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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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EXPLORING THE EMERGING NON-STANDARD ENGLISH PRONUNCIATION FEATURES OF L1 JAVANESE AND INDONESIAN SPEAKERS Butarbutar, Octavia; Ekarina, Ekarina
Journal of English Language and Culture Vol 15, No 1 (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.v15i1.5602

Abstract

This study is concerned with pronunciation features of English learners whose L1 are Indonesian and Javanese. Specifically, the research views these non-standard pronunciation features as innovations by L2 English speakers, not as errors; and considers features of the speaker’s multi-linguistic repertoire as equal candidates that may win out and manifest themselves in the speaker’s spoken production. Consequently, data analysis undertaken expands beyond just contrastive analysis involving L1 transfer, and includes other cognitive factors that might influence the emergence of non-standard L2 pronunciation. To do this, the researchers watched a recorded video of international conference presentations available on youtube. Salient non-standard pronunciation features were then noted and compared with the standard English; this involves data on the  monophthongization of English diphthongs and the replacement of the consonants /ð/ and /θ/ with the plain /d/ and /t/.This data was compiled for different speakers, and was then analysed to uncover possible factors that influence the emergence of the non-standard pronunciation features. It can be concluded that L1 phonology, frequency, word spelling and general articulatory factors all play a role in potentially shaping a speaker’s L2 pronunciation features. The study also uncovers that while there are differences between speakers, individual speakers tend to be constant in their choice of non-standard pronunciation features.
INDONESIAN EFL STUDENTS’ USE OF TECHNOLOGIES FOR SELF-DIRECTED LEARNING IN ACCOMPLISHING ACADEMIC ENGLISH WRITING TASKS Pasaribu, Joseph Bryant T.; manara, christine
Journal of English Language and Culture Vol 15, No 1 (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.v15i1.5623

Abstract

This study examines the use of technology for self-directed learning in accomplishing English writing tasks by Indonesian EFL students. The study are guided by two research questions: 1) How did university students use technologies to accomplish their academic English writing tasks?; 2) How did the use of technologies support university students’ self-directed learning (SDL)?A mixed-method approach was adopted in investigating these issues. Data were collected using questionnaire and in-depth interviews. The participants were students from three universities in Banten, South Jakarta, and Central Java. There were 51 students who filled out the questionnaire and only 13 of them were willing to be interviewed. The findings revealed that the majority of students used online apps to assist them in the process of drafting and editing their English writing tasks. The data indicate that knowledge on these online apps and how to utilize them are able to maintain their SDL in accomplishing their writing tasks. Their SDL is mostly influenced by their drive to obtain academic achievement. The findings also show that trainings on some technical skills and knowledge on editing apps are needed to maximize the students’ use of technology for their SDL.
THE INFLUENCE OF STUDENTS’ MINDSETS ON ENGLISH SCORES DURING ENGLISH LEARNING PROCESS rosiska, Rosiska; Priajana, Nana; Nashruddin, Wakhid
Journal of English Language and Culture Vol 15, No 1 (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.v15i1.5690

Abstract

ABSTRACTMindset plays an important role in the teaching and learning process, which can affect student thinking, student reactions, activities, and personality. Understanding the student mindsets can increase to their teaching and learning process to be more effective and give them a positive effect and improve their English scores. The analysis was conducted to investigate the influences student mindsets on English scores during learning English process in one of Junior High School in Cirebon Regency. The study used a quantitative method with questionnaire and test [1] as data-gathering techniques. The population is eighth grade students in one of the junior high schools in Cirebon. The results of this study focused on the type of mindset that students have during the process of learning English and the results of their English scores. It showed that there is the effect between students’ mindsets and English scores as much as 74.9%.  The existence of different learning styles in students contribute to this study. Improving the type of mindsets of students during English learning allows in improving English scores or academic achievement as well as the quality of English language skills more broadly than just looking at student learning outcomes. Educational institutions should take these findings into account and improve the English learning and teaching process accordingly.
LOST IN TRANSLATION: A CRITICAL ANALYSIS OF ERRORS IN ABSTRACT TRANSLATIONS BY VOCATIONAL ACCOUNTING STUDENTS Romadhon, Romadhon
Journal of English Language and Culture Vol 15, No 1 (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.v15i1.6006

