATA[Reva Caesar Margi Pangestu]]>;
<![CDATA[Emy Sudarwati]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.623
<![CDATA[The occurrence of Code switching phenomenon is relatively normal in bilingual and multilingual society. However, despite a large body of research on code switching, little attention has been given to code switching phenomenon in relation to language maintenance issue. This study investigates the types of code switching that are used by main characters in Yowis Ben The Series Episode 6; the main characters’ reasons to use code switching in Yowis Ben The Series Episode 6; and the investigation concerning Javanese language maintenance indication depicted in the movie. This descriptive qualitative study probes into the ways in which Javanese language as a vernacular language is used along with the standard Bahasa Indonesia in a movie.In addition to examining the types of code switching, this study also tries to go further within the issue of Javanese language maintenance the movie wants to convey. The results showed that there are a total of 20 data indicating three types of code switching in Yowis Ben The Series Episode 6: Intra-sentential switching (11), inter-sentential switching (8), and tag switching (once).The reasons of using code switching are to expresscertain feelings and attitudes, to talk about a specific topic, to express solidarity between people from different or the same ethnic groups, and to attract attention and persuade audiences.]]>
<![CDATA[The Effect of Contextual Factor on Learning Styles Preferences of English Majors in Lao Public Universities ]]>
<![CDATA[Souksakhone Sengsouliya]]>;
<![CDATA[Sithane Soukhavong]]>;
<![CDATA[Say Phonekeo]]>;
<![CDATA[Vanmany Vannasy]]>;
<![CDATA[Vanthala Souvanxay]]>;
<![CDATA[Chanmany Rattanavongsa]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.667
<![CDATA[This research is a quantitative correlational design, which investigates the English learning styles preferences of English major in Laotian public universities in Lao PDR and tests the effect of contextual factors on the participants’ learning styles preferences. The sample of this research involved 542 university-level students who major in English at a bachelor-degree program in four public universities in Lao PDR. The instrument of the study was Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ), which includes six different learning styles (Audio, Visual, Kinesthetic, Tactile, Individual, and Group learning styles). Participants were invited to rate their learning style preference towards the scale. The analysis was conducted based on Reid’s (1995) guide of categorizing preference levels, such as Major, Minor Learning Style Preference, and Negligible. The results indicated that the participants had three major preferences towards Kinesthetic learning (M=41.20), Audio learning (M=39.18), and Tactile learning styles (M=38.14), respectively. The study also found that there are significant differences in English learning styles preferences among students from different institutional contexts. Further research on testing the effect of contextual factors on learners’ learning choice is strongly recommended.]]>
<![CDATA[Functional Patterns of Lexical Bundles and Limitations in Academic Writing by Thai L2 English Learners ]]>
<![CDATA[Attapol Khamkhien]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.629
<![CDATA[Lexical bundles, which serve as markers of fluent and appropriate language use, are referred to as "building blocks of discourse" because they occur frequently in written texts and help readers and writers process information more quickly. They also provide important linguistic functions. However, lexical bundles can vary across genres, domains and even sections of the same work, which can be challenging for novice and non-native writers. The purposes of this study are to explore how Thai L2 undergraduate students use lexical bundles in their academic papers written in English and to compare the use of lexical bundles with that in two written corpora: the British Academic Written English (BAWE) and Cambridge Academic English (CAE). A total of 53 research reports, or approximately 615,750 words, from Thai L2 students of English language studies and applied linguistics were systematically compiled and analysed. The most frequent four-word n-grams in the corpora were then identified and their types and functions categorised. Keyword analysis was used to compare the key n-grams identified in each academic corpus. The results show that native and non-native writers use lexical bundles in rather different ways. Some patterns that did not occur in the reference corpus were overused by Thai L2 English students. The data suggest that the inclusion of phraseology in L2 writing instruction has pedagogical implications. This study can be of great pedagogical value, especially for EAP instructors, as it reveals frequent patterns in the form of a pedagogically useful list of word combinations. By extension, the data presented can be used by non-native writers or academics, especially novice Thai writers, to improve their use of phraseological patterns in writing academic research reports or writing for publication.]]>
