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Journal of English Language Teaching and Linguistics

jeltl
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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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Author Index & Subject Index Dwi Astuti Wahyu Nurhayati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(1), April 2017
Publisher : Yayasan Visi Intan Permata

The Frequency Effect on the Acquisition of –ING Form Structure by Indonesia L2 Learners Muhammad Fahruddin Aziz; Pratomo Widodo
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Even though –ing form is acquired earlier based on the natural order hypotheses of L2 morpheme acquisition, it remains difficult for L2 learners to acquire mainly for those who are not frequently exposed to the targeted linguistic feature inputs. A number of investigations were already carried out to find out the frequency effect on the acquisition of verbs as a complement (gerund and infinitive), yet this paper was designed to identify the role of frequency on the acquisition of English –ing form structure by Indonesia L2 learners. Participants consisted of four groups from different semester (1,3,5, and 7). Each semester also indicated various language exposure experienced by L2 learners. Each group comprised 10 participants. Data were collected by employing the writing test to elicit –ing form production including interview and observation. The coding of students’ composition was carried out to determine the correct productions—which were scored to interpret frequency effect on students’ acquisition and their misconceptions in composing a sentence containing –ing forms. The findings revealed that the rate of frequency inputs of –ing form structure accessed by learners fairly contributed to students’ constructional schemas in accordance with the high score. Each word possessed various frequency inputs of distribution which then led them to any deviant production. In addition, intra-lingual errors were responsible for any misconception perceived by learners (overgeneralization, ignorance of rule restriction, and false concepts hypothesized).

Investigating the Role of English Language as International Medium for Learning Medical Sciences Abdelrahman Elyass Mohamed Abdelmajd; Hassan Mahill Abdallah Hassan
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(1), April 2017
Publisher : Yayasan Visi Intan Permata

This paper aims to answer “To what extent English Language as International Medium can help for Learning Medical Sciences?" The researcher has adopted the quantitative method as well as the questionnaire as a tool for collecting data relevant to the study to bring to the light the importance of English Language as International Medium for Learning Medical Sciences. The sample of this study comprises (60) students. The marks obtained from the questionnaire were compared. From one hand, the results have revealed that the students encountered difficulties in understanding the Medical Sciences. The result has shown that the questionnaire significance indicates that there is highly difference among students. Therefore, this indicates that English Language as International Medium can play a great role for Learning Medical Sciences.

Communicative Language Teaching in the Moroccan EFL Classroom AIT HATTANI, Hanae
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21st century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge-based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influential developments in language education. The implementation of communicative activities in EFL/ESL classroom prepares learners to use English in the world beyond based on their own needs, interests, and opportunities, and perform in an atmosphere of expression, interpretation, and negotiation of meaning from psycholinguistic and socio-cultural perspectives. Communicative language teaching (CLT) refers to both processes and goals in classroom learning. It is one of the most influential theoretical developments in language education as it helps redefine the objectives of foreign and/or second language instruction. This paper looks at the phenomenon of communicative language teaching (CLT) in the Moroccan EFL curriculum. It aims to study how CLT has been interpreted and implemented in various contexts examining teachers’ attitudes. The data is gathered using semi-structured interview with EFL secondary level teachers. Based on the findings, respondents reflected positive attitudes showing that the use of CLT approach does enhance oral competency among students as well as learner-autonomy. However, teachers confirm that the EFL curriculum is barely emphasizing communication skills, which requires a curriculum reform and redesign in order to represent the 21st century requirements and values.

Expanding Teacher Comfort Zones: Developing Professionalism Benzehaf, Bouchaib
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(3), December 2016
Publisher : Yayasan Visi Intan Permata

The age we live in is characterized by a constant flow of information and an ever changing set of skills. Such change produces new challenges for teachers and places new obligations on them. Research also shows that teaching quality is paramount for student success. Teachers are thus required to update their knowledge and refine their teaching skills. The present paper argues for the relevance of Vygotsky’s zone of proximal development (ZPD) to teacher education. More specifically, it makes the point that teachers in the new millennium are called upon more than ever before to extend their ZPDs in order to help their students learn effectively in an age pregnant with new challenges. Starting with a brief overview of the concept of ZPD, the paper moves to argue for its application to teacher education. It also unveils the different stages of developing the ZPTD (zone of proximal teacher development), and the characteristics of proximal teacher development that are bound to impact positively on student learning. It ends with practical suggestions that can improve the ZPTD, like participating in conferences, joining teacher associations, and being involved in action research.

