JALL (Journal of Applied Linguistics and Literacy)
JALL (Journal of Applied Linguistics and Literacy) is an academic biannual journal, published in February and September. The journal contents are managed by the English Department, Faculty of Teacher Training and Educational Science, Galuh University. The objective of the journal is to provide a forum for lecturers, teachers, researchers, academicians, and students to present their ideas, concepts, and new theories in English applied linguistics and literacy, and to disseminate theory, research, and teaching reviews to the academic community of English language and literacy studies in Indonesia and abroad.
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<![CDATA[CONSTRUCTING ESP-BASED ENTREPRENEURSHIP CURRICULUM FOR TEACHER TRAINEES: A NEED ANALYSIS OF BUILDING CREATIVE LIFE SKILLS ]]>
<![CDATA[Lilies Youlia Friatin]]>;
<![CDATA[Jamilah Jamilah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6771
<![CDATA[Today, entrepreneurship education is a crucial component of the Indonesian government's efforts to reduce the number of unemployment. Higher Education students are expected to show entrepreneurial skills as preparation for their future life as the nation's future leaders in 21 century. Global entrepreneurship competition encourages students to master English in order to become skilled entrepreneurs on both a national and international scale. Higher education gives big role in preparing human resources. Lesson plan as part of curriculum, should be designed in accordance with the students need of particular skill. The existing lesson plan as teacher guide is important to examine. Hence, the research question of this research is, “How does the existing lesson plan of ESP (English for Entrepreneurship) represent entrepreneur skill of learners? This research uses a qualitative approach, document analysis. The research instrument used is the English lesson plan of ESP (English for Entrepreneurship). The results showed that lesson plan of ESP (English for Entrepreneurship) represent entrepreneur skill of learners. It can be seen on course objective; a) Students understand the nature of entrepreneurship, b) Students are able to build relationship in business, c), Students are able to develop their interpersonal skills in entrepreneur, d) Students can communicate effectively as an entrepreneur, e) Students understand how to negotiate and win the negotiation in business, f) Students are able to speak in front of public to achieve the business goals. It’s relevant with the basic need of entrepreneurs’ skill. ]]>
<![CDATA[THE INVESTMENT OF MIGRANT WOMEN IN SECOND LANGUAGE LEARNING: A SYSTEMATIC REVIEW ]]>
<![CDATA[Dang Arif Hartono]]>;
<![CDATA[Phuong Lan Nguyen]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6960
<![CDATA[Migrant women, especially married migrant women, are perhaps one of the least discussed groups in the field of second language acquisition. To date, there have been limited studies on this group of learners. This is unfortunate because our inability to understand this group would restrict us from catering to their language learning needs. Because of this reason, we decided to conduct a systematic review to understand what the literature has revealed about their investment in language learning and how gender influences their decision to learn a second language. An in-depth review of 24 empirical studies published from 1995 to 2021 reveals that the new living conditions affect their self-positioning in family and society, gendered identities play a critical role in making a woman invest or not to invest in learning a second language, and gendered identities relevant to their family roles (e.g. being a mother or a wife) appear to be the most common and powerful factors in deciding their investment in learning a second language.Keywords: migrant women, language learning, motivation, investment ]]>
<![CDATA[EFFECTIVENESS OF FIVES STRATEGY IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Wiki Tedi Rahmawati]]>;
<![CDATA[Yunita Mutiara Harahap]]>;
<![CDATA[Ramlah Ramlah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6649
<![CDATA[This research was aimed to find the effectiveness of FIVES strategy in teaching reading comprehension. This research was conducted by applying experimental research design. The sample was two classes with total number of 60 students taken out of the total population by applying cluster random sampling technique. One class as the experimental group was taught by applying FIVES strategy and the other class as the control group was taught by conventional strategy. The instrument for collecting the data was reading text with 20 items of multiple choices test. The data were analyzed by using t-test formula. Data analysis resulted that t-observed value was higher than t-table value ( > 2.000) at level of significance 0.05 with the degree of freedom (df) 58. Since t-observed value was higher than t-table value, it means Ha was accepted and Ho was rejected. Thus, the FIVES strategy significantly affected students’ reading comprehension. It is recommended for English teachers to apply the FIVES strategy to teach reading comprehension.]]>
