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Elsya : Journal of English Language Studies
Published by Universitas Lancang Kuning
ISSN : 26847620     EISSN : 26849224     DOI : https://doi.org/10.31849
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ELSYA Journal of English Language Studies (Theory and Application) is a triannual publication journal for all those involved in English Language Studies, whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as Linguistics, Literature, and Education in English context. ELSYA journal aims to provide a medium for informed discussion of the principles and practice which determine the ways in which English is taught, learnt and explored around the world. It also provides a forum for the exchange of information and ideas among members of the profession worldwide.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 156 Documents
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The Influence of Grammarly towards Indonesian EFL Students’ First-Degree Thesis Writing Confidence Setyani, Erin Dwi; Bunau, Eusabinus; Rezeki, Yanti Sri
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.6773

Abstract

Students completing their studies in the English Education Study Program must be required by thesis writing and submission. It was also acknowledged that the supervisors had afforded proper supervision. Nevertheless, for the English structure of the thesis writing correctness, it still needed help from an application, Grammarly. Therefore, this research aimed to describe the research participant’s engagement and how the application has influenced confidence in writing a thesis, and the confidence is exposed as a case to picture out. To determine which students worked using the application to write their thesis, a questionnaire was distributed to forty students enrolling in the ninth semester of the academic year 2019/2020. The result of the determination found twenty-nine students using the application to refine their writing subjects, and three of them working on their thesis writing completion under supervision using premium Grammarly were selected as the participants for this research. The selection criteria were on the basis of positive attitudes towards Grammarly, working on the thesis writing completion, and possessing a premium Grammarly account. The data of this research were participants’ error types collected from the thesis draft reviewed and their revision, and their opinion of the engagement and influence of Grammarly on writing confidence resulted from the interview. This research revealed that the participant’s thesis writing confidence was influenced by Grammarly diversity. Despite that diversity, as the case, this research inferred that the participants have positive emotions and attitudes in using Grammarly. The implication of this research is the promotion number of Grammarly users in the first-degree study program to make the supervision faster and the thesis writing better.
The Four Roles of L1 in CLIL and Translanguaging: Negotiator, Mediator, Encourager, Facilitator Li, Chenke
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.7726

Abstract

The current landscape of English language teaching are moving from the monolingual assumption to the understanding that L1 is part of one person’s whole linguistic repertoire. However, this shift is still largely occurring in research while the practice of English teaching still largely considers L1 to be an unwanted interference. The potential role of L1 in making the input comprehensible should receive further consideration. This essay will discuss how language teachers should seek to leverage students’ L1-encoded prior knowledge rather than viewing it as an impediment within the context of Content and Language Integrated Learning (CLIL) and translanguaging because they both explicitly affirm the goal of multilingual competence and involve the use of L1 in teaching practices. The difference lies in terms of the attitudes; the use of L1 is not contemplated as a priori in CLIL yet encouraged in translanguaging. This essay highlights the need for balanced and flexible L1 use in their respective contexts and pedagogies in respect to its roles: (1) L1 can negotiate meaning for L2 learning objects, (2) L1 can address the negative transfer of false cognates, (3) L1 can encourage the engagement of multilingual resources, and (4) L1 can facilitate classroom engagement.
English Pronunciation by Korean EFL Learners on Hilokal Language Educational Application Cahyaningrum, Aulya
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.9812

Abstract

English is being learned for several purposes by people globally embody some different accents; therefore, this study analyse the English pronunciation by Korean learners on English learning application classes since Korea is still having lack of perfect English standard pronunciation with its identity of developed industry country. Consequently, this study aims to investigates Korean-English phenomenon on Hilokal application as most English learners there by comparing the differences between original English sounds and Korean using descriptive qualitative from the audio recordings has been collected. The result shows that all 7 Korean learners (age range of 20-35) still produce some different sounds from the standard English ones noted as International Phonetic Alphabet (IPA) because of the differences in the writing systems of the two languages and the alphabet of Korean itself. There are five places of articulations: labiodental, alveolar, post-alveolar, bilabial, and palatal seized from some processes such as replacement, addition, and omission in producing the word sounds. Furthermore, the dominant difference in sounds is in sound addition /ə/ or /ɪ/ with 27 items and 17 items from loan words. The implications of this study are fresh data focus on phonology analysis and can be useful in English teaching practice for foreign languages in order to have close resemblance English pronunciation to have more intelligibility with the standard patented.
Lecturer Attitudes on Cross-Cultural Practices in EFL Online Teaching Nurhikmah, Andi; Syam, Anugerah Febrian; AP, Sumrah
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.11588

