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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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Searching for Enabling and Constraining Arrangements for Better Teaching Practices: EFL Teachers’ Narratives Isharyanti, Neny; Ragawanti, Debora Tri
Elsya : Journal of English Language Studies Vol. 5 No. 3 (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.v5i3.13746

Abstract

Teachers’ teaching practices shape and are shaped by the arrangements in their site of practice. Such arrangements, consisting of the (cultural-discursive) “sayings”, (material-economic) “doings”, and (social-political) “relatings” of the actors involved in and the environment of the practice site, can be defined as “Practice Architectures” (Kemmis, 2019). The practice site that this study focuses on is the teaching practicum activity within a three-month in-service teacher professional education program held jointly by the Indonesian Government and a Higher Education Institution (HEI) (Program Profesi Guru Dalam Jabatan/PPG). Using the framework of Practice Architectures, the study aims to identify the arrangements that occurred and/or were provided by the program in enabling or constraining the program’s standard teaching practicum practices. Through thematic analyses of the teachers’ narratives of their teaching practicum experiences, the results show that these arrangements shaped teachers’ practices in teaching practicum, particularly in the design of the PPG program and the requirements of the assessments. The findings call for the government and HEIs to these arrangements in designing teacher professional development programs, such as the PPG program, to improve future teaching practicum experiences in the program that enable standardised and better teaching practices.
Discursive Constructions of Communicative Rationality in Kenyan Presidential Election Petitions of 2022 at the Supreme Court of Kenya Ngaiza, Asteria Gabriel; Malima, Masatu Julius
Elsya : Journal of English Language Studies Vol. 5 No. 3 (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.v5i3.14010

Abstract

How communicative rationality is constructed and shared among interlocutors in a court in the seeking of justice, given the background of distrust in the Kenyan Presidential Election context, gave attention to this study. The study investigated the construction of communicative rationality in the courtyard. The study assessed the types of illocutionary forces and their discursive legal practices and determined how interlocutors redeem the illocutionary logic in the courtyard. A documentary review of the written judgment of Ruto against Odinga in the presidential election of 2022 was used as the data collection method. The analytical frameworks involved Austin's (1962b) Speech Act theory and Searle and Vanderveken's (1985) illocutionary commitments. The findings showed that petitioners chose illocutionary forces to downgrade respondents' claims. The discursive nature of their legal practices was characterized by a lack of fairness, transparency, and integrity of IEBC and its Chairperson. Respondents used illocutionary forces, including denials, for face protection and repair. Their discursive legal practices were characterized by compliance, transparency, and accountability to win the Court's decision. Petitioners and respondents used much propositional content, modes of achievement, and preparatory conditions to construct their validity claims. In achieving justice, the group of Judges must consider interlocutors' presentations of credible statements of truth and acceptable normative statements of legal practices. A group of Judges needs to take precautions against the interlocutors' tricks and manipulation of the Constitution for effective decision-making.
Representation of Power through Politeness Strategies in Bridgerton Season 1 Movie Amalia, Nur Iva; Indah, Rohmani Nur; Bahtiar, Jessica Yunanda
Elsya : Journal of English Language Studies Vol. 5 No. 3 (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.v5i3.14131

Abstract

Power can change how people act, how they think, what they do, and what policies they follow. People can reflect their power through the use of politeness strategies in their speech. This study aims to identify the types of politeness strategies and sub-strategies used in characters of Bridgerton Season 1 and explain how power is represented through politeness strategies. Its scenes and dialogue show qualities of decency and strength that need more exploration using the design of descriptive qualitative method. The pragmatic analysis in this study employed the theory of politeness strategy and the representation concept. The findings showed the use of bald on-record strategy, positive and negative politeness strategies, and off-record strategy. In addition, the representations of each strategy involved reflective, inflectional, and constructionist approaches. In the movie, the royal family, which includes kings, queens, princes, and their heirs, performed a symbol of power that plays a role in how power is used. Notably, the royal family serves as the show's symbol of power, highlighting its link to supremacy and authority. It implied that power is a sovereign thing based on authority and sovereignty. As the implication of this study, the future researchers should use sources of information that cover wider contexts.
TESOL Teachers’ Resilience to Encounter Challenges and Explore Opportunities during COVID-19 Pandemic: A Case Study Izzah, Navisatul; Febria, Desty
Elsya : Journal of English Language Studies Vol. 5 No. 3 (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.v5i3.14363