<![CDATA[THE INFLUENCE OF TASK-BASED LEARNING APPROACH AND SELF-CONFIDENCE TOWARD STUDENTS’ SPEAKING ABILITY AT SMAN 4 PALEMBANG ]]>
<![CDATA[Widya Sartika]]>;
<![CDATA[Tahrun Tahrun]]>;
<![CDATA[Magdad Hatim]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.5894
<![CDATA[This research aims to analyze the influence of task-based learning approach and self-confidence toward students’ speaking ability. The writer distributed pretest, posttest, and questionnaire in collecting the data. In addition, in analyzing the data, the writer used t-test and two-way ANOVA. The findings of this study were (1) There was a significant difference between the speaking ability of the eleventh grade students who had high self confidence taught by using task-based learning approach that of those who were taught by using conventional technique. (2) There was a significant difference between the speaking ability of the eleventh grade students who had low self confidence taught by using task-based learning approach and that of those who were taught by using conventional technique (3) There was a significant difference between of the speaking ability of the eleventh grade students taught by using task-based Learning Approach and that of those who had high and low self confidence (4) There was any significant difference between of the speaking ability of the eleventh grade students taught by using Conventional technique and that of those who had high and low self confidence (5) There were any significant interaction effects of Task-Based Learning Approach and students’ self confidence towards their speaking ability.]]>
<![CDATA[AN ANALYSIS OF ERRORS MADE BY ENGLISH LANGUAGE EDUCATION DEPARTMENT STUDENTS IN ENGLISH PARAGRAPH WRITING ]]>
<![CDATA[Nurlaily Nurlaily]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6657
<![CDATA[This research aims to analyze grammatical and mechanical errors made by English Language Education Department students in Batam City in writing a summary and response paragraph. This study applied a mixed-method approach to analyze the data. This study used documentation and a checklist as tools for collecting data which was the students' writing. The data illustrated that in grammatical aspects of writing, there are six types of errors: noun, pronoun, verb, article, prepositions, and subject-verb agreement. In mechanical elements, the students made errors in punctuation, spelling, and capitalization. It was also found that the most dominant error in grammatical features is in the use of articles. Meanwhile, punctuation had the highest percentage of mechanical errors (30% of the errors), which is the most prevalent in the students' writing. These results indicate that the students need to pay more attention to grammar and mechanics in their writing.]]>
<![CDATA[PROMOTING STUDENTS’ AUTONOMOUS LEARNING THROUGH ENGLISH PRONUNCIATION APPLICATION IN LEARNING PRONUNCIATION ]]>
<![CDATA[Dini Haryanti]]>;
<![CDATA[R. Bunga Febriani]]>;
<![CDATA[Didih Faridah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6888
<![CDATA[This study presents the use of English Pronunciation application to promote students’ autonomous learning in learning pronunciation. This study is aimed to interpret students' perceptions towards the use of English Pronunciation application on their autonomous learning in learning pronunciation and to explore the use of English Pronunciation application in promoting students’ autonomous learning in learning pronunciation. A qualitative case study was applied as the research design of this study. The data were collected by using questionnaires and interviews. The participants were 30 students of the freshman of English Education Program in Galuh University. The result of this study showed that the use of English Pronunciation application in learning pronunciation is effective to promote students’ autonomous learning. Moreover, the students perceived that the use of English Pronunciation application in learning pronunciation can helps them in overcoming their problems in learning pronunciation. Besides, it makes them more motivated, feel better and confidence with their pronunciation and also can improve their pronunciation skills.Keywords: autonomous learning, English Pronunciation application, and pronunciation.]]>
<![CDATA[STUDENTS' PERCEPTION ON THE USE OF CAKE APPLICATION TO IMPROVE SPEAKING SKILL ]]>
<![CDATA[Haris Hamdani Hamdani]]>;
<![CDATA[Ferawaty Puspitorini]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.7129
