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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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Exploring Lexical Errors of Indonesian EFL Students in Writing Recount Texts Muhammad Hamdan Fakhrudin; Dzulfikri Dzulfikri; Mutmainah Mustofa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(1), April 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i1.1003

Abstract

The study aimed to examine the EFL students’ lexical errors in writing recount texts. This study employed a descriptive qualitative method involving 31 students and uses the taxonomy of James’ lexical errors in analyzing the texts. The findings revealed that there was a total of 161 lexical errors in the students’ recount writings. Likewise, it was claimed that misselection became the most frequent lexical error, with 73 errors. The next was suffix type with 35 errors and calque with 10 errors. Furthermore, the results showed that most students felt difficult to select the appropriate lexical types in writing recount texts and most of the formal errors resulted from the intralingual error. Thus, the study recommends that the teachers teach vocabulary in contexts rather than words and use English thesaurus or monolingual dictionaries to find the grammatical content, definitions, examples, spelling, or other structures. The study also recommends online lexical analyzers, drillling, and remedy as the other alternative methods of reducing lexical errors in writing.
Exploring Labiodental Consonant Pronunciation Challenges Faced by Sundanese EFL Learners: Effective Strategies for Improvement Fahrus Zaman Fadhly; Yuniarti Yuniarti; Fina Apriyani
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i3.1042

Abstract

This study aims to explore the challenges faced by Sundanese EFL learners in pronouncing labiodental consonant sounds, specifically /f/ and /v/, and to propose effective strategies for improvement. The study focuses on collecting data from Sundanese EFL learners at various levels of proficiency using interviews and pronunciation tests. The results indicate that learners face various challenges in pronouncing labiodental consonants, such as substituting similar sounds from their native language and struggling with unfamiliar sound combinations. The study proposes several strategies to overcome these challenges, including drilling exercises, practicing with audio recordings, and promoting learner autonomy.
Utilizing Grammarly in an Academic Writing Process: Higher-Education Students’ Perceived Views Faisal Faisal; Primita Arif Carabella
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(1), April 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i1.1006

Abstract

This small-scale study looks into the English-Language-Education-Program (ELE) students’ perceived views on using Grammarly as an automatic grammar checker in an academic writing process. It adopted a questionnaire instrument Novianti (2020) employed in her study. The interval scale average of 73.3% indicated that most students positively perceived using Grammarly in the academic writing process. They deemed that this application could help them revise their errors in the academic writing process, improve their academic writing, and boost their confidence in academic writing. On the other hand, some students negatively perceived using Grammarly in their academic writing process due to the nature of feedback this application offers. Furthermore, this study considered that factors that might have affected both views were associated with Grammarly’s handy and practical use and non-contextual and irrelevant feedback. This study is a small-scale one, primarily investigating students’ perceptions of the use of Grammarly application in an academic writing process. Future research can expand such dimensions as students’ attitudes in using this application or the impacts of Grammarly on students’ writing anxiety. Moreover, it can investigate students’ perceptions of the use of the application in an academic writing process by employing different instruments and indicators of perception.
Students’ Perception of Using Telegram as a Medium During Online Learning Komang Trisnadewi; Putu Santi Oktarina
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(1), April 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i1.1009

Abstract

The online learning policy initially set by the government gradually developed into something of interest because of its flexibility. This development brought telegram, a social media application for sharing messages, to become a medium for online learning. Several researched have been conducted but in a limited scope of discussion. This research seeks to discover students' perceptions of using telegrams as a medium during the learning process, including material, motivation, activeness, learning time, meeting, and teacher's role. This research is essential to contribute information on using technology in education. This descriptive qualitative research involves collecting and analyzing non-numerical data to understand the opinions and experiences of the 3rd-semester students at Hindu State University I Gusti Bagus Sugriwa Denpasar. An online questionnaire that already contained several questions related to the use of telegrams during online discussions was given to the students. The researchers did interviews to crosscheck and follow up on the questionnaire result. The result shows that students positively respond to using telegrams in online learning. However, some students expressed disagreements in several parts, namely motivation, interest, activeness, time of delivery, discussion of the material, and composition. To sum up, Telegrams can be a way to provide learning experiences to students in online learning
Measuring the Impact of E-Portfolio Assessment on the Moroccan Undergraduate EFL Students’ Reading Skill at the University of Moulay Ismail: A Case Study Assiya Ait Mama
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(2), August 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i2.1051

