SALTeL Journal (Southeast Asia Language Teaching and Learning)
Southeast Asia Language Teaching and Learning (SALTeL) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of Language Teaching. The journal is published online twice a year. The scope of SALTeL includes the following fields: theory and practice in language teaching and learning, teaching a second or foreign language, language teachers’ training, and education.
Articles
147 Documents
<![CDATA[Perception of Teacher and Students toward Whatsapp Use for English as Foreign Language Distance Learning ]]>
<![CDATA[Mujahidah]]>;
<![CDATA[Arif Rahman]]>;
<![CDATA[Sulastri]]>;
<![CDATA[Areski Wahid]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v5i2.84
<![CDATA[The difficulty that students faced right now is students cannot adapt to Distance Learning and started the network that they used. WhatsApp is only a communication application, that is not learning media, but they are used for the learning process. Based on the problem above the researcher want to know teachers' and students’ perception about the use of WhatsApp as a media in English subject in teaching-learning. The method that was used in this research is the Qualitative Descriptive approach, the respondents of the study were 1 teacher and 21 students as an informant. The data was collected by using an observation guide, interview guide, and documentation. The researcher found the data conducted from the data that Perception of Teachers by using WhatsApp in the learning process more efficient and make students easily receive the material and apply their assignment but is not effective. There are pros and contras to the use of WhatsApp in students, points that students’ pro such as helping students communicate with their teacher, the contra points such as the internet connection is unstable. Also, the advantages of WhatsApp such as there are no time and place restrictions and the disadvantages such as preparing funds for purchasing quotas.]]>
<![CDATA[Modified International Toastmaster Approach to Improve Public Speaking Competence ]]>
<![CDATA[Rita Hartati]]>;
<![CDATA[Meisuri]]>;
<![CDATA[Siti Aisyah Ginting]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 2: July 2022 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v5i2.95
<![CDATA[Competency Based Education is very much needed in the era of the industrial revolution 5.0 and the determination of Toba Caldera as a UNESCO Global Geopark provides opportunities, encourages economic and sustainable development, requires skilled worker who has various competencies in a field of work. This competency improvement is also the outcomes of Independent Learning-Independent Campus. This research was the type of online survey tools associative research conducted factual information to obtain the truth. Online Survey Tools Research generally uses a google form as questionnaire instrument filled out by participants used certain methods. (Vasanta Raju 2018). Modified International Toastmaster model, testing and evaluating the model created by the Public Speaking training program involving 30 students of the English Literature Department Universitas Negeri Medan. The findings related to competence using the 10 Toastmaster International project speech delivery have shown at the pie chart (see figure 3.1 to 3.10). Modified International Toastmaster is associated with the six tasks models of Indonesian National Qualification Framework called KKNI to maximize the improvement of various competence in public speaking.]]>
<![CDATA[Improving the EFL Students’ Oral Communication through the Implementation of Business Meetings Project Using a Digital Pocket Presentation Guide ]]>
<![CDATA[Lia Agustina]]>;
<![CDATA[Farida Ulfa]]>;
<![CDATA[Futuh Handoyo]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 1: January 2023 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v6i1.99
<![CDATA[This study aimed to implement a Business Meetings Project using a Digital Pocket Presentation Guide to improve EFL students' oral communication. Therefore, the action research design was implemented to match the purpose of the study. The data collection techniques were started by asking students to do a pretest, implement the model, do observations during the activities, distribute a questionnaire and do interviews to see the students' improvement by asking students to do the post-test. The result of the research showed that the student's progress sustainably improved from the first evaluation, which was 48,75, to the second evaluation, which was 53,760 and to the third evaluation, which was 56,25 for the mean. The score continuously improved from the first evaluation to the third evaluation. The results of the research show that the students gave good attitudes and responses during the process of implementing the model. Questionnaire and interview reports show that students agreed on the implemented model as it motivated and improved their self-confidence and capability in oral communication skills. In conclusion, implementing the business meeting projects through a digital pocket presentation guide enhanced students' verbal communication skills.]]>
<![CDATA[Moods and Modality in Virtual Communication: The Study of Multimodal Analysis in Teaching Practice ]]>
