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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 5 Documents
 1 
Search results for , issue "Vol 4 No 1 (2022): September" : 5 Documents clear
Non-EFL Students' Ability in Writing Simple Sentences of Descriptive Paragraphs Fitria, Tira Nur
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 1 (2022): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i1.762

Abstract

The objective of this study is to know the students’ ability in writing English simple sentences. This research is descriptive qualitative. The result shows that students have understanding of how to construct simple sentences in several formulas such as Subject + Verb + Complement (S + V + C), Subject + Verb + Adverb (S + V + Adv), Subject + Verb + Object (S + V + Object), and Subject + Verb + Object + Adverb (S + V + O + Adverb). But, besides using simple sentences, the students also still use other sentence forms to support information in their paragraphs such as 1) compound sentences by using the coordinating conjunction for example “so”, ”but”, and “and”. 2) complex sentence by using the coordinating conjunction for example “after”, “before”, “so that”, “if”, “that”, “because”, “even though”, “although”, “when, “while”. 3) compound-complex sentence by using both coordinating conjunction and subordinating conjunction”. Therefore, the teachers/lecturers need to give understanding more to the students that 1) a simple sentence has one independent clause and expresses one idea/topic. 2) simple sentence must have a subject-verb combination, but the subject can be compound or more than one. 3) simple sentence can have a compound verb. 4) simple sentences can only have one subject-verb combination and commas are not used. The students must be able to understand and know the subject, predicate (verb) and nouns, adjectives, and adverbs that will give a complete meaning. So that those who read will understand what they want to convey through the sentence.
ANALYSIZING ERRORS OF INFLECTIONAL AFFIXES ON STUDENTS’ WRITINGS Sunandar, Ahmad
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 1 (2022): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i1.777

Abstract

This research aimed to identify what error of inflectional affixes was the most frequently appeared on students’ writings and what error of inflectional affixes was the least frequently appeared on students’ writings. The approach of research was qualitative method with descriptive analysis to analyze the data. The data were taken from students’ writings made by 111 second semester students of Indonusa Polytechnic Surakarta majoring in health information management. This research was to perform the percentage of error of inflectional affixes on students’ writings. The percentage of plural -s/es was 58,46 %, third person present singular -s/es was 20 %, past tense –ed was 6,15 %, past participle -en/ed was 6,15 %, progressive –ing was 3,08 %, possessive –‘s was 3,08 %, superlative –est was 1,68 % and comparative –er was 1,40 %. Referring to the percentages of the research, the researcher concluded that the error of inflectional affixes which the most frequently appeared was plural –s/es with the percentage 58,46 %, and the error of inflectional affixes which the least frequently appeared was comparative –er with the percentage 1,40 %. Mastering inflectional affixes is important in order to make precise sentences. Therefore, students should perform well in applying inflectional affixes.
AN ANALYSIS OF ENTAILMENT FOUND ON COSMETIC AND FAS FOOD ADVERTISEMENT Pangaribuan, Marnala
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 1 (2022): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i1.785

Abstract

ABSTRACT: This research intended to find out the types of entailment found on advertisement of cosmetic and fast food. In conducting this research, the research use qualitative method with content analysis because the data were collected from document, in form of words and the explanation of the result. The researcher used note taking as instrument of this research in order to get the valid data. The findings showed that there are two types of entailment that used in cosmetic and fast food advertisement, those are: one-way entailment which occurs 10 times and two-way entailment which occurs 6 times. The dominant type of entailment on advertisement was one-way entailment with 10 times or 62.5%.
An Analysis of Phonological, Morphological and Syntactical Errors on Teachers’ Talk in EFL Classroom AFDALIAH, NIHLA
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 1 (2022): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i1.790

Abstract

This study investigated the teachers’ talk errors from phonological, morphological and syntactical aspects committed by EFL teachers during classroom instruction. It employed descriptive qualitative research. Through recording and transcription of teachers’ classroom meetings, the researcher found that the errors of teachers' talk occurred 96 times and the phonological errors dominated the teachers’ talk errors. It reached 55.2 % or occurred 53 times. The phonological errors covered the mispronouncing of pure vowels, diphthongs, triphthongs and some consonants. Furthermore, the second type of error was syntactical errors. They were committed 34 times or reached 35.4%. the errors comprised the incorrect word order and sentence structure or the misuse of tense. Meanwhile, the morphological errors were done 9 times or only reached 9.4 %. The errors included the misuse of verb, noun and pronoun. The result of the study revealed that the EFL teachers who are supposed to be role models in using proper English, frequently make errors during classroom interaction. so that the result of the study is significant and expected to be able to raise the awareness of the EFL teachers about the importance of teacher talk in classroom interaction.
Multicultural Ability in Dental English Impressions of Hypermedia Email: A Specific Educational Paradigm Asgari Arani, Jafar
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 1 (2022): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i1.798

Abstract

Given the noteworthy connection between special English education acuities and grade point average (GPA), as a directory of educational success, and settlement, it is essential to support the students’ English education talents. Two-way ANCOVA was engaged to evaluate the knowledge efficiency of the informal AI syllabus with dissimilar learning method (i.e., the series of perform schemes and the set of empirical learning) and masculinity. A cross-sectional appraisal was operated through online review and fractional slightest systems was applied in evaluating the records. Universal English for Dental Purposes (EDP) is educated from the opinion of actual conditions and it implies that education English is absorbed on a specific texts and particular terminology. But what is more significant education EDP terminology trusts on emerging statement services, difficulty-resolving, and choice production (Milosavljevic et al., 2015). The investigation recommends that scholars are of the opinion that more communication is continued through e-mail than might have been possible in communication interaction and more, that the English knowledge helps as valuable framework for more acquiring. On the foundation of the contributors' support and reaction, the probable educational worth of an e-mail may converse action in EDP program is undisputable. The placement-plan reaction provides durable indication of the possible educational profits of the e-mail scheme. Academic communication through e-mail replace to provide a real method to connect the opening between teaching EDP happenings and the energetic firm-changing education setting.

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