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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 286 Documents
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The Application of Word Formation in Students’ Essay Writing: Morphology Jelimun, Maria Olga
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.v9i2.1312

Abstract

The purpose of this study was to determine the most prevalent word formations used by students when writing essays. This study utilized a descriptive qualitative method. Five second-year English department students enrolled in an Academic Writing class at UNIKA St. Paulus Ruteng participated in this study. The information was gathered from the exposition composing task. To analyze the data, the researchers used Miles and Huberman’s model, following several stages, namely data reduction, data presentation, and conclusion drawing. According to the findings, the students used 128 processes that fall under five different kinds of word-formations. Affixation, acronyms, blending, compounding, and clipping are all possible subcategories. The understudies applied less mixing and cutting word-arrangement processes. The application of the word-formation procedure also encountered some difficulties. It was unclear to some students how to form blending and clipping. It is hoped that this study will make a significant contribution to our understanding of word formation. Teaching and learning word-based lexical studies in general and word-formations in particular will benefit from the findings of this study.
Analysis of Micro Translation Strategies Used by the Main Character in Subtitle Conversation Movie “Guardians of the Galaxy Vol 2” Astiningsih, Diffa Aulia; 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.v9i1.1202

Abstract

The aim of this research is to identify the micro-strategies and quality of translation used by the translator in the subtitle conversation of the main character in the movie “Guardians of the Galaxy Vol 2”. The data sources used are words, phrases, and sentences found in the main character's utterances. The method employed in this study's method of translation was descriptive and qualitative in character of Schjoldager et al. (2008) followed by a quality assessment of the translation by Nababan, et al. (2012) with the following steps: 1) find the data analyzed in the film; 2) classify the micro-strategies and quality; 3) find the conclusions. There are some reasons for using these micro-strategies and qualities: 1) more detailed and specific; 2) more accurate in assessing the quality of the translation. The objectives of this study are: 1) to analyze and classify the data based on the category of micro-strategies; 2) identify the quality of the translation; 3) to find out what type of translation is used most often and what is the quality of the translation as a whole. As a result, the direct translation strategy is the one that translators utilize the most frequently, which reaches 77 data with a percentage of (42.55%). This strategy makes it easier for the target language because this translation emphasizes the translation of the words, so all source language information is conveyed correctly. The researcher also found that the direct translation technique has a higher percentage of translation quality than other translation techniques. The researcher concludes that direct translation is a translation that is more efficient to use for a translation because the target language quickly understands it.
Investigating the Role of Cooperative Learning in Fostering Moroccan ESP Students’ Learning Attitudes Ait Hattani, Hanae
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.v9i1.1286

Abstract

Cooperative learning (CL) is a teaching and learning approach that has been sufficiently studied to be accepted as an effective method of language education, English language in particular. In all levels of education, students in cooperative situations achieved greater academic, social, and psychological benefits. Nowadays, learners are expected to be more actively involved in the teaching and learning process, especially when they work together to achieve a specific target or objective. This study investigates teaching English for Specific Purposes within the paradigm of a cooperative learning approach. It comes as an attempt to investigate the impact of cooperative learning on improving students’ learning skills and attitudes in the ESP instructional context. Through a survey questionnaire, this inquiry aimed at shedding light on learners’ perceptions towards’ their cooperative learning experience. Based on attitudinal results, the majority of respondents positively perceived the use of cooperative learning as an approach that provides them with a learning environment conducive to social interaction, peer tutoring, skills’ development, and knowledge retention. Eventually, according to the study results, cooperative learning has benefits that go outside of the classroom and learning environment. Long-term benefits of cooperative learning include the opportunity for students to practice skills that may have a progressive impact on their lives in addition to helping them acquire new knowledge.
Enhancing Critical Thinking through AI-Assisted Collaborative Task-Based Learning: A Case Study of Prospective Teachers in Japan Sako, Takayoshi
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.v9i2.1319