Abstract

Most studies on the link between cross-cultural values and language teaching conducted in online settings almost always draw on students’ perspectives, yet few focus on how the attitudes of higher education lecturers in the conduct of this program. Therefore, this study aims to investigate EFL lecturers’ attitudes toward cross-cultural practices during EFL online teaching. A qualitative approach with observation and semi-structured interviews via face-to-face and online meetings is used to collect the data in this research. Using purposive sampling, this study employs four EFL lecturers from Muhammadiyah university as selected participants based on their experiences in teaching cultural-integrated classes at both offline and online schemes. The study discovered that EFL lecturers understand cross-cultural practices in EFL online teaching to be associated with personality traits, language roles, and understanding of local culture as a way to incorporate cross-cultural knowledge into their teaching. To foster effective interaction in the class, lecturers focus on conveying opinions and maintaining communication by understanding with whom to speak, where to speak, and ways to speak. These essences and fundamental attributes influence cross-cultural practices in EFL online teaching. The study reveals that cultural differences, incorrect expressions such as a lack of appropriate word choices, and a mismatch of verbal and nonverbal language can cause cross-cultural teaching barriers. Furthermore, the need to create an authentic environment, increase intercultural knowledge, and eliminate cultural stereotypes is to be addressed as cross-cultural teaching strategies in an EFL online teaching context.
Expose Application: A Development of Learning Media For Optimising Young Learners’ English Vocabulary Setiawan, Galuh Sekararum; Widayati, Sri; Adhe, Kartika Rinakit; Saroinsong , Wulan Patria
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.11651

Abstract

The need for English language proficiency in this age of globalisation demands a variety of efforts to learn the lingua franca as soon as possible. The use of media is one of the teaching strategies that kindergarten teachers could employ to maximise the interests and desires of the students in English learning. This study aims to describe the development of process design and validation of a proposed learning media called ‘Expose’, which is empirically tested with a limited group. ‘Expose’ is the media that was developed to meet the needs of vocabulary learning at the level of early childhood education. This type of research is R&D (Research and Development) using the ASSURE model. Validation of the content and media expert shows that ‘expose’ is being ‘very good’ for stimulation vocabulary for early childhood. Furthermore, empirical tests on a limited group (20 children aged 5-6 years in Lampah, Gresik) The study revealed that using the Expose application media to teach English vocabulary to kids between the ages of 5 and 6 significantly altered learning outcomes. The results of this research underscores how kindergarten teachers must be especially careful in choosing the appropriate vocabulary and learning technology for young children to learn.
A Critical Analysis Comparing the Role of L1 in CLIL and Translanguaging Ling, Chen
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.9990

Abstract

Mother tongue use in the classroom is an emerging practice combatting the old idea of achieving bilingualism through parallel monolingualism. As the discussion of the first language’s (L1) role within pedagogical contexts is still in its relative infancy, a critical analysis which compares how the pedagogical affordances of two recent L2 pedagogical approaches, Content and Language Integrated Learning (CLIL) and Translanguaging, influence language teachers’ pedagogical choices will contribute to the current understanding of how educators clarify the role of L1. Besides its recency, both pedagogies are also chosen as the scope of this discussion because their aims are not solely to gain knowledge of the target language (TL). Funnelling the discussion with two empirical studies which represents the typical application of these pedagogies, this essay found that L1 has three types of facilitating roles, namely class and task management, scaffolding the target language production, and conceptual clarification. A clear distinction between these two pedagogies is established: while CLIL teachers always prioritise TL and treats L1 as a compensatory measure, Translanguaging teachers are authorised to mobilise a wider range of communicative resources rooted in the learners’ mother tongue. This essay recommends further exploration on the role of L1 across other pedagogies to better empower educators in actively and judiciously employing the inevitability of students’ L1 in the classroom to their advantage.
Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers Anaktototy, Karolis
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.9994