<![CDATA[Asnawi]]>;
<![CDATA[Amrin Saragih]]>;
<![CDATA[Rahmad Husein]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 1: January 2023 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v6i1.101
<![CDATA[The focus of the study was on moods and modality in virtual communication. The purposes of the research were to analyze the moods and modalities used by the lectures for virtual teaching to evaluate the manner of the moods and modalities realized in virtual teaching and to investigate reasons underlying the use of moods and modalities in virtual teaching. The sources of data for this research were verbal and nonverbal language from the interactions of virtual teaching. The data were utterances and gestures produced by the lecturers. The research design was qualitative research. The data were collected through recorded videos, observations, interviews, and questionnaires. The techniques of analyzing the data were applying interactive data analysis: data condensation, data display, and drawing and verification conclusion. It was found that the lectures used various kinds of moods. The declarative mood was dominantly used. In terms of modality, both modalization and modulation types of modality were used. The value of the modality selected was low, medium, and high. The manner of the mood system was realized by both marked and unmarked ones. The modalities were realized through the integration of verbal and verbal modalities. The modalities were used to manage the classroom and create a pleasant and understandable teaching and learning atmosphere. The result of this study gives a new insight into the function of language in teaching through online mode.]]>
<![CDATA[Perception of Tertiary Students on Code-Switching Advertisement ]]>
<![CDATA[Rosmawaty Harahap]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 1: January 2023 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v6i1.108
<![CDATA[This study aimed to look at the effects of code-switching in advertising. Descriptive-analytic research was used to ascertain how Indonesian tertiary students see code-switched internet advertising. Data from university students (N = 100) in Indonesia were gathered using a questionnaire as the study's tool. Once the data had been collected, it was computerised, and the descriptive statistics (frequency and percentage) were used to tabulate it. According to the research, most tertiary students in Indonesia believed that code-switched online advertisements had a more significant influence than monolingual advertisements. Since the code-switched commercial was original, appealing, not confusing, easily intelligible, and didn't obliterate the Indonesian language, it has stayed in their minds and had a favourable impact. Additionally, most respondents concurred that code-switched internet adverts persuaded them to purchase the supplied goods. As a result, code-switched advertising favours Indonesia's online business environment since it is a very innovative, effective, and helpful method for developing marketing expertise.]]>
<![CDATA[Error Analysis of a Sample of Kuala Kangsar University Students’ English Placement Writing Test ]]>
<![CDATA[Shamimah Mohideen]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 1: January 2023 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v6i1.100
<![CDATA[Error analysis is a linguistic analysis that focuses on identifying and describing the learner’s error in target language learning. This study focuses on grammatical mistakes frequently made by students who took their English placement test after enrolment at Universiti Sultan Azlan Shah. Samples from the writing test were collected. The errors were identified, recorded, categorized and analyzed. The findings of this study shed light on the most frequently occurring types of mistakes made by a sample of Malaysian ESL learners of higher learning institutions. From this, the researcher can determine the learners’ problem areas. It is found that the most frequently occurring grammatical errors are errors in the inflexion of verbs according to tense and number. Students also made mistakes using the past participle for the perfect tenses and passive sentences. Many of these errors were mainly technical, which did not affect the intended meanings. These errors reveal Malaysian students' difficulties in mastering the English verb forms due to the significant differences between the Malay and English verb systems. To a certain extent, participants are influenced by their native language structure and transfer them when using the L2. Lack of familiarity with exposure and usage of the target language can be attributed to the errors. Frequently occurring mistakes need to be treated with the necessary intervention by instructors, and suitable learning strategies need to be practised by students to prevent fossilization.]]>
<![CDATA[Text and Instruction Necessary for the Facilitation of EFL Reader’s Predictive Inference Generation ]]>
<![CDATA[Masahiro MAEDA]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 2: July 2023 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v6i2.102