Abstract

This study explores the potential of integrating generative AI into collaborative task-based language learning to foster critical thinking (CT) skills in computer-assisted learning environments. Employing a mixed-methods approach, the research examines the experiences of 18 pre-service teachers engaging in AI-assisted collaborative activities. Quantitative analysis of the Critical Thinking Disposition Scale and qualitative analysis using the modified grounded theory approach (M-GTA) reveal that AI tools can alleviate collaboration challenges by bridging perceptual gaps, clarifying objectives, and promoting deeper understanding. The findings suggest that AI-assisted collaborative learning enhances students’ intellectual autonomy, creativity, and digital literacy skills. However, the effectiveness of AI tools in fostering collaboration depends on their proper application, the supportive role of educators, and the careful design of evaluation criteria. The study emphasizes the importance of balancing the use of AI tools with authentic language production and highlights the crucial role of educators in moderating discussions and providing guidance where AI tools may have limitations. While the findings offer valuable insights, the study acknowledges its limitations and recommends future research to explore the impact of AI-assisted collaborative learning on CT with larger and more diverse samples.
Testing the Cognitive Retroactive Transfer Hypothesis: Evidence from Moroccan University Readers Atouf, Noureddine; Harrizi, Meriem
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.v9i1.1268

Abstract

The extant study extrapolates the principles of the Cognitive Retroactive Transfer hypothesis, a theory of reading transfer between languages recently introduced to the literature, in an academic context. Forty-five freshmen are recruited from the English Department at the School of Arts and Humanities Ben M’sik (Hassan II University of Casablanca). The study employs a quasi-experimental design which involves two main phases: pre-intervention and post-intervention. The participants are selectively allocated to an experimental group (n=25) and a control group (n=20). The experiment measures the transferability of improved metalinguistic awareness from English (the foreign language “FL”) to Arabic (the first language “L1”). To this end, a battery of reading tests is administered in both languages before and after the intervention. Upon completing the pretest phase, the experimental group receives a three-month training, targeting core metalinguistic skills. To compare pretest and posttest scores, a multivariate analysis of variance (MANOVA) is conducted to check the groups’ overall differences across the set of reading skills before using Simple Group Contrasts (k-matrix) as a follow-up test to analyze the groups’ performance on each reading skill. The results show a positive effect of the intervention on the experimental group’s performance over all the skills except orthographic knowledge posttest scores which level off. The findings give more prominence to the CRT hypothesis which has been solely tested in children bilingual settings. The unchanged orthographic knowledge scores suggest the essential role of explicit print exposure and practice in developing spelling skills in another language. The ongoing research paper calls for adopting fine-grain and level-fitting pedagogical approaches to address reading difficulties at university levels.
The Use of Google Translate in the Translation Class at English Education Study Program Pattimura University Afiliani, Afiliani; Tanasale, Inggrit O.; Rijoly, Helena M.
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.v9i1.1299

Abstract

This research aimed to discover how students used Google Translate (GT), their refinement efforts, and their perceptions towards using GT in The Translation Class. The research participants were students in The Translation Class of the English Education Study Program at Pattimura University in the academic year 2022/2023. An explanatory sequential mixed method design was used in this study. The qualitative data were obtained from observation and interview and analyzed using thematic analysis. Meanwhile, the quantitative data was obtained from a questionnaire and analyzed using descriptive statistics. The results showed that students mostly used GT to facilitate translation tasks, especially for assignments, learning materials, and new vocabulary. In the classroom, GT was allowed for assignments but prohibited during exams, while students were free to use it at home. Students usually try to translate independently before using GT. They recognized the limitations of GT and made efforts to confirm and improve the translation. Despite these shortcomings, students maintained positive perceptions regarding the usefulness of GT in the Translation Classroom. These findings highlight differences in students' attitudes and perceptions towards GT and its role in translation classrooms.
From Teacher Talk to Embodied Actions: Investigating an EFL Primary School Teacher’s Classroom Interactional Competence Sugianto, Ahmad; Khoirunnisa, Sarah Fawziah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1392