Abstract

The importance of integrating reading and writing activities in ESL/EFL classes cannot be overstated, especially in Indonesia where low literacy levels and reading interest present a challenge for teachers. This study conducted a literature review of 120 articles and books over the last 10 years taken from ZLibrary and Google Scholar's free database to identify effective strategies for incorporating reading and writing activities into the classroom that can be applied in many contexts and countries, including Indonesia. It was found that exposing students to various English text structures through these activities can greatly enhance their writing skills. By examining this literature, the study identifies 6 effective strategies for integrating reading and writing activities in ESL/EFL classes, namely summarizing, paraphrasing, short story writing, comparing and contrasting, discovery learning, and project-based learning. Teachers can employ these strategies to interplay reading and writing activities, helping students develop critical thinking skills, vocabulary, and writing abilities. In conclusion, it is clear that integrating reading and writing activities in ESL/EFL classes can provide a comprehensive approach to teaching and nurture students' writing skills, even in countries with low literacy levels and limited reading interest like Indonesia. Future research should explore additional effective strategies for integrating these activities.
From Interference to Fluency: Analysing Indonesian Students' Progress in English Oral Communication Susanto, Susanto; Nanda, Deri Sis; Rafik-Galea , Shameem; Supasa, Aprilia Yunda
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.10281

Abstract

This study examines the progress of Indonesian students in spoken English through a task-based approach in an EFL classroom. The aim of the study is to identify communication strategies and linguistic aspects used by the students during oral interaction and production. The data collected from 50 Indonesian students attending a Phonetics and Phonology course at Universitas Bandar Lampung was analyzed using triangulation with class diary and self-assessment questionnaires. The findings show significant improvements in oral interaction and production, including negotiation, cooperation, mediation, intonation, fluency, pronunciation, and rhythm. However, the students made less effort to intervene in the spoken code of the interlocutor and their own interlanguage. The study recommends training tasks that emphasize paraphrasing and self-improvement of oral discourse to enhance their overall oral proficiency in English. The findings of this study have important implications and provides a promising framework for improving students' communication strategies and linguistic aspects. Therefore, these findings suggest that effective language teaching should prioritize not only linguistic aspects but also communication strategies that enable effective oral interaction. This study's recommendations could be useful for language educators worldwide seeking to enhance their students' overall oral proficiency in English.
A Need Analysis on Developing English Interactive Multimodal E-Book Oriented to 21st Century Skills Kholis, Adhan; Azmi, Ulul
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.11804

Abstract

The need toward availability of online and electronic textbooks (e-books) in language teaching and learning in digital age and 21st century is very considerable. To design and develop an electronic book, teachers should consider all students’ needs. This study aimed to investigate and explore students’ English learning needs, wants, and difficulties of primary education on developing English interactive multimodal e-book integrated with the skills of 21st century including communication, collaboration, critical thinking, and creativity. The case study research design was used to deeply investigate and describe the students’ needs on development of English e-book. To collect data on the students’ necessities, difficulties, and wants for a primary English course design and skills, the researchers used interview and questionnaire. . The researcher interviewed one teacher and three students. For questionnaire, there were three main aspects asked: students’ necessity, wants, and difficulties totally consisting of sixteen questions. Documentation of the teaching and learning activities photos was collected and the data were analysed using qualitative and quantitative analysis. The results included (1) the students’ English skill was considered poor; they had little vocabulary mastery and low motivation toward learning English materials (2) the needs toward the 21st century skills to be included in e-book were very necessary to promote communication, critical thinking, and problem solving skills; (3) inserting various multimodal materials in each task of e-book was needed to increase students’ references, reading comprehension, and digital literacy, and (4) inclusion of various online activities like synchronous and asynchronous mode was highly demanded.
Get Ahead with Quizizz: Advancing Junior High School Students' Vocabulary Mastery in Online Learning. Maming, Khadijah; Sani, Ahliana Afifati; Putra, Dany Prima; Radiana, Sonia Permata
Elsya : Journal of English Language Studies Vol. 5 No. 2 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i2.10275

Abstract

This experimental study examines the effectiveness of Quizizz application in enhancing Junior High School students' vocabulary mastery. The study aims to address the problem of low scores in English vocabulary among Junior High School students, and investigates whether the use of Quizizz as an interesting and interactive media can improve their vocabulary mastery. The study employed a pre-test and post-test control group design, with 22 students in the experimental group and 23 students in the control group selected using random sampling. The experimental group received were taught using Quizizz, while the control group used other similar web-apps. Both groups received instruction in vocabulary. The study found that the use of Quizizz significantly improved students' vocabulary mastery, as evidenced by the higher mean score of the experimental group (81.68) compared to the control group (77.21). However, the study's findings are limited to Junior High School students and may not generalize to other age groups or contexts. The findings suggest that incorporating interactive and engaging online learning tools such as Quizizz can be a promising approach to addressing the problem of low scores in English vocabulary among Junior High School students. However, further research is needed to determine the generalizability of these findings to other age groups and contexts.

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