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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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Discourse of Intertextuality in the Language of Political Advertisements in Selected Nigerian Newspapers Ayokunle, Osakinle Patrick
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.v6i1.16121

Abstract

Though Critical Discourse Analysis (CDA) has been used extensively by scholars of ideological discourse to deconstruct the rhetoric of Nigeria's political leaders and the media's portrayal of power and ideology, it has yet to be applied to the language of Nigeria's political advertisements. While taking into account the rhetorical effects of intertextuality on the masses, this paper investigates the aspect of intertextuality in Critical Discourse Analysis as a discursive strategy projected tactically to reflect power struggle and the ideological assumptions of the authors of the advertisements. This study uses Norman Fairclough’s and Teun van Dijk’s traditions of Critical Discourse Analysis (CDA) and political theories as its theoretical basis. Thirty political advertisements were collected from February and March 2007 issues of The Guardian, The Nation, and The Punch; out of which ten were purposively chosen and analysed for this research. This research analyses the data on the language of political advertising in Nigeria to see how power and ideology are represented via rhetorical strategies in the intertextual connections of language use in Nigerian politics. Therefore, the results of this research show that Nigerian politicians have both overt and covert influence over the electorates by employing manifest intertextuality as a rhetorical mechanism that can alter the meaning or interpretation of discourse/text in the mental model of the masses in order to carry out certain discourse functions, each of which has been found to have distinct ideological implications that the politicians are either unaware of or choose to ignore.
Beyond Technical Skills: Academic Language Proficiency and Perceived Difficulty in Technical and Vocational Institute Shewangizaw, Gashaw
Elsya : Journal of English Language Studies Vol. 6 No. 2 (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.v6i2.16716

Abstract

Effective communication skills are important for vocational trainees' academic and career success. However, limited research has examined language learning difficulties specific to Ethiopian technical contexts. This study explored self-perceived English language difficulties among trainees in building construction, road construction, water construction, surveying, architectural design, wood science technology programs at the Federal Technical and Vocational Training Institute. It aimed to identify difficult language skills and determine relationships between perceived difficulties and demographic factors. A sample of 138 trainees from Civil Technology Faculty of a TVT Institute was selected through stratified random sampling. Data were collected using a questionnaire measuring perceived difficulty of reading, writing, listening and speaking skills. Semi-structured interviews were conducted with 10 purposively selected trainees. Descriptive statistics, thematic analysis and constant comparison were employed for quantitative and qualitative analyses. Quantitative findings showed academic writing skills perceived as most difficult, particularly understanding conventions. Academic listening skills like note-taking and summarizing also posed challenges. Interviews revealed unfamiliarity with genres and lack of background knowledge exacerbated difficulties. Perceptions differed by trainees' program, gender and English proficiency. Thematic analysis identified factors like anxiety, experience, and self-efficacy as influencing perceptions. The study provided a comprehensive understanding of TVT Institute trainees' academic language needs in Ethiopia. Targeted support is recommended to scaffold challenging skills based on identified individual differences and modifiable difficulties. Mainstreaming language development across the curriculum optimizes trainees' preparedness for technical careers and lifelong learning. This mixed methods exploration of language difficulty perceptions contributes to knowledge on dimensions shaping TVT Institute students' experiences. Findings inform tailored instruction and program improvements to better equip diverse learners for workplace competencies.
Narrative Structures and Cultural Intersections: Exploring Malind Anim Folklore through Reader Responses Anggawirya, Arin Mantara; Floriani, Rosalia
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.v6i1.17754

Abstract

This study is a literary research that used a reader-response approach, which can open insights into the reader's view of a literary work, to find the results of literary receptions in the Folklore of Malind Anim, an indigenous community that inhabits the southern Papua region. The study of the people's stories of the Malind-Anim community is still minimal, so this research is expected to trigger community’s enthusiasm to know the culture that is reflected in the People's Stories of the Society of Malind-Anim and also to be the material of policy-determining consideration in the efforts to preserve the stories of the people of the Anim. Questionnaires are given to 20 readers before reading Malind Anim's People's Stories, containing items that measure the level of readers, then they were invited for a semi-structured interview after reading to see the readers' response to the values in the people's stories of the Malind-Anim community. The research was divided into two phases. First, a structural approach to the work of People's Stories of Malind Anim society, where the researchers used heuristic and hermeneutic methods to find structure and literary elements. In the second phase, to investigate the implications of the work on the reader, the reader response approach was used to extract literary values from the reader's point of view. Results show readers at the developing level can only interpret values in general, such as religion, education, and the environment, and readers at the developed level can interpret that the folklore of the Malind Anim community has three main dimensions that readers can interpret at these levels: Environmental Protector, Gender Equality, and Mitigation.
Macao, Qatar and Jordan: A Cross-Country Exploration of Three Countries’ Literacy Enrichment Programs Cornelia, Uspessy Shuha; Mayuni, Ilza
Elsya : Journal of English Language Studies Vol. 6 No. 2 (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.v6i2.17793