Abstract

Teacher talk and embodied actions constitute an essential aspect to facilitate students’ learning and learning opportunities in EFL classroom interactions. Nevertheless, evidence has shown that the ways an EFL teacher employs teacher talk and embodied actions are still under-explored, particularly in the Indonesian EFL primary school context. Therefore, the present study is aimed at scrutinising an EFL primary school teacher's use of embodied actions along with teacher talk that leads to classroom interactional competence. Using a conversational analysis approach, the present study inspected six naturally occurring lessons conducted by a female English teacher teaching in the fifth grade. Twenty-six students were involved as the subjects. Moreover, the data of the current study were garnered using observations and included the teacher’s instructional artifacts. Findings reveal some embodied actions were used by the teacher during the classroom interactions. In this case, the teacher’s gazes were found to be directed at a particular student, a group of students, and objects in the classroom. Also, such gazes were found to be accompanied by deictic gestures, metaphoric gestures or beats that were used by the teacher to elicit responses from the students. Moreover, iconic gestures were also found in the data as the teacher was trying to introduce a new vocabulary. The present study reaches a conclusion that most of the interactional features found in conformity with the pedagogical goals for each micro-context or mode were used to support and mediate the students’ learning
Linguistic Appeals in Political Discourse: A Multimodal Discourse Analysis of 2023 Presidential Election Billboards and Posters in Nigeria Makinde, Peter Oyewole; Adejumo, Barnabas Fiyinfoluwa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1406

Abstract

In the wake of the campaign for the 2023 Presidential election in Nigeria, several political parties were shown to rely on linguistic appeals as a tool for political discourse in their campaign. This has sparked a paradigm shift in the role of linguistics in political discourse. This study examines the linguistic strategies used in political discourse to appeal to voters through a multimodal discourse analysis of campaign posters and billboards. The study utilises a qualitative research design. Data for the study were collected from Vanguard Newspapers and Punch Newspapers. Using Kress and Van Leeuwen's multimodal framework, the study explores how political candidates' use of language, visuals, slogans, colours and other meaning-making resources enhance political discourse, as evident in their posters and billboards. Findings from the study provide valuable insights into the power of linguistics in political campaigns and the potential for language to shape public perception and influence election outcomes. Thus, the findings underscore the significance of verbal and visual multimodal modes, illustrating their effectiveness in conveying nuanced meanings associated with diverse political parties and candidates. The posters and billboards showcase party affiliations and employ diverse elements to strategically communicate messages to the public, showcasing the intricate interplay between linguistic and visual components in political discourse.
The Analysis of Students’ Grammatical Errors in Recount Text Writing Nadia, Nadia
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1424

Abstract

Writing is a skill that requires organizing ideas into clear sentences and paragraphs, relying on a strong understanding of grammar for effective communication. However, the researcher revealed that the ninth-grade students of SMP Islam Al-Azhar 48 Samarinda frequently struggle with recounting text writing, particularly with verb tense, subject-verb agreement, and singular/plural forms. Therefore, this study aims to find out the grammatical errors in the ninth-grade students’ recount texts writing. The researcher used a qualitative approach to identify grammatical errors in recount texts written by ninth-grade students at SMP Islam Al-Azhar 48 Samarinda. Data consisted of texts collected from the students' recount writings, which were then analyzed using Oshima and Hogue's theory. The subjects were selected through purposive sampling, involving 15 ninth graders who were likely to achieve excellent English scores, with further information gathered from questioning the English teachers. The results revealed the common errors in the recount texts written by the students, including missing words, verb tense, subject-verb agreement, singular/plural forms, unnecessary words, wrong word forms, wrong word order, comma splices, fragments, and errors in prepositions, conjunctions, and articles. While students demonstrated a grasp of basic English writing rules, they still exhibited various errors, primarily due to interference from their native language and the overgeneralization of grammar rules.
Contrastive Analysis of Noun-Adjective Word Order in Students' Writing: A Case Study of Common Core Classes in a Moroccan Public High School Farid, Zakaria; Jamali, Achraf
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1432

Abstract

This study explores word order patterns, specifically focusing on the noun-adjective inversion observed in the written language among EFL learners in a Moroccan public high school class. In a case study design with 102 participants, error analysis of learners’ produced language reveals a consistent and frequent deviating pattern as a result of negative transfer from L1 to L2, aligning with the interlanguage hypothesis. The findings enable Moroccan English teachers to predict and address language errors through tailored teaching strategies. Notably, a cross-sectional approach using controlled words unscrambling activity demonstrates the learners’ consistent deviation from English word order, except for instances of familiar phrases, suggesting exposure plays a key role in language accuracy. English teachers in Morocco can significantly profit from these findings by using them to anticipate, react, and modify their teaching strategies. Crucially, using well-known sentences correctly emphasizes how important repeated exposure is to language acquisition

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