Abstract

This study investigates the prevalent translation errors in English abstracts written by vocational accounting students at an Indonesian polytechnic university. Given the technical nature of accounting and the growing significance of English as a global academic and business language, the ability to accurately translate complex accounting terminology is essential for students. This research aims to identify the common types of translation errors, their underlying causes, and the pedagogical implications for improving language proficiency among these students. Data were collected from a sample of 30 students who translated their Indonesian abstracts into English. The analysis focused on identifying lexical, syntactical, and grammatical errors. The findings revealed that lexical errors, such as the misuse of accounting terms, were the most frequent, followed by syntactical errors that disrupted the logical flow of sentences, and grammatical errors that undermined the readability and professionalism of the abstracts. The study highlights the challenges posed by the reliance on translation software, which often fails to capture the nuances of technical language. Practical translation exercises, peer reviews, and the use of AI-powered translation tools are recommended to enhance students' proficiency. By addressing these challenges, educators can improve the quality of academic writing among vocational students, ensuring they can effectively communicate their research findings in English. This study hopefully contributes to the development of better teaching strategies and translation support systems, ultimately preparing students for success in the global academic and professional environment.
EXPLORING GENERATION Z’S METHODS OF LEARNING ENGLISH PRONUNCIATION THROUGH TIKTOK Fadilah, Nur; Zainuddin, Moh.; Zumrudiana, Ainu; Lestari, Iin Widya
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.6022

Abstract

This research explores how Generation Z perceives learning English pronunciation using the social media platform TikTok.  Generation Z is known for its familiarity with technology and social media, including TikTok, which is incredibly popular among them. The main objective of this research is to understand how Generation Z perceives and engages with TikTok as a tool for learning English pronunciation, as well as the challenges and opportunities they encounter. The participants in this study were 10th-grade students from SMKN 3 Bojonegoro who were studying PSPT 1 and 2. The research utilized a qualitative approach, combining questionnaire surveys and in-depth interviews to gather comprehensive data on the students' experiences with using TikTok videos to learn English pronunciation. The results revealed that TikTok is a preferred platform for students to practice English, with 58.6% of students feeling comfortable using TikTok for pronunciation practice. Additionally, 63.8% of students stated that TikTok boosted their self-confidence in practicing English pronunciation. The platform offers opportunities for students to practice English in a relaxed, flexible, and engaging manner, thereby increasing motivation. However, the study also identified some challenges and obstacles faced by students, such as being easily distracted by entertainment content, which can lead to a lack of focus, as well as a lack of direct feedback for error correction. In conclusion, this research suggests that TikTok can be an effective tool for Generation Z to learn English pronunciation, as long as engaging and collaborative content is utilized. It is hoped that these findings will contribute to the development of more modern and interactive language learning methods on digital platforms like TikTok.
INCORPORATING CRITICAL LITERACY IN ELT: IMPROVING INDONESIAN STUDENTS’ CRITICAL THINKING AND WRITING ENGAGEMENT Mahardika, Agustine Andriana Ayu; Silalahi, Ronald Maraden Parlindungan
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.8300

Abstract

This research investigates how critical literacy is applied in an English Language Teaching (ELT) context and how it promotes students’ critical thinking, engagement, and writing expression. Employing a qualitative case study approach, the researchers converged data through observation and semi-structured interviews with four participants from a private university in North Jakarta. It is shown that critical literacy guides students to examine social and political topics from various points of view, improves their classroom engagement, and assists the growth of organized and logical written arguments. Instead of simply emphasizing on enhancing writing details, this research focuses the function of critical literacy as a pedagogical approach that enable students to think intensely, communicate convincingly, and captivate with real-world topics in meaningful ways.
AN ITEM ANALYSIS ON ENGLISH PROFICIENCY TEST OF NECESA 2.0 AT UNIVERSITAS PGRI WIRANEGARA Jannah, Hawa Innafiil; Mabaroh, Barotun; Istiqomah, Dewi Masitho
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.6169

Abstract

English is used widely as the international language. The mastery of English skills has a standardization. One way to analyze (either a person qualified or not) is using a test. Competition can be used as the language testing for English learners. From this background, the researcher intended to analyze the quality of the written test form by NECESA 2.0 which is held by English Student Association. The researcher wanted to analyze the content validity, reliability, item distractor, item difficulty, and discriminating power on English Proficiency Test item of NECESA 2.0.The researcher used mixed method in this research. This study aims to collect data by calculating the results of the five characteristics of a good test. The research subjects were the participants of English Proficiency Contest of NECESA 2.0. There are 63 senior high school students. This research used two instruments, there are documentation and human instrument.Based on the findings, English Proficiency Contest of NECESA 2.0 already has very good content validity. The content that has stated in each item is 94% suitable with the English ATP (syllabus). The coefficient value of the reliability of the tests is 0,935. This test also has good item difficulty value. The test-maker is successful make a good proportion in levelling the difficulty of EPC of NECESA 2.0 test. The results of the discriminating power analysis of the participants' answers to the EPC questions can be seen that most of the differentiating power (52%) or 52 items on the EPC are sufficient or in satisfactory category. The item distractor of English Proficiency Contest of NECESA 2.0 still has many unfunctional distractor. There are 148 distractors categorized as poor ID and 76 distractors categorized as very poor ID. It can conclude that distractors has poor distractor and it really needs to be revised.
THE RELATIONSHIP BETWEEN STUDENTS' LEARNING PREFERENCE AND STUDENTS’ ACHIEVEMENT IN ENGLISH SUBJECT AT MAN 2 POLEWALI MANDAR Ramlah, Ramlah; Yaumi, Muhammad; Abubakar, Multazam
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.8118

