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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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Teaching EFL/ESL in the Digital Age: Education Post COVID-19 Pandemic Nada Mohsen Sherif
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(3), December 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i3.1033

Abstract

The education industry is one of the sectors heavily affected by the COVID-19 pandemic. Thanks to the advancement of educational technologies and global collaborations, teachers managed to shift to distance teaching to mitigate the effect of the worldwide school closures. This sudden shift revealed the glory of the Digital Age and the need to upskill teachers and learners to compete in the future job market. This paper discusses the emerging skills needed for the future and investigates the perceptions of EFL/ESL teachers about their current education environment status post-COVID-19 pandemic along with their student’s digital skills. This study adopts a descriptive quantitative approach. The research instrument used is a survey to collect the perspectives of non-native EFL/ESL teachers and instructors working in developing countries about their current education environment post-COVID-19 pandemic. The survey was in the form of a close-ended descriptive questionnaire including four sections. The findings reveal that future jobs are based on high cognitive skills that need to be implemented in today’s learners. High awareness of the importance of continuous professional development and the need for further digital up skilling of learners, practitioners, and workspaces were also reported. Further studies with broader samples of EFL/ESL teachers are recommended.
Instructional Materials and Their Influences on Students’ Academic Performance: A Case of Post-Basic School English Curriculum in Burundi Alfred Irambona; John K. Chang’ach
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(3), December 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i3.1184

Abstract

This study investigates how instructional materials affect students' academic achievement in Burundi post-basic English curriculum. This paper is a report of part of research conducted in 2023 to evaluate the instructional influences of the post-basic school English curriculum on learners’ achievement in Burundi. This study utilized a convergent parallel research design and pragmatic paradigm, supported by Communicative Language Teaching for the 21st Century and the Social Learning Theory. To gather data from 16 English teachers and 330 language learners at the post-basic school level in the second and third years in the Bujumbura Municipality, a learners’ questionnaire, teachers’ interviews, and classroom observations were used. This study employed stratified and random sampling techniques to select respondents, and the data was analyzed descriptively and thematically. The study established that learners’ textbooks were level-appropriate, with 66.5% of the respondents understanding the content of the pupil’s textbook. The investigation also demonstrated the authenticity of the activities in the learners’ textbook since the developed themes were daily life-based issues. However, it was found that the learning activities were insufficient because some themes were not fully developed. The study further demonstrated that the majority of the sampled schools had an alarming scarcity of teaching materials including textbooks, and audio and audio-visual teaching aids. This research finally revealed that instructional materials had a moderate influence on students' academic achievement (overall mean = 3.257, SD =.6901). The government is advised to provide the missing teaching and materials to facilitate the smoother teaching and learning process and enhance students’ academic performance.
Exploring the Interplay of Metacognitive Awareness and Reading Proficiency: A Study among Moroccan University EFL Students El Madani, El Mehdi; Larouz, Mohammed; Fagroud, Mustapha; Saadallah, Zayneb; Barebzi, Jamal
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1322

Abstract

In recent years, there has been a considerable interest in metacognition and language learning research. An ever-increasing body of literature shares the consensus that metacognitive knowledge plays a critical role in the process of language learning. While metacognitive knowledge encapsulates being cognizant of one’s own language level and the learning strategies available to improve this level, the absence of such an awareness brings about serious challenges that hinder the process of language learning. In light of such a hiatus, the present study attempts to examine the relationship between EFL university students’ reading proficiency in English and their metacognitive awareness of reading strategies. In order to achieve this objective, Data were collected using three language proficiency tests in reading and Metacognitive Awareness of Reading Strategies Inventory (MARSI). 94 third-year university students enrolled in the Department of English Studies at the School of Arts and Humanities in Meknes formed the sample of this investigation. With reference to data analysis, the study employed Pearson product-moment correlation and Simple Linear Regression as statistical tools to analyze the generated data. The findings of the investigated relationship showed that there was a strong positive correlation between participants’ English reading proficiency and their reading metacognitive awareness, with a r-value of 0.810. It was also revealed reading metacognitive awareness predicted 65% of reading comprehension ability. Finally, the findings of the present study have brought about crucial contributions, in terms of both theory and practice, to the existing body of literature on metacognition and language learning. The results of this endeavour have also triggered various pedagogical and methodological implications and recommendations for language teachers, syllabus designers, higher education departments of English studies, and future research.
The Students’ Engagement in Foreign Language Learning through ICT Incorporation Purnawati, Purnawati; Rafli, Zainal; Setiadi, Syamsi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1281