Abstract

The pandemic situation was not easy for teachers around the world. While they were forced to continue the learning process, many teachers did not get adequate support from the institutions such as the online learning platform and training related to the implementation of distance learning. There have been studies related to teachers’ resilience such as comparing teachers’ resilience in South Africa and United States, and factors affecting teachers’ resilience in Fiji, India and Malaysia. This study aims to explore teachers’ resilience in Indonesia to encounter challenges and take advantages from the opportunities that pandemic covid-19 offered. This study used a qualitative case study to explore this issue in depth. Three TESOL teachers from three different universities were invited to share about their experiences through semi-structured interview. The findings of this study revealed that TESOL teachers in Indonesia were resilient to teach the students even though there were many challenges such as internet connection issues and less supports from their institutions. The teachers facilitate their students with synchronous and asynchronous online classes. They also innovated their learning using applications such as Quizziz, Kahoot, Slido and Flipgrid. Furthermore, teachers were also resilient to explore opportunities offered by the pandemic-covid-19 such as developing their technology skills in using applications, video conferencing and social media use. . They also actively investigated emerging issues in pandemic covid-19 through conducting independent research. This research concluded that while the pandemic covid-19 brought some difficulties for teachers in Indonesia, teachers refused to give up on the situation, rather they were resilient, developed their skills, and explore the emerging opportunities offered.
A Survey of Indonesian Islamic Senior High School Teachers’ Vocabulary Teaching Strategies /Activities Putri, Fauzana; Wulyani, Anik Nunuk; Tresnadewi, Sintha
Elsya : Journal of English Language Studies Vol. 5 No. 3 (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.v5i3.14678

Abstract

The current study is designed to investigate vocabulary teaching strategies/activities employed by teachers in Islamic senior high schools by referring to the principle of the Four Strands proposed by Nation (2007). A survey research design was used in line with the study's goal. English teachers who teach in Islamic senior high schools or Madrasah Aliyah, both public and private schools in West Sumatera, were the study's target demographic. The questionnaire and interviews collected the information required to respond to the survey's question. The finding reveals that teachers employ four kinds of strategies/activities following the Four Strands by Nation (2007) in teaching vocabulary to students. The findings of the study suggest that this study might give an insight that more strategies/activities need to be done by teachers to enhance vocabulary learning. The findings of the study provide some implications for future practice in teaching-learning process of teaching vocabulary. In reference to the findings, the recommendations are addressed to EFL teachers and future researchers. Some implications of the study are also discussed.
TPACK Based: A Need Analysis for ELT Materials Development Devi, Ravena; Ikhsanudin, Ikhsanudin
Elsya : Journal of English Language Studies Vol. 5 No. 3 (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.v5i3.14733

Abstract

Maintaining current levels of knowledge necessitates putting learning into daily life. Currently, the development of technology and information has been very rapid, so it is possible to carry out technology-based learning. The term "TPACK" refers to the integration of conceptual frameworks related to technology, pedagogy, and content knowledge. The aim of this study was to determine if one of Kalimantan Barat schools was prepared to use TPACK in its teaching methodology. Descriptive analysis is the research method that is implemented. The techniques used to collect the data are observation of the school's infrastructure and amenities, interviews with a number of students and one of the English teachers, and student questionnaire responses. The findings revealed that the school and teachers were not prepared to include TPACK in learning and teaching activities. Even though the students were prepared enough for TPACK-based teaching and learning, it could be difficult because the school and teachers were not prepared. The observation reveals a scarcity of learning resources. The interview findings revealed that there are impediments to the use of TPACK in teaching and learning activities, such as a lack of technological skills, difficulty adapting to existing technology, and student indiscipline while utilizing technology in learning activities. Based on the study's findings, it is possible to conclude that certain demands must still be satisfied in order to accomplish TPACK-based learning.
Exploring Challenges of Peer Feedback in an EFL Micro Teaching Class Cendani, Imanuela Artika Sekar Ayu; Purnamaningwulan, Rina Astuti
Elsya : Journal of English Language Studies Vol. 5 No. 3 (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.v5i3.15651

