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Journal of English Language Teaching and Linguistics
Published by Yayasan Visi Intan Permata
ISSN : :25031848     EISSN : 25026062     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 294 Documents
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Needs Analysis of Development of Critical Thinking Skills Assessment Instruments on Vocational School English Subjects Ryzka Cahyaningrum; Wahyu Lestari; Supriyadi Supriyadi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.686

Abstract

This study aimed to analyze the needs for developing critical thinking skills technology-based assessment instruments in English subjects for vocational school and find out the factors that can support and inhibit developing and implementing critical thinking skills technology-based assessment instruments. This study used the qualitative research method with a case study design. The subject of study was 5 teachers and 15 eleventh-grade vocational school students at Tangerang. Observations, interviews, and documentation were conducted to collect the data. After collecting the data, the researcher used triangulation to confirm the data. The data collected were analyzed to answer the research questions using several stages, namely condensation, display, and verification. The results showed that the development of technology-based assessment instruments of critical thinking skills on vocational school English subjects needs to be developed. The schools have facilitation for conducting a technology-based assessment. Students have never taken on critical thinking skills assessment. Teachers and schools did not have the development of assessment instruments of critical thinking skills so teachers have never conducted critical thinking skills assessments on English subjects. Moreover, the students still have some obstacles in English learning such as vocabulary, pronunciation, and grammar. Therefore, the teachers should help to improve students’ vocabulary, pronunciation, and grammar before conducting a critical thinking skills assessment.
Undergraduate Students’ Perceptions towards the Process of Writing Maghfiroh Agustinasari Suprapto; Amira Wahyu Anditasari; Siti Kholija Sitompul; Lestari Setyowati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.765

Abstract

Writing process has been proven to be an effective approach to enhance students’ writing performance. The writing process consists of pre-writing, drafting, revising, and editing. The writing process aids the students in developing ideas while writing, but it was claimed that students also face challenges during the process. Therefore, this current study aimed to investigate the students’ perceptions of the writing process and the challenges. The subjects taken were the first-year students of the English Educational program at the State University of Malang, in which 31 students of IC Writing Class were chosen. The perceptions were investigated through a survey study by distributing online questionnaires via Google Form. The questionnaire was divided into four aspects; pre-writing, drafting, revising, and editing, which aimed at exploring the students’ perceptions during the writing process and its challenges. The findings of the study showed that the students experienced difficulties in the writing process. The most challenging stages they had were the pre-writing and revising stage. The students faced challenges in generating and structuring ideas, respectively. Meanwhile, the students claimed that drafting and editing were less challenging since they followed the preceding stage. Nonetheless, the students also believed that proofreading was a complex process in the editing stage. The results of this study will be beneficial for English teachers and future researchers to vary the teaching methodology and reflect a better analysis.
Exploring Intercultural Awareness among Moroccan EFL Pre-service Teachers Mouhssine Echcharfy
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.736

Abstract

With the status of English as a lingua franca and the high social mobility, one of the current goals of pre-service teacher training programs consists in preparing intercultural competent practitioners who are capable of teaching learners how to communicate effectively and appropriately in cross-cultural encounters. Thus, the scarcity of intercultural courses in such training programs may represent a serious challenge for them. In light of this, the present paper intends to explore Moroccan pre-service EFL teachers’ intercultural awareness. In view of Byram’s (1997) Model of intercultural competence, a three-point Likert scale questionnaire and a semi-structured interview were adopted. In consideration of a convenience sampling, the study included ninety (n=90) trainee teachers from different TEFL/TESOL programs and pre-service teacher training centers in Morocco. The findings revealed that pre-service EFL teachers exhibit desirable attitudes towards cultural diversity. Nevertheless, it was observed that the participants’ knowledge about the Moroccan and the American cultures is shallow. It also turned out that pre-service teachers’ lack the mediation skills, including critical cultural awareness that an intercultural speaker/intermediary needs in intercultural encounters. The study addresses several implications regarding teacher education.
Two Heads Writing Together, Is Collaborative Writing Better?: Exploring Students’ Perceptions Siti Kholija Sitompul; Amira Wahyu Anditasari
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.703

