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Journal of English Language and Culture
Published by Universitas Bunda Mulia
ISSN : 20878346     EISSN : 25978896     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal of English Language and Culture (JELC) is a journal of English Language and Culture Department of Universitas Bunda Mulia. It consists of a collection of research papers and articles written by professionals and academicians in the field of English language and culture.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 180 Documents
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ELICITATION TECHNIQUE EMPLOYED BY EFL TEACHERS IN MOTIVATING JUNIOR HIGH SCHOOL STUDENTS TO SPEAK Kadek Lelyana Rastari; Luh Putu Artini; Ni Putu Astiti Pratiwi; Ni Putu Wiraningsih
Journal of English Language and Culture Vol 13, No 2 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v13i2.3684

Abstract

This study was inspired by the lack of teaching techniques that could accommodate students’ speaking skills as the main indicator determining students’ success in learning English. The elicitation technique could be used by teachers to initiate students to speak during the learning process. A descriptive qualitative method was employed which aimed to investigate the types of elicitation techniques used, the way to implement them, and students’ responses to the elicitation techniques employed by the English teachers in motivating students to speak. There were two English teachers and ten students consisting of seventh and eighth grades involved as the participants in this study. Checklist, classroom observation, interview, and video audio recordings were conducted as the methods of data collection by means of observation checklist, observation sheet, interview guide, as well as video-audio recorders. The data were analyzed based on the category of elicitation techniques proposed by Cross (1992). The findings showed that there were 10 types of elicitation techniques used. Speech Prompts 44.5 (28.7%), WH Short-Answer Question 42.5 (27.4%), dan Yes-No Question 37 (23.9%) were the most frequent types used by the teachers in eliciting students to speak. In addition, it was also revealed that the elicitation techniques were employed by the teachers in all the teaching segments. Eight out of ten students positively responded by feeling motivated to speak in English. This indicated that the elicitation techniques used by the teachers could motivate students to speak in English.
THE REASONS FOR USING EMOJIS ON WHATSAPP CHATS: A CASE STUDY OF INDONESIAN STUDENTS’ TRANSLINGUAL PRACTICE Murniati Murniati
Journal of English Language and Culture Vol 13, No 2 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v13i2.4335

Abstract

Translingual practice recognizes language repertoire in which both linguistics and non-linguistics sources are put together in one’s brain and used when necessary (Canagarajah, 2013). Since one’s language repertoire is different from others, the language produced might also be different. The offline and online contexts might also differentiate the production of the language. In online communication, such as communication through WhatsApp, ones can interpret the linguistics and non-linguistic codes differently, including the emojis which are available in WhatsApp.  Due to the different language repertoire, there must be reasons why emojis are used differently by WhatsApp users. This present study aims to find the reasons why emojis are used on WhatsApp chats which are written by students in academic contexts. The data is emojis used in WhatsApp chats used by five university students in a private university in Indonesia. Even though only five participants are joining this study, it aims to examine in-depth reasons why the emojis are used in WhatsApp chats. The data is gained by asking the participants to convert the WhatsApp chats to Word files. In addition, to know the detailed information about the interpretations of the use of emojis in WhatsApp, this study applied MIMI (The Mobile Instant Messaging Interview) (Kaufmann & Peil, 2020; Gibson, 2020; Enochsonn, 2011).It is analyzed by using Netnography (Kozinets, 2015). The results show that there are six reasons why the emojis are used on WhatsApp chats.  It can be concluded that in Translingual Practice, language is not fixed; instead, the meaning emerges in the language contact zone.
THE CULTURAL IDENTITY OF NUSANTARA IN A MOVIE "RAYA AND THE LAST DRAGON “ Nirwana Nirwana
Journal of English Language and Culture Vol 13, No 2 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v13i2.3742

Abstract

Raya and the Last Dragon is an animated movie with an adventure theme from Walt Disney Studio which was released in 2021. This movie tells the adventures of a character named Raya who lives onhis birthland named Kumandra. Raya begins her journey to find the last dragon named Sisu to help her defeat an enemy from darkness named Druun and unite the Kumandra again. In this movie, youcan see the design aspects of local wisdom, background,culture, life values and tradition that are still strong andare very authentic and related to the daily life of people in Southeast Asia and one of them contains aspects of Indonesian culture. Therefore, this movie has norms values that reflect the identity of the Indonesian nation in the Southeast Asia region. This study aims to find out how the role of Southeast Asian culture is formed and influences the people in assessing Southeast Asian culture, especially culture from Indonesia. The research method was grounded theory approach and the datais taken from the scene of the movie. The research results show that there are cultural elements that are shown through the values in the Movie Raya and The Last Dragon in the form of character design, asset design and background. These assets are able to build the people’s perception of the culture of Southeast Asia and Indonesia.
FUNCTIONS OF SPEECH ACTS IN AUSTRALIAN MINISTER OF FOREIGN AFFAIRS SPEECH AT UNGA Maria Dwilla Sekar Putri; Emanuel Sunarto
Journal of English Language and Culture Vol 13, No 2 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v13i2.4028

