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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 120 Documents
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Morphologic Segmentation Linearity in Jose Garcia Villa's PROEM Quebec, Jett C
JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 2 (2022): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v3i2.656

Abstract

Morphology is the study of the intertwined relationship of morphemes, or what we commonly refer to as "words.". Analysis of words enables us to experience how to break apart unfamiliar words in order to understand their overall meanings. It aids us in understanding how prefixes and suffixes can change a word's meaning and how much of our language is constructed. This paper aims to analyze morphologically the textuality of the poem Proem by Jose Garcia Villa by describing the segmentation of the content and function words in the textuality of the poem PROEM focusing on the affixation structuration of the lexical and grammatical morphemes. The linear morphologic segmentation of morphemic contents of the poem "PROEM" by Jose Garcia Villa reveals nineteen lexical morphemes. There are ten (10) simple form (roots), seven (7) complex forms (affixations and roots), one (1) compound form (two roots combined), and one (1) compound–complex form (two roots combined and affixation). On the other hand, there are seven (7) grammatical morphemes of three prepositions, two determiners and two conjunctions. It further reveals that words undergo changes in terms of their class after going through the process of affixation. The results prove that the poem "Proem" by Jose Garcia Villa follows morphologic segmentation linearity in its free verse textuality. This study thus recommends that a parallel morphological investigation be conducted on different textualities of poetry used and read by teachers and students in the process of academic discourse.
An Analysis of The Politeness Strategy used in Mata Najwa Talk Show on Trans7 Silitonga, Dwi Handayani
JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 2 (2022): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v3i2.659

Abstract

This study aimed to describe the Politeness Strategies used in Mata Najwa Talk Show. This study applied a qualitative research design to explore the politeness strategies used by the participants in Mata Najwa Talk Show in their interactions. The participants in this study were Najwa Shihab as a host, Erick Thohir and Nadiem Makarim as guests. The data in this study were in the form of utterances that contain politeness strategies. The result showed that the host not only use Positive Strategy to reveal the guests’ issue but also use a Negative strategy to reduce the interference with the guests’ freedom of action. The guests tend to use Positive Politeness because they tried to convince society about their new policies and state that they share the same specific wants, goals, or values, namely a better condition for this country. From the analysis, the researcher found out the result that Positive politeness (76,32%), Negative Politeness (18,42%) and off Record Strategy (5,27%) and there is no Bald Record Strategy used in this analysis.
The Correlation Between English Language Learning Strategies And Students Thinking Style At The Second Grade Of Man 1 Kolaka Suryadi, Ray; Kamaruddin, Firdayana
JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 2 (2022): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v3i2.661

Abstract

This research was conducted at MAN 1 Kolaka. The objective of this reaseach is to find out information and data weather there is any correlation between English language learning strategy and students’ thinking style at the second grade AGAMA I of MAN 1 Kolaka. The research design is descriptive quantitative. The data were collected through questionnaires. English Language Learning Strategy at the second grade AGAMA I of MAN 1 Kolaka are Metacognitive with the total frequency is 47% percent and Studets’ Thinking Style are Extrovert with the total persentage is 53%. The Population of the research was the second grade students of MAN 1 Kolaka and the sample of the research was class AGAMA I which consisted of 15 students. The data analysis used in this research was product moment formula which showed that there was no any correlation between English Language Learning Strategy and Students’ Thinking Style. It could be synthesized that hypothesis were r-count was lower than r-table. So H1 was rejected and H2 was accepted. The coefficient Correlation between English Language Learning Strategies and Students’ Thinking Style did not have any significant correlation with the r-count = -0,218 was lower than r-table 0,514 at the significance level 5% and degree of freedom (df) was 15 (-0,218>0,514). Therefore, it was categorized as low correlation. H0 and H1 was rejected and H2 was accepted.
Abstract Translation in Scientific Writing by Non-English Major Student using Google Translate Suryani, Nyayu Yayu; Fitria, Tira Nur
JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 2 (2022): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v3i2.669

Abstract

The main purpose of this research is to find out Google Translate errors when translating bachelor's paper abstracts from Indonesian to English. Six abstracts of Non-English major undergraduate student papers from diverse faculties Sekolah Tinggi Ilmu Kesehatan Siti Khadijah Palembang were chosen at random. Following that, the data is compared for each sentence segment, as well as any words or phrases with problems are investigated. The result shows that the primary errors of abstract translations include lexicosemantic, tense, preposition, word order, distribution, and use of verb group, as well as active and passive voice errors. Abstract translation outcomes deviate significantly from expectations. Both translating English writings into Indonesian and Indonesian texts into English takes advanced translation abilities. Regarding translation, several factors should be considered; they include the linguistic system utilized for both languages and the cultural understanding of the two languages. In the case of scientific writing translation, involve a translator in improving the quality of translation. In terms of academics, it is recommended that further research be done on comparable challenges in abstract translation, but with more variety from diverse sources.
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.
STOP SAYING VERY: AN EXCEPTIONAL TEACHING STRATEGY TO ENHANCE STUDENTS’ VOCABULARY MASTERY Sari, Anna Stasya Prima; Pinem, Irmina; Anzelina, Dewi; Simamora, Rosa Maria; Ndraha, Lies Dian Marsa
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.961

Abstract

This Classroom Action Research (henceforth, CAR) was primarily carried out to prove that the use of Stop saying very teaching strategy is effective to enhance the students’ vocabulary mastery on adjectives and to describe the students’ responses towards the learning teaching processes of adjectives through the application of Stop saying very teaching strategy. There are two cycles in this CAR in which each cycle consisted of three meetings excluded the pre-test, formative test, and post-test The research subjects of this CAR are the first semester students of the English Language Education, Faculty of Teachers Training and Education, Universitas Katolik Santo Thomas in the Academic Year of 2022/2023 consisting of 20 students. The analysis of quantitative data shows that the mean of the students’ score in the pre-test, formative test, and post-test increases continually after Stop saying very teaching strategy was implemented in teaching adjectives. The students’ total score in the pre-test is 216 and the pre-test mean is 10.8. The students’ total score in the formative test is 1.528 and the formative test mean is 76.4. The students’ total score in the post-test is 1.708 and the post-test mean is 85.4. The analysis of qualitative data shows that the students gave positive responses towards the learning teaching processes of adjectives through the application of Stop saying very teaching strategy. They all agree that the application of Stop saying very teaching strategy helps trigger their curiosity and enhance their knowledge and vocabulary mastery on adjectives. The writers recommend that English teachers/lecturers apply Stop saying very teaching strategy to teach better and more impressive adjectives to their students. Keywords: adjectives, stop saying very, teaching strategy, vocabulary mastery

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