Abstract

This research aims to determine the extent of the significant correlation between students' learning preferences and their achievement in the second grade of MAN 2 Polewali Mandar. This study used a non-probability sampling technique to collect data on 26 samples from a total population 124. Researchers used a quantitative research approach with a correlation design. There are two types of instruments used in this research, namely the VARK questionnaire for learning preferences and rubric assessment for students' achievement. Research findings show that the correlation value of visual learning preference to students' achievement is 0.607. The correlation value for auditory learning preference to students' achievement is -0.316. The correlation value for read/write learning preference to students' achievement is -0.720, and the correlation value for kinesthetic learning preference to students' achievement is 0.227. Based on the data obtained, the researcher concluded that each learning preference component has a different level of correlation with student achievement in learning. The researcher hopes this study can be a reference and useful for further researchers who have the same focus of discussion, namely regarding student learning and achievement. The researcher also hopes that this study will help teachers pay more attention to the learning preferences of each of their students.
REPRESSION AND SURVIVAL: FREUD’S DEFENSE MECHANISMS IN THE HUNGER GAME Hardian, Gilang
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.8133

Abstract

This study explores the psychological coping mechanisms employed by Katniss Everdeen in The Hunger Games using Sigmund Freud’s defense mechanism theory. Through qualitative analysis of key scenes, the research identifies various defense mechanisms, including repression, denial, displacement, projection, regression, rationalization, sublimation, reaction formation, and intellectualization. These mechanisms serve as crucial survival strategies, enabling Katniss to navigate the extreme psychological and physical challenges imposed by the oppressive society of Panem. The findings reveal that Katniss unconsciously employs defense mechanisms to cope with trauma, anxiety, and fear. Repression allows her to suppress painful memories, while denial helps her manage the reality of the deadly Hunger Games. Displacement manifests in her redirected frustration, while projection highlights her insecurities. Regression appears in moments of emotional vulnerability, whereas rationalization helps justify her actions. Sublimation channels her distress into strategic survival, reaction formation masks her fears, and intellectualization allows her to detach emotionally and focus on survival tactics. By applying Freud’s psychoanalytic framework, this study emphasizes the role of psychological resilience in literature and movie, demonstrating how defense mechanisms function as both coping strategies and narrative tools. The research contributes to the intersection of literary and psychological studies by offering insight into how characters reflect real-world psychological responses to oppression and adversity. The Hunger Games not only portrays a dystopian struggle for survival but also serves as a commentary on human resilience, trauma, and resistance. This study underscores the significance of psychoanalysis in understanding character development and thematic depth in dystopian fiction. By analyzing Katniss’ psychological responses, the research provides a broader understanding of how defense mechanisms shape individual behavior under extreme circumstances, making The Hunger Games a compelling study of human psychology in literature and cinema.
UTILIZING FLASHCARDS TO IDENTIFY PHONOLOGICAL ERRORS AND ENHANCE LEARNING ENGAGEMENT AMONG STUDENTS WITH INTELLECTUAL DISABILITIES Wijaya, Karina Aprisyahila; Nanda, Deri Sis; Susanto, Susanto
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.8139

Abstract

Education is a right for every individual. For students with mental disorders, teaching English poses a unique challenge that requires teachers to find effective teaching media for vocabulary instruction. This study aims to identify phonological errors of students with intelectual disabilities learning vocabulary and explore how to teach vocabulary to students with intelectual disabilities using flashcards the research employs a qualitative approach with descriptive analysis, involving observation and auditory analysis to identify four voice recordings from students with different intelectual disabilities. The results reveal that students who experienced ADHD and communication disorder showed good engagement during the learning process, but encountered pronunciation errors. Meanwhile, students with autism and slow learning experienced difficulties in both participating in learning activities and pronunciation. These difficulties are caused by intelectual disabilities affecting their socialization abilities and leading to learning delays. Based on these findings, it can be said that the use of flashcards is effective as a vocabulary-learning medium for students with mild mental disorders. However, for students with more severe mental disorders, a more authentic approach is required. This is important for educators to understand students’ conditions in determining the appropriate teaching media.

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