Abstract

Sometimes, politicians may use speech acts in their political speeches that the audience may interpret in a variety of ways. Speech acts are used when a speaker expresses words or phrases to achieve specified objectives and it relates to pragmatics in some way. This research aims to find the most dominant and the functions of illocutionary acts found in Australian Minister of Foreign Affairs speech at UNGA. The theory used was from Searle and it was found that there were four illocutionary acts in the speech, namely representative, commissive, directive, and expressive. It was found that representative was the most dominant type of act in the speech. It occurred 54 times to inform and state the current condition and issues of the world. The second was commissive with 23 occurences, followed by directive with 14 occurences, and expressive with 6 occurences. While declarative was not found because there was not any declaration that could change the current condition. 
POWER AND MANIPULATION DEPICTED BY MILES BRON IN GLASS ONION (2022) Inkarizki Swedianisa Amalia; Slamet Setiawan; Syafi’ul Anam
Journal of English Language and Culture Vol 13, No 2 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v13i2.4225

Abstract

This study is aimed to uncover the types of power and investigate how far power can lead to manipulate others in a movie entitled Glass Onion (2022), written and directed by Rian Johnson. The director portrays Miles Bron's exercise of power as if he had invited his friends to play a murder mystery game on his private island in Greece, yet Blanc solves it promptly. Miles is giving his friends a genuine opportunity to kill him since he is disgruntled; in fact, Duke died of a poisoned drink in moments. Due to the disruption caused by Miles' murder mystery game, this study focuses on studying the power wielded by the main character, Miles Bron. The researchers employed qualitative approach by using content analysis method to analyze the movie. Therefore, the data will be displayed in the form of word, phrase, sentence, and utterance produced by all movie’s characters. The findings suggest that Miles has used four types of power bases to control his friends; reward power, coercive power, referent power, and legitimate power. Furthermore, Miles was able to control his friends by disrupting their psychological awareness in chaotic situations such as the disappearance of Duke's gun and cellphone to manipulate the situation as well as the reason of Duke’s death.
A SOCIOPRAGMATIC ANALYSIS OF THE SPEECH ACT OF REQUESTING IN LOCAL ENGLISH COURSEBOOKS Nurdiana Nurdiana Nurdiana
Journal of English Language and Culture Vol 13, No 2 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v13i2.4237

Abstract

The speech act of requesting is a speech act commonly found and used in daily conversations. It is an intriguing research topic of pragmatics, particularly pragmatics in materials development, which is a sub-topic of language teaching. Earlier studies of pragmatics in language teaching reported that English teachers tend to look down on pragmatic aspects when teaching the language, including being ignorant of sociopragmatic information about language use in English coursebooks. For this reason, this paper discusses the findings of a sociopragmatic analysis in a local English coursebook. A content analysis employing pragmatic and sociopragmatic theoretical frameworks and a pragmatic judgment task by a native speaker of American English was carried out to investigate the sociopragmatic information in the course book. Results indicated that it did not contain an adequate amount of sociopragmatic knowledge indicating sociopragmatic failure. Thus, it implies that the coursebook may not be reliable language input for pragmatic competence improvement.
UTILIZING BRAINLY AS A SOCIAL QUESTION-AND-ANSWER (Q&A) SERVICE IN ENGLISH LEARNING MATERIALS: BENEFITS AND LIMITATIONS Fitria, Tira Nur
Journal of English Language and Culture Vol 14, No 1 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v14i1.4163

Abstract

This study describes Brainly as a social question-and-answer (Q&A) service in English learning and finds the positive and negative impacts on teachers and students. This research is descriptive qualitative. The analysis shows that using Brainly is easy. We can open Brainly at https://Brainly.co.id/. If we do not have an account, we can register using Gmail, then log in using the Brainly account. To make a question, click "Let's Ask", write down the questions, select the points to be rewarded to the answerers, choose the type of subject matter then click "Ask a Question". To answer a question, click the question to be answered in the "our answer" column fill in the answer, and click "Add Answer". Answering questions will add to our points. Based on previous studies, using Brainly have a positive and negative impact. Positively, teachers can convey concepts to their students simply and ability to connect students with education experts. Besides, students can add insight into knowledge which affects students' learning interests and learning outcomes. They can get answers and references and interact with each other to add answers or can be mutually correct. Brainly can provide easy content and is easily accessible to the student, this site is more practical compared to other educational sites, facilitate students in doing homework, can be used as an alternative to communicate virtually, and can be a learning resource and motivation simultaneously. Negatively, using Brainly creates students’ laziness to read books, reduces effectiveness in learning activities, generates dependency on Q&A technology, and familiarizes students to be passive to get an answer instantly. It impacts the teacher’s inability to control the students who used books or websites. However, further research certainly still needs to be done related to the level of accuracy of the answers given to the answerers on Brainly.
IDENTITY CONSTRUCTION BASED ON A COMMUNAL LAYER OF CTI: A CASE ON BOOKSTAGRAM Witari, Putu Sita
Journal of English Language and Culture Vol 14, No 1 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v14i1.4808