Abstract

Collaborative writing is considered an important skill in 21st-century learning, covering communication, creativity, and critical thinking. It has been proven to enhance students' writing skills. Therefore, this study aimed at investigating students' perceptions of collaborative writing. The perception was investigated through survey research by distributing a printed questionnaire to 31 students in grade ten at State Vocational School 1 of Portibi, North Sumatra. The questionnaire was a closed-ended version consisting of 11 questions, divided into meaningfulness and competence aspects. The questionnaire results were classified based on the Means scales, the Median, the Modes, and the Standard Deviation. The results showed the students' positive views (67.74%) regarding the usefulness of collaborative writing. The usefulness refers to the ease of constructing ideas, executing the writing process, understanding the concept of writing, and enhancing students' confidence. Additionally, students perceived the benefits of collaborative writing through discussion and peer review processes. They considered it as a meaningful process where they learned from their own and peers' mistakes. However, some students perceived it negatively since collaborative writing took more time than individual writing. Finding students' perceptions will be a reference for English teachers to improve the teaching writing through collaborative writing and find the strengths and weaknesses of collaboration. To acquire the usefulness and meaningfulness of collaborative writing, it was suggested that collaborative writing must be well acknowledged and designed based on students' conditions, level, and background.
Genre Analysis of Daily COVID-19 Infographic Reports in the Arabian Gulf: The Case of the Kingdom of Bahrain Mervat I. Albufalasa; Yasser A. Gomaa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.768

Abstract

Infographics are visual data that are used in public service announcements to convey particular messages to a particular group of people. During the COVID-19 pandemic, the Ministry of Health (MOH) in the Kingdom of Bahrain relied heavily on the use of infographics to communicate different types of information to all its people. The study at hand aimed to analyze the Medical Announcement Infographics (MAIs) published by the Bahraini MOH during the pandemic. Two research questions were posited. The first one investigated the schematic moves in MAIs, and the second one researched the extent to which the Bahraini Medical Announcement infographics on COVID-19 Pandemic met the contextual variables of register. The study utilized Swales’ genre-analysis model and examined the contextual variables of the MIA register and the lexicogrammatical features highlighted in Systemic Functional Linguistics in relation to the Bahraini MOH’s MAIs. The study concluded that the register variables showed variation in the lexical, structural, and illocutionary force choice-making. In addition, MAIs included both obligatory and optional moves that impacted the behavioral attitudes of the people either positively or negatively.
A Study of Yemeni Secondary School Students’ Article Errors in their English Writing Bushra Thabit Ahmed Qasem; Sabri Thabit Saleh Ahmed; Sunil V. Pawar
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.742

Abstract

This study has investigated Yemeni secondary school students’ articles errors with a reference to Labooza secondary school and AL-Samood secondary school in Radfan district. Data were collected through a writing test that targeted 100 students. The results revealed that 53.6% of students’ uses of the articles were wrong. It also showed that these errors can be subdivided into article omission errors 41.79%, article addition errors 23.88%, and article substitution errors 34.32%. These errors can be attributed to two sources, namely a- interference with students’ mother tongue (interlingual interference), constituting 39.93% and b- students’ insufficient knowledge of English articles as well as poor English teaching (intralingual), constituting 60.07%. As per these findings, these study provides some recommendations to syllabi designers, teachers and students of the Yemeni secondary schools.
Cultural Content in Moroccan EFL Textbooks and Cultural Intelligence (CQ) Development Oumaima Elghazali
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.752

Abstract

This study aims at investigating the intercultural adequacy of the cultural content of a Moroccan EFL textbook in developing students’ Cultural Intelligence (CQ). The activities of the textbook were analyzed using the model of Cultural Intelligence (CQ) to identify the adequacy of the intercultural activities in helping students develop their CQ, to detect, assimilate, reason, and act on cultural cues appropriately in situations characterized by cultural diversity. The scale of the same model, the CQ scale, was used to elicit the perspectives of 112 high school teachers regarding the intercultural adequacy of the cultural content in the textbook to compare the results of the two instruments. The results of the analysis of the textbook’s content revealed that the Cognitive CQ is the most present factor of CQ in the textbook activities, but the activities present are not sufficient to develop the students' Cognitive CQ nor the other three CQ factors as illustrated by the CQ model. The elicited perspectives of teachers support the findings of the textbook’s content analysis and suggestions for improvement are enlisted.
Geography of the Malay Dialect in Kapuas Hulu Regency West Kalimantan Patriantoro Patriantoro
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.757