Using Local Drama in Writing and Speaking: EFL Learners’ Creative Expression Dwi Astuti Wahyu Nurhayati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Creating encouragement among students to speak up and to write is not easy. It is seen on their responses of joining speaking and writing class; most students suppose that speaking and writing English are difficult especially to utter and organize their ideas freely. Problems of speaking include inhibition, nothing to say, low participation, mother-tongue use; writing problems include they lack ideas, organizing of ideas, rhetoric or pattern of thought, cohesion and coherence. However to cope with these problems, this study offers the variation performance in delivering ideas or activities through writing a script and conducting a drama. The steps of learning writing are (1) Creative Expression (responding to the ideas that learners produce; (2) Composing Process: planning-writing-reviewing framework using dramatic structure: orientation, complication, sequence of events, resolution and coda; (3) Genre and context of writing (Building Knowledge of Field (BKoF), Modeling of Text (MoT), Joint Construction of Text (JCoT), and Independent Construction of Text (ICoT and Local Drama as their creative expression: Learners use pattern they have developed to write a script). In speaking, before conducting the performance the students are divided into some groups to create the learning community, the steps are: create script based on themes, next consult the script (discuss their creative expreesion), observe the characters play, their characterization, mime, and other aspects, practice the script, and finally perform drama outdoor. As the result they become more self-confidence to utter ideas, expressive including writing a script, drama is considered as an appealing learning strategy which promotes not only goal-oriented learning but also emotional intelligence skills.Key words: teaching, writing and speaking, drama

Developing Higher Order Thinking Skills: Towards a Rethinking of EFL Coursebooks in Moroccan High Schools Isam Mrah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(3), December 2017
Publisher : Yayasan Visi Intan Permata

The ever-growing realm of education underlines the need for a reconsideration of learning materials. The present study aimed to investigate the extent to which EFL textbooks in Morocco help learners build skills in accordance with the twenty first century learning expectations. It attempted to assess the effectiveness of Ticket to English textbook series in terms of how well they foster critical thinking and problem solving among learners. The study adopted content analysis as the primary research method for data analysis and interpretation. The analysis was undertaken to define the types and levels of questions addressed in reading comprehension tasks and to examine instances of higher order thinking skills. The case study evaluated the questions in the light of the Bloom's Revisited Taxonomy of learning objectives. Results from the content analysis of questions show that most of the questions targeted the three lower-level categories of the taxonomy. The results obtained testify that the examined textbooks do not effectively enable learners to be autonomous lifelong critical thinkers, hence the need for a reconsideration of EFL textbooks in Moroccan high schools. The paper eventually suggests some ways in which these skills could be promoted effectively in future textbooks with the aim of empowering students to thrive in an evolving world.

Style Translation in an English Version of Tunisian Mustapha Tlili’s novel The Lion Mountain: A Cognitive Basis to Assessment Khalid Majhad; Chakib Bnini; Mohammed Kandoussi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(1), April 2019
Publisher : Yayasan Visi Intan Permata

Style is every literary author’s identity marker. No translation can ever claim success if it does not reflect the marked stylistic features of the original. This paper assesses the English translation of Tunisian Mustapha Tlili’s novel Lion Mountain in terms of its reproduction of the spirit of the source text, that is the totality of effects generated by the author’s stylistic manners. A cognitive basis to assessment means that the author’s style is a direct expression of his state of mind, his attitudes and beliefs. This model, inspired by the work of Chinese translator and theorist Jin Di (2003), uses a hermeneutic four-stage analysis of literary texts (i.e. penetration, acquisition, transition and presentation), that makes it possible to deal in a rather systematic manner with every aspect of the literary text, namely its spirit, substance, overtone, flavor and imagery. The assessment will demonstrate how translating successes or failures result directly from successes or failures in applying one or more of these hermeneutics-inspired four stages.

Why Only Focus on One Variety of English? A Problem in EIL Teaching in Vietnam Hang Thi Nhu Mai
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(2), August 2017
Publisher : Yayasan Visi Intan Permata

Although research has proposed the urgent need of exposing learners to World Englishes for enhancing learners’ intercultural competence, Standard English, which is either British English or American English, still remains dominant in English language classrooms in the Vietnamese context. This qualitative-designed case study aims to explore Vietnamese higher-education teachers’ explanations for the reasons behind and their perspectives towards embracing World Englishes in English language classrooms. The study employed semi-structured interviews to collect data from five Vietnamese lecturers. The participants’ answers were recorded before being converted into an Excel sheet. A Coding Process of Inductive Analysis (Cresswell, 2002) was adapted to analyze data. The results indicated that the factors including fixed materials, limited classroom time, teachers’ previous training in Standard English (SE) for their degrees, and learners’ favor of SE accounted for the main use of Standard English in language classrooms. Interestingly, however, all of the participants agreed that increasing knowledge of World Englishes is substantially necessary for successful intercultural communications. Moreover, learners are supposed to keep their identity in international encounters through their own English accents while still ensuring mutual intelligibility. The study drew on an implication for teachers to take an active role as transformative intellectuals in classrooms to make the EFL teaching process meet Vietnamese learners’ goals and needs.

Enhancing EFL Learning in Cameroon’s Language Centres through Content and Language Integrated Learning Akumbu, Pius W.; Simo, Charlotte D.
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

This study seeks to determine how Content and Language Integrated Learning (CLIL), already applied successfully in other parts of the world, could be adapted to teaching English as a foreign language in language centres in Cameroon. The problem identified was the fact that 43 out of 64 students leave language centres with a lot of general English but with little or no language abilities relevant to their fields of experience, whether academic or professional. The results revealed that the implementation of CLIL had a positive impact on learners’ development of diverse skills necessary for their success in academic and/or professional settings since there was a remarkable improvement in students’ performance in the experimental group (93%) as opposed to the limited (lower) performance of the control group (56.4%), providing therefore factual evidence of the effectiveness of the CLIL approach over other conventional approaches in meeting students’ needs and interests after training.

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