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Journal of English Teaching and Applied Linguistics (JETAL)
Published by Universitas HKBP Nommensen
ISSN : -     EISSN : 27149811     DOI : https://doi.org/10.36655/jetal.v2i1
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences
Journal of English Teaching and Applied Linguistic (JETAL) is a peer-reviewed journal published in Indonesia by the Department of English Education, Faculty of Teacher Training and Education, the University of HKBP NOMMENSEN (PSPBI FKIP UHKBPN). This journal is published twice a year: April and September. The scopes of the journal include the following topic areas: English Language Pedagogy, TEFL, English Teaching, English for Specific Purposes (ESP), ELT Materials Development and Evaluation, English Language Testing and Assessment, Linguistics, Translation, Critical Discourse Analysis.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
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Search results for , issue "Vol 1 No 2 (2020): April" : 6 Documents clear
AN ANALYSIS OF STUDENTS’ PROBLEM IN TRANSLATING NARRATIVE TEXT IN IAIN LHOKSEUMAWE hasibuan, zainuddin zainuddin
JETAL: Journal of English Teaching & Applied Linguistic Vol 1 No 2 (2020): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v1i2.177

Abstract

ABSTRACT Research purpose is to find out students’ problem in translating English narrative text. This research used descriptive qualitative approach and research design as a case study. Research result were the writer found that the students had many problems in translating narrative text. Their problem were in the form of understanding meaning such as: lexical meaning, grammatical meaning, contextual meaning, textual meaning, and socio – cultural meaning. The most problem owned by students it was about lexical meaning because they had lack of vocabulary and they did not have a rellevant dictioanary that they would use when they translated narrative text into Indonesian language as target of language. The students had difficulties in understanding about English structure that different with Indonesian structure as target of language when they did translating of text, so, the students got confused to organize meaning. The students also had any obstacle with English pattern that was different with Indonesian pattern, when they translated, they were confused because they should change word position. Additionallay, they translated the narrative text words by words based on position of words that was appeared in target of language. It was also influenced by internal and external factors.
The Cohesion of the Prologue on the Hunger Games Trilogy: A Discourse Analysis Fernandico, Ann Mellene Capuy
JETAL: Journal of English Teaching & Applied Linguistic Vol 1 No 2 (2020): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v1i2.188

Abstract

Cohesion is designed to deal with words and phrases that generate a pattern of relations between lexical elements and structures to build an integral and logical text. The analysis of cohesion aims to connect central concepts to the context of writing intended to pursue standards of communication, writing styles, textuality, and a practice of discourse. Accordingly, this study analyzes the cohesion found in the Hunger Games Trilogy by Suzanne Collins. The method of this research is a discourse analysis focusing on Systematic Functional Linguistics (SFL) developed by M.A.K. Halliday. Based on the analysis, the prologue of The Hunger Games and Catching Fire novels can be described in the terms of field, tenor, and mode creating the contextual parameter. The text of the novels is written and is clearly detached, explicit, planned and integrated. While links were observed as characters and places were repeatedly written. The conclusion can be drawn that the two novels aim to tell a story. Furthermore, the texts do not instruct the reader on what to do but rather, it tells what the characters of the story did, are doing, or will do. The novels also implore the reader to read further beyond the prologue and to the main story.
AN ANALYSIS OF STUDENTS’ WRITING ASSIGNMENT OF ANALYTICAL EXPOSITION TEXT Zuana, Muhammad Mujtaba Mitra
JETAL: Journal of English Teaching & Applied Linguistic Vol 1 No 2 (2020): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v1i2.189