<![CDATA[High School Students’ Motivation and Help-Seeking Strategies in English Language Learning ]]>
<![CDATA[Fidelis Elleny Averina]]>;
<![CDATA[Paulus Kuswandono]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022 ]]>
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DOI: 10.21462/jeltl.v7i1.719
<![CDATA[Motivation and help-seeking as self-regulated learning strategies are essential for the students to increase academic persistence, cope with academic challenges, and take an active role in their learning process. To date, self-regulated learning strategy and motivation in learning have been extensively studied. However, little attention and effort have been made to investigate the correlation between a motivation variable and help-seeking strategy at the Indonesian high school level. To fill the gap in the previous research, this study aimed to investigate high school students’ motivation in learning English and the extent to which it correlated with their help-seeking strategy. To reach the aforementioned aim, a correlational-method design was applied in this research. The researchers gathered the data using two types of data collection techniques, namely a close-ended questionnaire and semi-structured interview to provide triangulation. Ninety-eight students of a private senior high school in Cirebon, Indonesia were involved in this study. The findings revealed that those high school students tended to be instrumentally motivated in learning English. Furthermore, they were also reported to have positive attitudes and good initiatives to engage in help-seeking strategies whenever it was necessary. From the statistical calculation utilizing SPSS version 25, it was found that motivation and help-seeking strategy had a strong positive correlation (r=.645), which inferred that as the students had a high level of motivation; they were more inclined to engage in help-seeking strategies.]]>
<![CDATA[A Discourse Analysis of Grammatical Cohesion in News Item Text of "Symphony 3" XII Grade English Textbook ]]>
<![CDATA[Nurwahidah Nurwahidah]]>;
<![CDATA[Didin Nuruddin Hidayat]]>;
<![CDATA[Nida Husna]]>;
<![CDATA[Alek Alek]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022 ]]>
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DOI: 10.21462/jeltl.v7i1.764
<![CDATA[This study aims to (1) determine the kind of grammatical cohesion devices that were used in a news item text of a textbook (2) to examine how reference, substitution, ellipses, and conjunction were used to describe the Cohesion that was used in the news item text of an English textbook for senior high school students in the 12th grade "Symphony 3". This study is qualitative descriptive research. The analysis of data found that the grammatical cohesion devices in the news item text of the textbook are reference, conjunction, and ellipsis. References become the most common devices, followed by conjunction and ellipsis. Surprisingly, there is no substitution found in this text. Hence, substitution and ellipsis are the two most minor common forms of cohesive devices. It demonstrates that the two types of coherent devices have no use in written discourse. The news item text of the textbook is written cohesively "good" as the percentage is 61 % for the reference. In comparison, 38% for the conjunction is categorized as "fair." This textbook is considered an objective criterion of cohesiveness. It may be fascinating to analyze these in separate studies in spoken discourse, particularly spontaneous speech.]]>
<![CDATA[Indonesian EFL Undergraduate Students' Interest Towards Metacognitive Strategy in Reading Academic Comprehension ]]>
<![CDATA[Patrick Adtya Pratama Sinom]]>;
<![CDATA[Paulus Kuswandono]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022 ]]>
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DOI: 10.21462/jeltl.v7i1.728
<![CDATA[Academic reading comprehension is affected by many factors. This research was focused on understanding academic reading comprehension from the perspectives of interest and metacognitive strategy. This research aimed to find a correlation between students’ interests and metacognitive strategy (before and during reading academic comprehension). The research was conducted at Sanata Dharma University, Yogyakarta. There were 27 students who participated in this research. The survey design using a correlational study was applied to analyze the data from the survey-open and close-ended questionnaires. Pearson coefficient correlation was used in exposing the correctional status. The result of the current study showed that there is a positive moderate correlation between students’ interest and metacognitive strategy in reading academic comprehension. Supported by an open-ended data interpretation, this research found that both interest and metacognitive strategy are correlated especially in terms of self-motivation and self-regulation, mood, and strategy employment in reading academic comprehension. This research would have a great theoretical and practical contribution to the English language department, especially for teachers and students in terms of reading academic comprehension. ]]>