Abstract

When assessing a country’s level of education, referring to their Programme for International Student Assessment (PISA) scores can be stated as an overused trend, one that has been criticised as PISA alone is not the most perfect way to judge a country’s readiness. To address this weakness, this study will also refer to the Progress in International Reading Literacy Study (PIRLS), another world-class test that specifically focuses on literacy, yet has been underutilised in reading-related research. This paper is a case study on three countries which have shown different levels of performances. Using PISA and PIRLS reports as the main data and general literature review to supplement the contextual details of the reported results, the analysis focused on how Macao, Qatar and Jordan employ diverse strategies to cultivate and elevate literacy skills among their students. Results show that Macao is a leader in government-led efforts that focused on developing teacher competence, Qatar develops their children’s literacy through collaboration and competition, and Jordan focuses on all language skills in balance (with few programs exclusively concerned on reading competence). The novelty of the findings is its comparison of two international assessments that have a different scope, as PISA offers a holistic view of contextual factors affecting literacy whereas PIRLS covers information that are crucial for understanding early literacy development.
Theoretical perspectives of integrating technology into English language learning Mali, Yustinus Calvin Gai
Elsya : Journal of English Language Studies Vol. 6 No. 2 (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.v6i2.17925

Abstract

Three issues of technology integration into English language learning are present: inquiries on what and how technology is used to support language learning, ignorance of theoretical foundations and technology standards as a basis to design technology-supported language tasks and instructions, and English language teachers’ attitudes that put technology far ahead of language learning. In response to these issues, this theoretical paper aims to discuss resources where teachers can find reliable technology to support their language teaching practices. It continues to explain language learning and task engagement principles and technology standards as a basis for designing language tasks and instructions. The author supports the discussions with relevant literature and instances of some technology-supported language tasks. The paper then proposes a professional learning community meeting where the teachers can learn collaboratively with their colleagues in a supportive learning environment on how to use various tech applications. The paper concludes that teachers with principled ways of using technology should perform better in supporting students’ learning with technology than those who design a technology-based task and instruction mainly based on their personal (and biased) experiences on what worked well with technology.
Unveiling the Landscape of ClassDojo in Education: A Systematic Review Putrie, Delitya Islamy; Salam, Urai; Riyanti, Dwi
Elsya : Journal of English Language Studies Vol. 6 No. 2 (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.v6i2.18422

Abstract

In the backdrop of the evolving game-based educational platforms from online resources, language researchers have directed their attention toward the utilisation of ClassDojo due to its multifunctionality, which includes many features such as attendance tracking, messaging, portfolio management, games, and more. This qualitative systematic review examined the existing research on using ClassDojo in the classroom. The purposes were to provide evidence of ClassDojo for teachers, students, or parents and to identify the study characteristics, such as the publication trends, participant profiles, or the methodological approaches from the published research about ClassDojo. The initial database search used Publish and Perish (PoP) version 8 and identified as many as 174 published research. However, twenty-three journal articles were selected after conducting the screening process by applying inclusion and exclusion criteria. Results from the analysis of 23 articles found that articles released in 2021 (n = 6) were the most frequently used in this systematic review study. Then, for the education level of participants, the elementary education settings received the most attention (n = 6). Additionally, experimental design (n = 7) was the methodology most frequently employed by the study under investigation. Furthermore, the reviewed studies also show that ClassDojo is mainly used as a teaching and learning media (n = 8). Thus, the productive use of ClassDojo was recommended because it can effectively manage student behavior, promote positive classroom management, and enhance parent engagement. Therefore, ClassDojo can potentially enhance online interaction in the class and provide a community to share classroom activities privately or publicly among teachers, students, and parents.
Reconstructing Language Tests: A Comparative Study for Improved Assessment Ikrimah, Ikrimah; Asi, Natalina
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.v6i1.18430

Abstract

In the realm of educational systems, language testing plays a vital role in assessing a learner's language abilities. Ensuring the reliability and validity of such tests is crucial to provide an accurate gauge of proficiency and depth of learners' knowledge. However, modifications are necessary for testing methods to cope with the ever-evolving landscape of teaching methodologies while maintaining their effectiveness. This study employs a comparative analysis approach between an original and a reconstructed English language test, following the guidelines of the 'Kurikulum Merdeka' for 11th-grade students. Utilising Bloom's Taxonomy as a framework, both the original and reconstructed tests are evaluated with respect to cognitive complexity and coverage of various cognitive skills. The implemented modifications in the test demonstrated a significant enhancement in the overall effectiveness and alignment with broader cognitive skills. Two key modifications, expanding the multiple-choice answers from four to five and realigning questions to span various cognitive levels as per Bloom's Taxonomy, were found to be effective in increasing the complexity and scope of the test. This, in turn, led to a more comprehensive engagement of students in the test. The study concludes that the reconstructed test format, when compared to the original, offers a more effective overall assessment structure. Its more challenging nature stimulates critical thinking, deep understanding, and creativity among learners, thereby promoting improved language assessment and a better understanding of teaching-learning processes. It underscores the necessity of periodic improvements and modifications in test designs, ultimately contributing towards more precise and effective language testing.
ELSA Speak: Piquing Demotivated Students to Self-Improve Their Pronunciation with an AI-powered English Speaking Coach Khalizah, Nur; Damanik, Emeliya Sukma Dara
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.v6i1.18727