<![CDATA[Inference generation is necessary for reading to understand stories. However, it may be difficult for English as a Foreign Language (EFL) readers to generate inferences owing to their limited cognitive resources that are mostly used in lower-level processing such as lexical and syntactical analysis. Predictive inference, which facilitates readers’ context processing and construction of a situational model, can be challenging for EFL readers to produce during reading. This study focuses on textual conditions and teacher’s task instructions to suggest the appropriate text choices and task instructions to help EFL readers produce predictive inferences. Two story versions (High-predictability Target vs. Control) and two different instructions (Predict the end of the story vs. Memorize the names of characters) were compared using recall rates. The findings indicated that the combination of a high-predictability target story with instructions to predict the end of the story would be the most effective pair for predictive inference.]]>
<![CDATA[Exposing EFL Students’ FLRA in Reading Section: The Case of TOEFL Course ]]>
<![CDATA[Fatin Nadifa Tarigan]]>;
<![CDATA[Dian Heriani]]>;
<![CDATA[Anni Alvionita Simanjuntak]]>;
<![CDATA[Siti Aminah Hasibuan]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 2: July 2023 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v6i2.103
<![CDATA[Foreign Language Reading Anxiety (FLRA) becomes increasingly crucial for EFL students since it prevents the learners' reading grasp. This study reports on college students’ reflections on reading. The study's main objective was to determine students' reading anxiety levels and discover the most potential factors contributing to students’ Foreign Language Reading Anxiety (FLRA) in TOEFL Test. It was administered to 22 students of the English Department in Universitas Pembinaan Masyarakat Indonesia using purposive sampling in the academic year 2022/2023. To achieve this purpose, this study utilized both quantitative and qualitative approaches. The data were collected using a Foreign Language Reading Anxiety Scale (FLRAS) questionnaire with five-point Likert scale participants and an interview sheet to examine the levels of their reading anxiety and its factors. The results demonstrate that the student's reading anxiety levels were 18% in the low category, 64% in the medium category, and 18% in the high category. It indicates that they experienced a medium level of anxiety while reading with unfamiliar vocabulary and unknown topics, and the fear of making mistakes was identified as the significant factor of FL reading anxiety.]]>
<![CDATA[Text Coherence Necessary for the Promotion of Japanese EFL Learner’s Predictive Inference Generation ]]>
<![CDATA[Masahiro MAEDA]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 1: January 2023 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v6i1.105
<![CDATA[Reading is a very complex process consisting of lower- and higher-level processing. Inference generation is necessary to achieve higher-level processing. It is challenging for Japanese EFL readers because they must use many cognitive resources in lower-level processing, such as word recognition and syntax analysis. This study investigated the relationship between Japanese EFL learners' predictive inference generation as higher-level processing and text coherence from the encoding perspective rather than activation. We used a cued recall task whose rates would be evidence of the reader's encoding of predictive inferences. The recall rates in the high predictability target version, which allowed readers to predict an outcome easily, were more significant than other text versions, and results were affected by the reader's proficiency. These findings suggest that EFL learners' encoding of predictive inference can be influenced under the specific text conditions in higher-level proficiency groups.]]>
<![CDATA[Tertiary Students' Deficiency in English Emphatic Listening Skills of NLP Matching and Mirroring Technique ]]>
<![CDATA[Rita Hartati]]>;
<![CDATA[Meisuri]]>;
<![CDATA[Siti Aisyah Ginting]]>;
<![CDATA[Ariatna]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 2: July 2023 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35307/saltel.v6i2.110
<![CDATA[Active Empathic listening is an activity that combines traditional active listening procedures with the element of empathy, which will result in a higher form of listening (Drollinger, Comes & Warrington, 2006, p.162). Drollinger et al. conceptualized AEL (active empathic listening) as a three-stage activity: sensing, processing, and responding. Empathic listening helps us to listen and understand how others feel. It is one of the most essential social skills we need to maintain healthy relationships with others. Empathic listening helps us to relate to those around us more healthily and effectively. Empathic listening helps to get into a conversation, especially with college students. This research will use a Google form as a questionnaire instrument filled out by participants. The research reveals that participants rarely heard about Empathic Listening and used it in conversation because it was never heard and learned before; some say it is not interesting to learn.]]>
