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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 282 Documents

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Two Uses of Gender in Conversation: A Membership Categorization Analysis Najib Bouhout
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

Discourse analysts have for a long time focused on the study of gender differences in language. Recent approaches, however, eschew that concern in favor of studying the performative aspects of gender. In line with this, Membership Categorization analysis offers the additional advantage of studying societal members’ gender categorization in conversation, the way it shapes the course of conversation, and its import, and consequences, for the conduct of participants in interaction. Membership Categorization Analysis is used here to spot some practical uses of gender by interactants in mundane talk among friends. More specifically, the article analyses two conversational instances where interactants deploy the categories ‘men’ and ‘manly practices’ to realize particular actions in conversation (suggestion and blame attribution). One finding is that gender categorization does pragmatic actions in interaction. In addition, the article argues that the relevance of gender, as one textual given among many, must be analytically demonstrated empirically in the conduct of interactants rather than invoked for the theoretical concerns of the discourse analyst.

Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents Ryan Oktarini; Sugirin Sugirin
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development for adolescents; (2) to find out the most effective technique for teaching reading skill for adolescents. This study was a quasi-experimental research with two experimental groups and one control group. The three variables used were PQ4R, Collaborative Strategic Reading (CSR), and Conventional techniques. The sample of this study were grade X Science 1, X Social 1 and X Social 2 who had homogenous reading level who were selected by using Cluster Random Sampling. The quantitative data were collected by using pretest and posttest to assess the reading comprehension. The result indicated that there was a difference in the students’ reading achievement given different treatment. Students taught using PQ4R had an improvement from 61.75 to 71.63 while students taught using CSR had improvement from 63.32 to 75.50. Students taught using conventional technique also indicated improvement from 62.5 to 68.38. The most effective technique was CSR compared to PQ4R and Conventional techniques. The improvement of students’ reading skill development reach 15.9% while the improvement using PQ4R was 19.25% 9 and using conventional technique was 9.28%. Therefore, it can be concluded that CSR was the most effective technique for teaching reading skills for adolescents compared to PQ4R and conventional techniques

Confrontation in ‘Confrontation’: A Multimodal Analysis of Bob Marley’s Lyrics Cosmas Rai Amenorvi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

This study investigates multimodally the theme of confrontation in Bob Marley’s posthumous Confrontation album. Specifically, the study analyses how the theme of confrontation is conveyed by the artwork of the album cover design. Besides, the study shows linguistically, literarily and by any other aesthetic ways how the theme of confrontation runs through the album. Findings reveal that the artwork of the album cover design speaks volumes without words and is embedded with conscious sophistication in projecting the theme of confrontation. Linguistically, Marley employs deliberate and conscious fiery lexical items inherently confrontational in projecting the theme of confrontation. Literarily, repetition, allusion, pleonasm and metaphors among others play the key role of confrontation in the Confrontation album. Finally, the name of the album, the name of each song and their numerical placement reveal the other aesthetic ways that the theme of confrontation is projected in Marley’s Confrontation, making the album not just a lyrical genius but a discourse masterpiece.

Vietnamese EFL Students’ Habits of Using Dictionaries in Translation Practice in ESP Courses Lien Thi My Tong
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

Doing translation tasks, especially in English-for-Specific-Purposes (ESP) courses, is probably demanding and challenging, which requires students’ utilization of dictionaries and other tools. Thus, this study was conducted to investigate Vietnamese English-as-a-Foreign-Language (EFL) students’ habits of dictionary consultation in ESP translation. The data were collected during a three-week period among 75 third-year EFL students from three classes at University of Languages and International Studies (ULIS), Vietnam National University (VNU) by a combination of quantitative and qualitative methods (i.e. survey questionnaires with a combination of close-ended and open-ended questions). The research highlighted the students’ positive attitudes towards dictionary use together with a high level of its frequency in translating ESP texts, their definite preference for dictionary applications for mobile phones and bilingual dictionaries as well as their prioritized lookups such as equivalents, examples, equivalent usage, and word definitions. In addition, it revealed that the students were confident in their capability of exploiting the dictionaries in ESP translation and thus had little desire for teachers’ assistance and guidance.

Graphic Organizer as Strategy to Teach Extensive Reading on Non-Fiction for EFL Learners Astried Damayanti
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

The research was conducted based on the teaching and learning Extensive Reading on Non-fiction for second-semester students of English Language Education Department of STKIP PGRI Trenggalek. The research was aimed to apply graphic organizer appropriate with the type of non-fiction passage. The graphic organizers utilized in the research were Keep-in-Time Sequence String for Chronological Order passage, Venn Diagram for Compare and Contrast passage and Character Traits for Description passage. The research was also intended to know the students’ comprehension of the passage after the utilization of graphic organizer and their response toward the use of a graphic organizer in learning extensive reading. The students’ comprehension was evaluated by summarization. They were assigned to summarize each passage based on the graphic organized arranged in the previous activity. Meanwhile, the attitude scale was used to know the students’ response during the utilization of graphic organizer in learning extensive reading. The score of the summarization revealed that the students’ reading comprehension was good. The average of their summarization was 81.67. Based on the result of the attitude scale, the students gave a good response toward the utilization of graphic organizer in learning extensive reading.