Abstract

Motivated by the conviction that formative assessment can foster positive changes in reading instruction, this study seeks to investigate the impact of e-portfolio as a formative assessment tool, on the reading skill of semester two EFL students at the Department of English Studies in Moulay Ismail University of Meknes, Morocco. A pre-posttest experimental design is adopted in this study. The sample of the study consists of thirty-two students who are randomly assigned into two groups: an experimental group with a number of sixteen respondents who have received an e-portfolio assessment and a control group of sixteen participants who had traditional standardized testing. The two groups received different assessment methods but had similar reading comprehension instruction. A reading proficiency Test was administered to the comparative groups on two occasions before and after the experiment. The reading proficiency test constitutes of three multilevel tasks of Literal, Inferential, and Evaluative comprehension. The test scores serve as criteria for statistical comparisons between the comparative groups. The results show that the experimental group demonstrated improved reading comprehension in all three tasks, whereas the control group upgraded only in the literal comprehension task. Overall results of the current study are consistent with past research that provides support for the use of e-portfolio to assess and monitor students’ reading proficiency. The findings and conclusions derived from the present study can serve as a starting point for such an assessment to take place. Decision-makers and teachers can thus promote the use of e-portfolios in language teaching and learning as a formative assessment.
Viewing Second Language Acquisition from the Philosophical Perspective of Mindfulness Huanan Su
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(2), August 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i2.1056

Abstract

This current research study attempted to exploratively expose second language learners’ learning acquisition from a philosophical perspective of mindfulness. Regarding this, the researcher deeply studied and identified the behavioral performances of the second language learners in the process of second language acquisition (SLA), which led to the exposure of the close relationship between the theories of philosophy of mindfulness and SLA. As a qualitative research, the current research fully adopted the inductive-deductive method, the comparative analysis method, and the literature review method to deeply analyze the internal relationship between the philosophy of mindfulness and SLA. The research preliminarily found that the cognitive-behavioral theory, under the guidance of the theory of philosophy of mindfulness, provided a good theoretical basis for studying the thinking activities of second language learners’ brains. Thus it is indicated that studies on the operational processes of second language learners’ language cognition should require second language teachers to go deep into all levels of SLA. Consequently, it is suggested that second language teaching should properly follow the scientific laws of cognition and properly develop the potential mindfulness of second language learners, which is an important aspect that all second language teaching experts and teachers can no longer ignore.
The Teaching of English Conversation at Oxford Public School Morarkhera: A Case Study in India Muhammad Wahid
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(2), August 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i2.1034

Abstract

This study was intended to describe the phenomenon of the implementation of the teaching of English conversation at Oxford Public School Morarkhera in India. Case study qualitative research was implemented in this study.  To gain the data, the subjects of the study were chosen. The subjects in this study were the students of Oxford Public School Morarkhera who took the English Conversation class. They were from first grade to fifth grade. Data collection instruments used are interviews, observation, and documentation. Data analysis was analyzed using the model of Miles et al. consists of four stages, namely the data collection, data condensation, data display, and conclusion drawing. The results show a lower percentage of speaking lessons at the school, which can be attributed to the priority given to reading and writing. In the first year, only 50% of the available teaching material is devoted to speaking, as it is considered the second skill to be mastered by students. Nevertheless, speaking skills must not be neglected in the English curriculum. The portion is sufficient as speaking activities will be integrated with other English skills. The teacher primarily uses English rather than Hindi during the teaching-learning process, which can lead to student stress due to a lack of comprehension. It is important for students to participate actively in speaking class activities, as mastering the English language, particularly speaking skills, is crucial for their success. The finding suggests that the communicative approach may require adaptation, and the schools should create an environment that supports and encourages English-speaking mastery among their students.
The Pandemic and Media Discourse: Linguistic Framing of Covid-19 in Egyptian Advertisements Nohayer E. Lotfy
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(2), August 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i2.1058