Abstract

For English as a Foreign Language learners, peer feedback is a useful tool that fosters autonomous learning. Allowing students to give and receive feedback from their peers during Micro Teaching sessions offers an alternative in addition to the input from teachers. It also helps in developing students’ evaluating skill which is a prerequisite of being future teachers. However, if students are still facing difficulties in giving and receiving feedback, the quality of the peer feedback activity cannot be guaranteed. The objective of this study was to investigate the challenges and their underlying factors associated with peer feedback which revealed potential for improvements in the quality of the feedback and the students’ evaluating skills. Data collection was conducted using a case study approach and involved the use of a questionnaire and interviews. A total of eighteen participants partook in the study, with six of them also engaging in interviews. Hesitation in giving comments, changes in power relations, lack of time, and quality differences of the feedback were shown to be the four main challenges in peer feedback. Three primary aspects, which are lack of confidence, ambiguous feedback, and differences in proficiency levels, had an impact on these difficulties. The study's findings indicate that peer feedback should take place within a supportive environment, highlighting the importance of academics providing clear instructions to enhance the effectiveness of the peer feedback process.
Digital Conversation Analysis on Screen-Captured Data: Comparing Instagram Online Discourse on Smartphone vs Laptop Latief, Muhammad Ridha Anugrah; Jumari, Rahmat; Ardiansya, Ariyanto; Lauren, Cendy; Derin, Tatum
Elsya : Journal of English Language Studies Vol. 6 No. 1 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i1.13195

Abstract

The study of online discourse on social networking sites (SNSs) is a relatively recent field of study where most of the methodology to study online conversations has been derived from spoken conversation analysis (CA). This study attempts to contribute to the development of digital conversation analysis by analysing screen-captured data of publicly available online conversations on Instagram on April 2020. 186 screen-captured data are analysed with digital conversation analysis to discuss and compare the turn-taking, repair, action formation, action sequencing and the role of technology on the production of online conversations. Results show tentative proof that the screen-capture method of data collection has a unique strength in that it gives researchers insight onto the moment-by-moment production of the online conversation that is not available from the traditional method of transcribing. The novelty of this digital CA research is the comparison between smartphone- and laptop-version of screen-captured data, specifically how the different medium affects the production of online discourse of the same SNS.
Influence of Introverted and Extroverted Personalities on English Learning Interaction for Elementary School Students Mustoip, Sofyan; Al Ghozali, Muhammad Iqbal; Fadhlullah, Muhammad Ziyad Fakhri; Assenhaji, Salih Abdulrahman Yousuf
Elsya : Journal of English Language Studies Vol. 6 No. 1 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i1.14291

Abstract

This study examines how introverted and extroverted personalities impact the interaction of learning English at the elementary school level in Indonesia. By using a quantitative method approach through surveys, this research seeks to understand how students' personality traits affect their involvement in learning English. 300 fifth grade public elementary school students in Cirebon City were given a personality assessment questionnaire to identify introverted and extroverted students. Information about students' English learning interactions was collected through observation and self-report measurements. Data analysis used to analyze survey data using multiple linear regression assisted by SmartPLS version 3 includes the use of descriptive statistics, Outer Model Testing and Inner Model Testing. The study revealed that introvert students tend to experience higher levels of anxiety and prefer solitary learning, while extrovert students show more enthusiasm and prefer group activities in English learning interactions. Introverted and extroverted students face challenges in their language learning, such as expressing themselves and finding opportunities to practice. This finding has important implications for English language education in Indonesian primary schools. Educators can use these results to tailor instructional approaches and create inclusive learning environments that meet the diverse needs of introverted and extroverted students. Understanding the influence of personality on language learning interactions can also lead to strategies that enhance student engagement and facilitate effective language acquisition. In conclusion, this study highlights the influence of introverted and extroverted personalities on the interaction of learning English in Indonesian elementary schools. These findings contribute to the teaching of English that teachers should give different treatment to students considering that students have introverted and extroverted personalities.
Speech Acts on Nigerian Classroom Discourse: A Discourse Analysis Approach Mariam, Anana
Elsya : Journal of English Language Studies Vol. 6 No. 1 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i1.15280

Abstract

A lot of speech acts have been misused by many classroom discourse participants and as a result of this, discourse exchanges are characterized by the use of disjointed and unplanned acts, interference, overloaded acts, incessant slot fillers and the like. Again, wrong applications of speech acts by the instructors are indirectly transferred to the students, who imitate them in the course of learning. Also, if the misinformed discourse participants write, their malfunctioned written speech acts may be shown in their scripts. This study therefore investigated how discourse participants apply the speech acts in technical classrooms. Data were randomly selected from lessons taught in selected technical classrooms in Lagos State, Nigeria, and the instrument for data collection was participant observation. The Speech Act Theory and Pragmatics were the theoretical frameworks for this research. One of the major findings showed that discourse participants, specifically the instructors, applied overloaded representatives that originated from retroactive interference of L1 to L2 and that resulted in the learners’ inability to understand the instructors’ teaching. I recommend that discourse participants (especially the instructors) should carefully select simple words that fit the class that they teach. They should also study their students and apply words in a direct way to assist students to comprehend easily as they learn.

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