<![CDATA[The purpose of this study was to find out the students’ perception on the use of Cake application to improve speaking skill. The subjects of this research were 12 industrial engineering students of Universitas Bhayangkara Jakarta Raya in the fifth semester. The researchers applied the descriptive qualitative method on this research. The data were gathered through questionnaire and interview. Based on the result of the study, most students agreed that Cake application gave them more chances to improve their speaking skill, they were interested in improving speaking skill independently through Cake application, they were able to practice speaking using Cake application as many times as they wanted, they enjoyed choosing materials on Cake application in improving speaking skill, Using Cake application independently enhanced the confidence to practice speaking skill, using Cake application enabled them to control their own learning, using Cake application in their own time made English language learning more interesting, Cake application could help them solve their problem in improving speaking skill, the practice in Cake application gave them more motivation in improving speaking skill, Cake application was easy to use in improving speaking skill. Four selected students were interviewed about the use of Cake application to improve speaking skill, most of them knew some features of Cake application and understood how to utilize the application. Finally, they would recommend the application to the other students for improving speaking skill.Keywords: perception, cake application, speaking skill]]>
<![CDATA[WRITING ASSESSMENT STRATEGIES OF ENGLISH TEACHERS IN JUNIOR HIGH SCHOOL ]]>
<![CDATA[Roma July Venny BR Silalahi]]>;
<![CDATA[Mia Audina Simbolon]]>;
<![CDATA[Erikson Saragih]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6626
<![CDATA[Writing assessment strategies are strategies that combine theory and practice and are then used to assess students' writing abilities and potential. This study looks at how teachers employ strategies to help students learn English in the subject of writing. The teaching and learning process would not be complete without a teacher's strategy. How teachers are active and innovative in their studying and teaching so that students may readily accept the subject matter. This study aims to look into teaching options for junior high school students in First Supplementary English who need to improve their writing skills as a necessity for effective learning. This paper summarizes the findings of a study that looked into how English teachers teach writing skills to junior high school students taking writing tests. This study employs quantitative research to get replies and answers from a variety of teachers regarding writing assessment procedures. Ten English teachers from various schools were asked to respond to a series of questions. Data collection was carried out through the distribution of google form links as material for analyzing answers from several teachers.Keywords: Teaching Writing, Writing Assessment, Writing Strategy.]]>
<![CDATA[PROBLEM SOLVING IN TRANSLATING INDONESIA LEGAL DOCUMENTS TO ENGLISH ]]>
<![CDATA[Deyani, Christine]]>;
<![CDATA[Nugraha, Hendra]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6473
<![CDATA[Legal translation is a translation made for interest and has a legal nature, an example of legal translation is the translation of a notary deed. This translation includes institutional translation because it has a close relationship in culture and is quite difficult to translate by ordinary people. Therefore, here the author will look for several solutions that can be used by other translators when they want to translate the same legal text. Here the author finds several techniques that can be used in translating legal texts and some online references that can be used if you find an equivalent or term in the law. There are several strategies used by the author when translating notarial deed documents, such as the use of literal translation, adaptive translation, calque translation, official translation, cultural equivalence, transference, and various online references that are used to support better translation results.]]>
<![CDATA[ILLOCUTIONARY ACTS ANALYSIS OF THE MAIN CHARACTER IN “BRAVE” MOVIE ]]>
<![CDATA[Elvita Savitri Dewi]]>;
<![CDATA[Raudlotul Jannah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v6i1.6550
<![CDATA[This paper investigates the illocutionary acts used by Merida as the main character in Brave movie published by Walt Disney Pictures. In this paper, the problem to be solved: (1) What types of illocutionary acts are used by the main character in the Brave movie? (2) What types of illocutionary acts are dominantly used by the main character in the Brave Movie? This paper uses the qualitative descriptive approach to describe and analyze the illocutionary utterances uttered by the main character in that movie. This paper focused on the illocutionary acts proposed by Searle (1979). There are five types of illocutionary acts found in this paper: representative, directive, expressive, commissive, and declarative. This paper found 58 utterances produced by Merida, which consisted of illocutionary acts. There are thirty-two (32 times or 55.2%) representative acts, five (5 times or 8.6%) expressive, sixteen (16 times or 27.6%) directive, four (4 times or 6.9%) commissive, and the least frequently used is the declarative illocution which appears in only one (1 time or 1.7%) utterance. This paper concludes that the most dominant representative acts appear in Merida’s utterances that a total of 55.2% frequently used. The researcher recommends this research be used as a reference for learning in the context of a language and determining the purpose of speech or language in linguistics, especially pragmatics.]]>