Abstract

In this 21st century, the incorporation of Information and Communication Technology (ICT) has become a prominent practice in various educational domains, including the learning of languages in the classroom. However, there are a small number of teachers who are not familiar with incorporating ICT in their classrooms due to numerous causes. By the given situation, this study aims to identify the disparities in students' engagement between English as a Foreign Language (EFL) classrooms that utilize Information and Communication Technology (ICT) and those that do not. Additionally, it seeks to determine the predominant and higher forms of engagement in these two types of EFL classrooms. A descriptive qualitative approach was applied in this research. To obtain the data, the authors examined the level of student involvement during teaching and learning activities in two types of classrooms: those that employed ICT (Information and Communication Technology) and those that did not. Subsequently, the acquired data was scrutinized and categorized based on the parameters of students' involvement (behavioral, cognitive, and emotional). The results indicate that both classrooms are primarily characterized by students' behavioral involvement. The class that included ICT in its teaching and learning process experienced a 9.5% increase in students' cognitive engagement. The implication of this research is to encourage teachers to incorporate ICT in the classroom so that the students’ three engagement types can be achieved better proportionally.
Teaching for Social Justice in English Language Classrooms: A Qualitative Analysis of Pedagogical Designs Raton, John Robin H; Bagares, Rob Cris A; Soberano, Carlo G.
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1305

Abstract

Teaching for Social Justice (TSJ) is a teaching approach aimed at promoting equity and justice in language classrooms, aligned with the Philippine K to 12 Curriculum Guide (Kiger & Varpio, 2020). This integrated approach seeks to develop social awareness and critical thinking skills among learners by interrogating issues about (in)justice and indoctrination (Spitzman & Balconi, 2019). This research aims to locate the teaching of social justice in English as a Second Language (ESL) Classrooms by analyzing the 25 pedagogical designs (referring to lesson plans) of Filipino ESL teachers crafted in years 2019-2023 in a secondary school in Antipolo City, Philippines. The six-steps thematic analysis model of Kiger and Varpio (2020) complemented by the nine-question rubric developed by Spitzman and Balconi (2019) was employed to locate the integration of the teaching of social justice in the lesson plans. Peer debriefing was performed to ensure the credibility of the result. The qualitative analysis found three main themes: (1) Facilitating Expression and Constructing Identity, (2) Acknowledging Interculturalism and Diversity, and (3) Promoting Action, each of which is pedagogically organized in a plan. These themes are discursively present in the motivation, discussion, and assessment sections of the lesson plan. Findings revealed that Filipino ESL teachers’ teaching for social justice leans more toward multicultural and culturally responsive education. The study recommends the future researchers to further study TSJ in terms of confirming the consistency of teachers’ pedagogical design and action in the ESL classroom
Translation Analysis of Morphological Process and Translation Techniques on Subtitle the Barbie Life in the Dreamhouse Series DwiAna, Nike; Nugroho, Raden Arief
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1325

Abstract

The aim of this research is to describe and identify the translation techniques, and morphological processes used, by translators in subtitle conversations of characters in web-series that translators use in subtitle conversations of main characters in films. This research focuses on translation and is qualitative in nature. Statements that have morphological elements and are the results of conversations with informants are the type of data used in this research. Utilizing the Morphology process by Yule (1996), data analysis is carried out simultaneously with the data collection process. The researcher concluded that translation techniques by Molina & Albir (2002) were used in the process of transforming the Source Language into the Target Language; In total, there are five morphological processes and 16 of the 18 translation techniques are used. Among the translation techniques, Linguistic Amplification is 16.46%, Literal Translation is 11.39%, for Borrowing (Pure and Naturalization), followed by Equivalence Determination, Generalization, and Variation with the same amount, namely 10.13%, Substitution 6.33%, Amplification followed by Linguistic Compression, and Particularization 5.06%, Compensation and Transposition also have the same results with 2.53%, Adaptation followed by Description, Discursive Creation, and Modulation with 1.27%. Affixation, there is a Suffix of 35.71%, and a Prefix of 7.14%. Non-Affixation includes Compounding 28.57%, Borrowing 14.29%, Acronyms 7.14%, and Clipping 7.14% all of which are morphological processes. Translation techniques and the Morphology process are appropriate strategies to be used as the first choice in analyzing the results of this research because they can produce significant contributions in a practical context. Based on the research findings, several practical implications can be identified, including the results of this research can help develop an understanding of the phenomenon under study. for a translator or related parties, providing guidance and recommendations to a translator in developing policy strategies or best practices in relevant fields. The researcher also concluded that translation techniques and morphological processes can be interrelated with the meaning conveyed.
Features of Legal Language and Its Translation Analysis in Indonesian-English “Settlement Termination Agreement” Muhaya, Raskia Ella; Nugroho, Raden Arief
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1205