Abstract

Writing is not always easy to do. The students face some difficulties in mastering writing skill because they need particular practice to develop their writing skill. The teacher should know the students’ abilities and difficulties toward this skill and one of many ways teacher can do is by analyzing students’ compositions. In this research, they are generic structures and language features of analytical exposition texts. They may make students find some difficulties in analytical exposition texts. This study is descriptive qualitative study and this research is aiming to describe the students’ competence in writing expository text. The researcher is the first instrument and the second instrument for this study is the students’ compositions of analytical exposition texts. To analyze the data, there will be three steps; classification, analysis, and representing to determine whether the students write analytical exposition text with proper generic structures and language features or not. After being analysis, the researcher found that the students could write analytical exposition texts with a good generic structures and language features. However, there are some students who do not compose them properly. For generic structures, some students often do not write review of arguments in thesis and reiteration. And for language features, some of the students often do not apply the diction well. The students are proficient enough in organizing analytical exposition text in term of generic structures and language features. From the analysis, the abilities and difficulties of the students can be identified by the teacher. The teacher should give clear explanation and understanding in teaching analytical exposition text. The teacher had to explain about how to make analytical exposition text deeply in order that the students could comprehend the text well. In addition, the English teacher could give comments to the students’ composition for the better next writing assignments, because they will know about the mistakes that they still made. Keywords: analytical exposition text, generic structures, language features, writing
USING SHADOWING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN LISTENING COMPREHENSION Lestari, Febrika Dwi
JETAL: Journal of English Teaching & Applied Linguistic Vol 1 No 2 (2020): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v1i2.196

Abstract

This study was aimed to observe the use of Shadowing technique to improve students’ ability in listening comprehension. This research was conducted by using classroom action research which is consist of two cycles. The sample of the research was one group out of four groups of the first semester students’ of English Department of Nommensen KHBP university which was selected by using random sampling technique. Listening test, observation sheets and diary notes were employed to collect the data. Quantitatively, it showed that there were an improvement of listening ability from the students since the first up to the last treatments. The result showed that in the first treatment there is no students who got the point up to 75. But it increased to 37.5% in the end of the second treatment and 94.28% in the end of the last treatment. Qualitatively, the result showed that the students felt better, easier, and interesting to learn listening that leading to the acquirement of more successful listening comprehension skill. Therefore, shadowing technique could be used to improve students’ ability in listening comprehension. Keywords: Listening comprehension, shadowing technique
ESP Students’ Preferences in Learning English: Face to Face Corrective Feedback vs Online Corrective Feedback Ferdian, Nurizzi Rifqi
JETAL: Journal of English Teaching & Applied Linguistic Vol 1 No 2 (2020): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v1i2.199

Abstract

ABSTRACT The current study aims to explore the students’ preferences on face to face corrective feedback vs online corrective feedback in ESP class. It is an attempt to investigate if they prefer to be corrected directly face to face by teachers or they like to be provided online corrective feedback by the teachers. To do so, a questionnaire was distributed to a group of students who are taking English for Specific Purposes and also focus group discussion was used in order to find out their beliefs toward their corrective feedback preferences. Totally, 50 students who were taking ESP courses at State Polytechnic of Subang participated in this study. The results from the questionnaire analysis revealed that the students preferred their teachers to use face to face corrective feedback, with an overall mean (x̄ = 3,95) in learning effectiveness, (x̄ = 4,12) in learning accuracies, and (x̄ = 4,02) in learning experiences. The focus group discussion revealed the students’ beliefs in their corrective feedback preferences, they believed that the teachers should be able to guide their learning, use communicative ways, and encourage them by using their learning preferences. The study suggested that taking these preferences into consideration could help students to increase their confidence in learning English. Keywords: Corrective Feedback, Face to face, Online, English Learning
Impacts and Effective Communication on Generation Z in Industrial Revolution 4.0 Era AJMAIN, TALHAH
JETAL: Journal of English Teaching & Applied Linguistic Vol 1 No 2 (2020): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v1i2.204

Abstract

Generation Z (Gen Z), those who were born between the mid-1990s until mid-2000s are closely related to the emerging Indistrial Revolution 4.0 (IR 4.0) era. Both positive and negative impacts towards the social development and communication of Gen Z are apparent. The purpose of this study is to descibe the influence of technology on Gen Z and to discuss the effective means of communication when interacting with this group of people. A systematic review and documentational analysis approach is adopted. The outcome of this study indicated that advancement in technology has hugely affected the social communication skills of Gen Z. It is suggested that the means of approaching this generation requires comprehending their way of thinking, communicating with them in their “tech-language”, and to always be updated with the advancement of information technology (IT), thus ensuring relevance to be in their environment. All these requires groundwork efforts to have direct interaction with them according to the ways of Gen Z.

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