Abstract

Since the outbreak of Covid-19 in late 2019, media discourse worldwide has attempted to frame the pandemic as an invisible enemy everyone needs to fight. The total lockdown that took place due to the pandemic has also had an impact on media discourse in its different forms, such as television commercials. Business companies have tried to address the theme of the pandemic and the urgency to abide by the lockdown and social distancing in their advertisements produced during the period of 2019-2020. This paper aimed to examine selected Egyptian commercials, either on television or YouTube, to analyze how they tackled the pandemic. Eight Egyptian commercials were analyzed, focusing on how the pandemic was framed verbally and visually. Analysis was carried out on two levels. The first level was concerned with examining the ideas/themes that were promoted in the selected commercials that would shape how the audience would regard the pandemic. The second level investigated how these themes were represented verbally and visually by analyzing the linguistic as well as the visual layout used in the selected commercials. Significant results showed that the pandemic was linguistically framed in metaphors related to war, enemy, family, and Lockdown/Stay Home. These linguistic frames were also supported by the visual representation that highlighted the themes of social distancing and the lockdown.
Assessing the Professional Preparedness of English Studies Graduates in Morocco: An Alumni Perspective on the Applied Linguistics Track Ayoub Bahnasse; Meriem Harrizi; Ayoub Loutfi; Said Zaidoune
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(2), August 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i2.1037

Abstract

This paper evaluates the effectiveness of the sixth semester of applied linguistics in the English studies track in preparing students for the job market in Morocco. A questionnaire survey was conducted with alumni of the program to assess the extent to which the program facilitated their employment, career advancement, and fulfillment of professional expectations. The results revealed that involving alumni in the development and renewal of the track is crucial. However, a significant number of participants expressed dissatisfaction with the current curriculum, citing difficulties in professional integration. The findings suggest that incorporating practical training and offering more elective courses could better equip students with the necessary skills and knowledge to succeed in the job market. Based on these findings, the paper concludes with recommendations for enhancing the English studies track, including the routine evaluation of academic programs to align with market needs and promote curriculum changes and innovations. It is believed that these recommendations will ultimately improve students' professional integration in the job market.
Second Language Refugee Learners in Egypt: Needs and Challenges May Soliman
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(2), August 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i2.1059

Abstract

The act of leaving one's country, home, friends, and family seeking a haven in another country is a traumatizing process that has a long-lasting impact on humans. Refugees always face a lot of challenges concerning the cultural, psychological, and educational aspects of the countries in which they seek refuge in. The case of refugees in Egypt is rather different from any other country. Egypt is the refuge for many neighboring Arab and African countries experiencing political and civil turmoil. Many of these refugees succeed in blending in Egyptian society, while others keep struggling. This paper aims at understanding the learning goals of refugees from different countries in learning English as a second language though English is not the first language in Egypt. The paper also aims at understanding the different needs of the refugees when learning English as a second language and the challenges they face. In addition, the paper seeks to understand whether the nationality of the teacher differs in the refugees’ perception of success in learning a second language. The paper employs both qualitative and quantitative methods in collecting data from displaced learners of English as a second language and the instructors who teach them to achieve a comprehensive view of the needs and challenges of refugees from different origins, nationalities, and circumstances. The results of the present study indicate that refugees in Egypt mostly learn English for relocation purposes which entails being keen on learning specific language skills more than others. In addition, both the views of the learners and the instructors differ regarding how effective they see the nationality of the instructor in the process of learning a second language. These results should be considered by curriculum developers, instructors, and NGOs to accommodate the refugees’ needs in learning a second language.

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