Abstract

Translation procedures and translation quality assessment can be used to assist translators when translating to get more accurate results. This paper aims to find out what legal language features and procedures of translation are and determine the quality of the resulting translation. The data sources used are words, phrases, and sentences that contain legal linguistic features such as archaisms, technical terms, phrasal verbs, doublets, and word reciprocity. This research is a qualitative descriptive study and was compiled based on the translation procedure framework of 17 Newmark (1988) followed by an assessment of the quality of the translation by Nababan (2012). From the analysis, the most frequently used legal language features are technical terms and archaisms. Meanwhile, the most widely used procedure in settlement agreement documents is literal translation with a total of 18 data and a percentage of 23.3%. The second order is naturalization with a total of 15 and a percentage of 19.4%. These two procedures are most often used by translators in translating settlement agreement documents. The use of literal translation procedures dominates. This, of course, affects the quality of the translation of this document. Based on the evaluation of the quality of the translation carried out, the level of accuracy and acceptability is 89%, and the readability is 78%. So, it can be concluded that the results of the translation of this settlement termination agreement document can be declared valid because it is translated in accordance with the applicable legal system based on the target language.
Misunderstanding of Islam in Ayaan Hirsi Ali’s Speech Based on Islamic Perspective: A Semiotic Analysis Sari, Diana Eka; Siwi, Aninda Aji
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1311

Abstract

Islam is often misunderstood as a bad religion in the West. This prejudice increased rapidly after the terror act that brought down the WTC towers in New York by radical Muslims on September 11, 2001. This prejudice developed to give birth to Islamophobia which is still spreading in the West, including in speeches. One of the speeches containing misunderstandings and prejudice against Islam is Ayaan Hirsi Ali's speech Liberal Democracies in An Era of Jihad and Mass Migration which considers Islam to be a bad and radical religion. This research aims to refute misunderstandings of Islam in Ayaan Hirsi Ali's speech Liberal Democracies in An Era of Jihad and Mass Migration so that bad thoughts about Islam can change and the phenomenon of Islamophobia can be reduced. This research is a qualitative descriptive method using the semiotic theory of Ferdinand de Saussure and also Islamic perspective to refute Ayaan's misunderstandings about Islam in the analysis. The results of this research show several of Ayaan's misunderstandings about Islam which are contrary to the Islamic perspective, such as whatever the Prophet Muhammad did during his lifetime must also be done by his people in the present, the Prophet Muhammad was a cruel person, all Madaniyah verses like a war manual because it only contains war, Muslim men indoctrinated to be selfish, Muslim women restrained, Muslim men are selfish, Islamic law is bad for everyone, and Islamic law is a cult of death because it only contains massacres and sacrifice of life.
Indonesian EFL Students’ Elastic Language in Discussing Horror Movies Kinasih, Putri Rindu; Lacey, Jazlyn
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1342

Abstract

To create an exchange of information is the goal of communication. Surprisingly, we rarely express ourselves clearly, precisely, and explicitly when we write or speak. This research is a conversational analysis (CA) that studies eight students from the 5th semester of the English Department of a private university. The 21’23”- conversation about the Indonesian horror movie is analyzed based on the classification of four lexical categories and categories of EL’s pragmatic function elastic language proposed by Zhang (2015). This research aims to identify the implied messages conveyed by women and men as they talk about Indonesian horror movies. The study showed that approximate stretchers are the most used kind of elastic language. And, men and women use approximate stretchers at similar rates. The same number of approximate stretchers opposes the claim that women are less assertive. Then, women tend to use more intensifiers, which enhances interaction in communication. The last finding of this study was that women employed more epistemic stretchers than men. Additionally, this research finds that both men and women used elastic language for just-right elastic function mainly. Because approximation is frequently sufficient in this situation, approximate stretchers are usually chosen for just-right elastic terms.
Lexical Density and Politeness Strategies in EFL Writings Haji, Ghada
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1283

Abstract

This study adopts a corpus-based analytical approach to assess lexical density and politeness strategies performance in the writings of English as a Foreign Language (EFL) graduate students. The data consists of 30 job application letters produced by university students enrolled in Master One, IT Management. AntConc tool was used to compute the lexical density relying on Ure’s (1971) method. Besides, Brown and Levinson’s (1987) coding scheme of politeness was employed to trace the pragmatic strategies used by non-native English speakers in the target language. The findings revealed that the participants’ letters are commonly categorized as Not Dense, indicating a low language proficiency. As for the performance of politeness strategies, the results suggest that students lacked awareness regarding the use of some necessary positive and negative strategies and insufficient attention has been paid to the pragmatic aspect of their texts. The linguistic and pedagogical implications of this paper will be significantly pertinent to EFL and ESL academic writing instructors, curriculum designers, and language teaching researchers.

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