Abstract

The purposes of this study entitled "Geography of the Malay Language Dialect in Kapuas Hulu Regency, West Kalimantan" are: to describe the lexical variation; to map the lexical variation of Malay dialects; to calculate the differences in the variation of the Malay language; to make a lexical isogloss file in Malay. Three data analysis methods: synchronous comparative method, dialectometric formula to calculate the number of lexical differences in the percentage between observation points, and isogloss file to separate the language variation between observation points in percentage. The research indicated five main findings. First, it produced a description of the variation of the Malay language at 9 observation points. Second, the calculation of lexical differences between observation points in the study area, the lowest difference is at observation points 3 – 4 = 9.5, the highest contrast is at observation points 6 – 7 = 43. Third, the dialectometry calculation results found that language variations in the research area consisted of sub-dialects and speech differences. Fourth, the linguistic distance between observation points is the lowest percentage of 9.5% in area 3 – 4. The linguistic distance between observation points in the highest percentage of 43% was found at observation points 6 – 7. Mapping the lexical variation of Malay found indicated 6 subdialect variations. Fifth, the isogloss line that separates the most language variations through the isogloss file separated the observation points 6 and 7 as many as 43 files. The isogloss file is at least 9.5 files separating observation points 3 and 4.
“Why You Gotta Be So Rude?”: The Transformation of Indonesian’s Taboo Words into English Nadia Khumairo Ma'shumah; Arif Nur Syamsi; Isra Framitha Sianipar; Muhammad Rauuf Oktavian Nur
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.741

Abstract

In translation practice, the quality of the translated manuscript is influenced by the translators’ competencies by bringing culture, languages, social life, and language psychology (psycholinguistics) into account. Thus, the rendering process of taboo words frequently poses problems in translation. This study aimed at probing the emergence and transformation of taboo words as the impact of the translation of Indonesian novels to English. This study used two material objects. They were an original Indonesian novel, ‘Cantik Itu Luka’ (CIL, 2020/2002 by Eka Kurniawan published by PT. Gramedia Pustaka Utama as the Source Text (ST) and its English translation entitled ‘Beauty is A Wound’ (BIAW, 2015) translated by Annie Tucker published by Pushkin Press as the Target Text (TT). In conducting this research, researchers were stepping on Slamia (2020) on taboo words classification and Ávila-Cabrera (2015) on the tension of taboo loads for detecting taboo words transformation. Meanwhile, data were generated using documentation techniques through content analysis and scrutinized using descriptive-qualitative methods. This study led to conclusions that the transformations of taboo words were manifested and reflected by toning up or increasing, toning down or decreasing, maintaining, neutralizing, as well as omitting the SL’s taboo word in the TL. Therefore, we also found through the findings that the concept of transformation is not always appropriate for translation due to the deviation of meanings and references as taboo words in the literary text were rich in aesthetic and poetic values. These findings indicate that although translators have the authority to carry out the transformation, it was not always appropriate to be used in some contexts
“The Absence of Student-Teacher Emotional Closeness", Rural and Urban English Teachers’ Voices during Covid-19 Pandemic Moh. Taufik; Muhammad Burhanuddin Effendy
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.707

Abstract

The Corona Virus 19 (COVID-19) outbreak has made learning and teaching shifted to online. Some distinct modifications on teaching and learning need to be conducted, especially between those teaching English in rural and urban areas. This study is objected to eliciting teachers’ attitudes towards online learning of those teaching in rural and urban areas in the EFL context. A survey research design was employed to reach the objective with semi-interview and online questionnaires to collect data, distributed to the research subjects of 44 English teachers of secondary schools in rural and urban areas. The questionnaire was analyzed by finding the mean score of each item to determine tendencies, while the interview was analyzed by grouping the ideas into meaningful categories and was narratively described. The results showed significant differences in teachers' perception of teaching online in rural and urban areas, such as motivation, classroom management, technical support, and school and parents' support. It is then suggested that teaching online in rural and urban areas needs to be treated differently, a consideration for English teachers and the Ministry of Education to keep having ideal online learning and teaching.

Page 18 of 30 | Total Record : 294

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