Abstract

The heightened global expectation of English proficiency is equally matched with the demand for students of this generation to be adept at handling technology, leading to the boom of artificial intelligence application in education. This paper is a contribution from a local teacher’s attempt to adapt and use an AI English speaking coach called ELSA Speak. This study determines the impact of using the app in enhancing junior high school students’ speaking skills through a pre-experimental study and establish a state-of-the-art understanding of the extent of the collective exploration of this AI. The first research design is a pre-experimental study and utilised the quantitative analysis approach, involving 23 third-grade pupils from MTs Zia Salsabila Percut Sei Tuan as the sample. The second research design is a systematic literature review of a total of 491 papers published from 2015 to 2024. Findings from the primary data proved that ELSA Speak app effectively enhances students' speaking proficiency in five aspects (grammar, vocabulary, pronunciation, fluency, and content) and successfully held the attention of students whose history prior to the use had very low motivation to learn and practice English as a foreign language. However, the systematic review revealed that this type of study is the furthest point of current investigation on ELSA Speak app, and thus calls for the need for more robust studies to develop a better understanding of whether the short-term success of using the AI can last for long-term and in what other ways can it be integrated into the teaching syllabus.
Analysis of Sentence Types in Affecting College Students’ Writing Skill Hidayah, Barokatul; Bochari, Siska; Jamiluddin, H.
Elsya : Journal of English Language Studies Vol. 6 No. 2 (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.v6i2.19130

Abstract

College students are required to complete an undergraduate thesis as part of their final project. However, when addressing the issues students face with their limited vocabulary, their choice of proper grammar, and their syntactical or word class problems, etc., researchers seldom carried out a focused exploration on dominant sentence types. This study aims to identify the most dominant sentence type used by the students in their writing, determine the forms of sentences used within the dominant sentence type, and analyse the factors influencing students' writing. This research used a quantitative descriptive method with an innovative methodological approach, namely a fishbone diagram to analyse the underlying factors. 105 background proposals from 7th semester students in the English Department at Tadulako University participated in this study. A simple random sampling technique was employed, and questionnaires and document analysis were used as instruments to gather data. The data analysis results show that: (1) simple sentences made up the majority of the dominant sentence types used in students’ backgrounds; (2) nominal sentences were the second most common form of dominant sentences used by the students; and (3) there are three factors that impact students' writing, particularly regarding sentence types: internal and external factors. The implication of this research is the development of writing skills where sentence types are an essential part of writing. The results can aid students in crafting clear and coherent sentences, specifically how to structure sentences effectively to convey their ideas logically, avoiding run-on sentences or fragments that can obscure meaning.
The Relationship Between Self-Efficacy and Reflective Practices of Pre-service English Teacher in Indonesian EFL Context Harahap, Mukhni Rahma Wati; Fithriani, Rahmah
Elsya : Journal of English Language Studies Vol. 6 No. 2 (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.v6i2.19545

Abstract

Reflective practice has become an issue that has been widely researched, but very few have linked it to pre-service teacher self-efficacy, especially in the Indonesian context. Despite the Ministry of Education’s advocacy for reflective practices as an expected competency, Indonesian teachers have relatively low awareness of the concept and even fewer truly implement the practice. This study is intended to investigate the relationship between EFL pre-service English teachers’ self-efficacy and reflective practices. The quantitative method was chosen since the researchers intended to find out whether there is a significant relationship between pre-service teachers’ self-efficacy and reflective practices with computed by SPSS 23. There are 15 pre-service English teachers of UINSU as the sample and there are 8 items in this study. Researchers used 5 point Likert scale. Simple random sampling was technique to gain the data. The result of data analysis reflected that the null hypothesis (Ho) is rejected. It means that the teachers’ self-efficacy and reflective practices has significant relationship that marked on sig. value is 0.01 is below than 0.05 with level of relationship moderate (0.884). This research contributes to increasing practioners’ awareness of reflective practices and has a significant effect on pre-service English teachers to understand the role of self-efficacy and reflective practice better before teaching English as a Foreign Language (EFL) to their students. The results support that reflective practice can make pre-service English teachers achieve and maintain their professionality English teachers in their career.

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