Abstract

In this digital information age, Instagram, as one of the online social media platforms, has gained more popularity among young generations as a virtual space to express themselves, including their hobby of reading. Since the number of Instagram users who enjoy reading has been growing rapidly, so has the community of readers and book lovers in this virtual space; hence, the terms bookstagram and bookstagrammer have become more well-known. This study investigates how a Bookstagrammer constructs her language identity and online identity on Instagram by analysing the bookstagrammer’s feeds on Instagram and implementing one layer of the Communication Theory of Identity (CTI), the communal identity. Using a method of virtual ethnography, it has been found that the bookstagrammer used English as the predominant language in her posts to connect and expand the interaction with other bookstagrammers worldwide, even though it was not her first language. Alongside, Instagram’s features, such as hashtags and tags in her posts, were her visible efforts to build her identity by actively engaging in the Bookstagram community that supported her to actively participate in the bookstagram community, which eventually enriched the communal identity of bookstagram. A recommendation is offered since the communal layer, and the other three layers of CTI are interconnected and have the potential to bring a more thorough understanding of one’s identity construction on social media.
TEACHERS' STRATEGIES FOR STUDENTS’ CONFIDENCE IN SPEAKING ENGLISH IN THE POST-PANDEMIC ERA Nidara, Eris; Priajana, Nana
Journal of English Language and Culture Vol 14, No 2 (2024): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v14i2.4780

Abstract

Speaking is one of the most important skills that students must have, but every studenthas a different capability to speak English. After COVID-19, there have been many changes;the learning system that was previously online has returned to being offline. This study aimsto find out the strategies the teacher used for students’ self-confidence in speaking English atjunior high school in Cirebon. It was carried out to gather data on the reasons why studentshave difficulty speaking in the post-pandemic era as well as the methods teachers use to teachspeaking to help students gain more confidence speaking English. Three methods ofgathering data were used in this study's qualitative research design, which is presented as acase study: observation, interview, and documentation. Three English teachers were thesubjects of this study. The information acquired from classroom observations wassupplemented with data from interviews. All of the data were analyzed using three majorphases of analysis: data reduction, data display, and conclusion drawing and verification. Theresults of this study revealed there are four strategies that used by teacher for studentsconfidence in speaking English after pandemic era, these strategies are Discussion, Role-play,Picture Describing, and Modelling. The researchers found problems experienced by studentsin learning English speaking after the pandemic, there are lack of vocabulary, lack ofawareness to learn, lack of practice, and gadget addiction. The researcher also found ways forteachers to overcome problems experienced by students, including giving motivation, givingappreciation, using interesting teaching strategies, taking an emotional approach to students,and the last is giving additional time.Keywords: Teachers Strategies, Speaking Skill, Students Confidence, Post-Pandemic
The Acquisition of English Adjective Placement on the Early Acquisition of Bilingual Indonesian Language - English Child Yanuar, Ivo Dinasta
Journal of English Language and Culture Vol 14, No 1 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v14i1.4505

Abstract

This paper investigates the development of adjective on the early acquisition of bilingual Indonesian language – English child in Indonesian environment. It was longitudinal study to investigate how the child developed his adjective on two languages simultaneously and to know whether the language dominance influences the acquisition of English which become the weak language. It also used descriptive qualitative by writing daily word production of the kid. The hypothesis of this research was Indonesian language would disturb the development of English adjective on participant’s early acquisition. In this context, the participant was exposed with English in very limited time while his friends and environment speak full Indonesian language. The participant was an Indonesian boy who was exposed with Indonesian language and English from birth. His mommy, and sister were bilingual people who speak Indonesian language and English at home. Meanwhile, his daddy was multilingual person who speak Indonesian language – Lampungese language – English. However, his daddy never taught Lampungese language at home. This study was designed for 17 months starting from respondent’s age 1;8 until 3;0. The result shows that the participant developed both languages very well although English adjective form affected the place of Indonesian adjective form in which its exposure was higher than English as foreign language.

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