The Effectiveness of Local Wisdom-Based Teaching Materials in Enhancing Creative Writing Skills of Elementary School Students Santosa, Agus Budi; Basuki, Yudi; Puspita, Ari Metalin Ika
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019 (IN Press)
Publisher : Yayasan Visi Intan Permata

This study aims at describing the effectiveness of local wisdom-based teaching materials on the creative writing skills of elementary school students. The sample of the study was 2nd-grade students at SDN 1 Campurdarat, which amounted to 45 students. The research design uses quasi-experimental research in the form of a nonrandomized control group pretest-posttest design. The data were collected using the instrument of creative writing skills. The analysis was performed by different tests using the Wilcoxon formula. The results showed that there were differences before and after the use of teaching materials based on local wisdom towards students' creative writing skills. The results of evaluating creative writing on each learning from learning 1 to 6 show the students' mastery in achieving creative writing criteria.

Level of Knowledge Awareness and Use of Planning as Writing Strategy by EFL International Students in UUM English Intensive Course Mohammed Ahmed Ado; Mohammad Othman Ahmad Alsheyab
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

Malaysian English Language Curriculum makes it compulsory for every newly intake student to master and pass the English Writing Tasks (EWT) as among the basic skills in the language learning processes. However, most of the English Foreign Language (EFL) international students face difficulties with the EWT during the English Intensive Course (EIC) leading to consistent mass failures. The possible reasons of these failures could be due to the neglect of the writing strategies. Hence, the central focus of this paper is to identify and determine the EFL international students’ level of awareness and the use of planning as writing strategy before writing English essays. To this end, convenient purposive sampling strategy was used where 50 EFL (postgraduate and undergraduate) international students drawn from Universiti Utara Malaysian EIC program were selected and administered Writing Strategy Questionnaires (WSQ). The participants hailed from various countries who used and learned English as a foreign language, namely; Jordan, Iraq, Saudi Arabia, Libya, Palestine among others. The data were analyzed using SPSS. The findings revealed proportionate disparity between the EFL students that use planning strategy before starting writing English essays (usually true = 28%) with those that do not (usually not true = 28%). In terms of Revising Requirement for writing process before one start writing an essay in English, the findings revealed validity (40%) of participants’ responses at 82% cumulative. This is followed by “somewhat true” responses at 24% and 42% cumulative. These imply the EFL international students’ reasonable use of planning and having knowledge awareness of writing strategy

YouTube as a Learning Media to Improve the Student’s Speaking Ability in 21st Century Yuli Nurmala Sari; Margana Margana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

The development of students' skills, especially in speaking, is considered important to get more attention because speaking skill is included as one of the productive skills that requires a lot of practice rather than only learning the theory. In mastering speaking skill, it is regarded necessary to not only understand what others are talking about but also to respond and communicate effectively with others. Thus, a maximum use of instructional media, especially YouTube, is considered necessary in enhancing the development of students’ speaking skill as a crucial capability to be possessed in the 21st century. The purpose of this study is mainly to describe YouTube's maximum use in terms of practice as well as disclose the benefits of using YouTube as a media learning.

Intercultural Learning: A Promising Pedagogy in the New Millennium Echcharfy, Mouhssine
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019 (IN Press)
Publisher : Yayasan Visi Intan Permata

In a multicultural context, most of the common problem among individuals is that people hold an ethnocentric perspective, as they tend to idealize their own culture and ignore cultural difference. In this regard, interculturalism has come into play as it encourages ethno-relative perspective in that it stresses the importance of openness to and acceptance of different beliefs, values and customs (e.g., Coulby, 2006; Lentin & Titley, 2011; O?Cinneide, 2012; Jokikokko & Karikoski, 2016).This intercultural trend has led to the emergence of a new language pedagogy called ?Intercultural Learning? that aims at promoting intercultural competence in EFL classrooms and prepare EFL learners to meet the challenges of such a globalized world. The thrust of the argument in this paper is that culture courses should not be a place where learners are exposed only to the target culture; it should rather be a place where learners can experience cross-cultural situations, reflect on their experience, and act as intercultural speakers/mediators with the ability to communicate and interact appropriately and effectively in different intercultural situations. It offers insights into the challenges that lead to the emergence of intercultural learning. It also gives an account of the importance of culture in language learning. The paper discusses intercultural learning pedagogy, as it defines the notion of intercultural learning, discusses its principles and explains the key element of intercultural learning ?experiential learning? and how it is implemented. It also provides implications for teachers at the university level.

Supplementing Coursebooks--How, Why, and to What Effect: A Case Study Harper, John
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

This article reports on a case study of one instructor?s use of supplementary materials in an English as a Foreign Language course in China. Starting with the notion that no coursebook can be perfect and that supplementary materials therefore should form part of an English course, the study employed qualitative research methods to analyze the types of supplements used, the instructor?s rationale behind his use of the supplements, and the students? interpretations of the supplements. Class observations, semi-structured interviews with the teacher, and focus-group discussions with students allowed for the triangulation of data. Findings indicated that the instructor provided a variety of types of supplementary materials in order to cater to different learner needs (specifically, affective needs, language-learning needs, course-content needs). While findings also indicated that learners generally appreciated the instructor?s use of supplementary materials, significant mismatches between instructor goals and learner interpretations suggested that the purpose of the supplements was not always clearly defined. The article addresses these mismatches and provides suggestions for their future avoidance.

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