cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mandra Saragih
Contact Email
etlij@umsu.ac.id
Phone
+62811626661
Journal Mail Official
etlij@umsu.ac.id
Editorial Address
Editor in Chief Mandra Saragih, S. Pd., M. Hum, Universitas Muhammadiyah Sumatera Utara Editorial Board Dr. Bambang Panca Syahputra, M.Hum, Universitas Muhammadiyah Sumatera Utara Pirman Ginting, S. Pd., M. Hum, Universitas Muhammadiyah Sumatera Utara Rakhmat Wahyudin Sagala, S.Pd., M.Hum, Universitas Muhammadiyah Sumatera Utara Dr. Purnama Rika Perdana, S. Pd., M. Hum, Univiersitas Muhammadiyah Sumatera Utara Alfitriani Siregar, S. Pd., M. Pd, Universitas Muhammadiyah Sumatera Utara
Location
Kota medan,
Sumatera utara
INDONESIA
English Teaching and Linguistics Journal (ETLiJ)
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 27160831     DOI : https://doi.org/10.30596/etlj
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
English Teaching and Linguistics Journal (ETLiJ) is dedicated to the global advancement of English teaching-learning and linguistics practice (e.g., morphology, semantics, second language acquisition, psycholinguistics). The ETLiJ strongly encourages submissions of unpublished articles topics that are highly relevant and contribute significantly to the TEFL and TESL issue.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 101 Documents
 6   7   8   9   10 
The Effect of Using Chain Writing Method on Students’ Writing Skill of Recount Text at Grade XI of SMA Swasta Daerah Air Joman in 2022/2023 Academic Year Sundari Sundari; Putri Lidiana Permata Sari
English Teaching and Linguistics Journal (ETLiJ) Vol 4, No 2 (2023): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v4i2.15824

Abstract

The intended of this study was to gather empirical data regarding the impact of chain writing on students' recount text writing. This study used a quantitative methodology and a quasi-experimental research design. The sample of this research was at the eleven grade students of SMASDA Air Joman in 2022/2023 Academic Year. There were the experimental and the control group. Each group consisted of 30 students. The experimental group was taught with chain writing method while the control group was taught with teacher’s conventional method. A written test was used as the research instrument, and the students' writing on the pre- and post-tests was graded using a writing rubric. According to the calculations, the experimental group's post-test mean scores were 79.13, while the control group's were 74.37. When using an independent sample t-test to test statistical hypotheses, the results showed that, on a scale of 5% significance ( 0.05), t0 was 3.015 and ttable was 2.002, meaning that t0 was greater than ttable. The instrument used in this research was a written test and the scoring of writing rubric was used to score the students’ writing on the pre test and post test. Based on the calculation, the post-test mean scores of the experimental group was 79.13 while that of the control group was 74.37. Then, the result of statistical hypothesis testing by using independent sample t-test found that on degree of significance 5% (α = 0.05), was 3.015 while was 2.002 or . As a result, Ho was rejected while Ha was accepted. In addition, the Cohen's formulation was used to determine the effect size of the chain writing method, and the result was 0.77. It was discovered that the chain writing method had a moderate effect, and it was possible to conclude that the chain writing method had a significant effect on students' writing skill of recount text at grade eleven of SMASDA air joman in the 2022/2023 academic year.
Students’ Perception of Using Note-taking in Listening Anggun Siswahyuni; Melvina Melvina; Sesmiyanti Sesmiyanti
English Teaching and Linguistics Journal (ETLiJ) Vol 4, No 2 (2023): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v4i2.16460

Abstract

Note taking is an vital academic skill. Van de Meer, (2012) points out that “Note - taking in lectures is often taken to be the distinguishing characteristic of learning at university”. Note-taking brings high effectiveness on comprehension. Kiewra, (1991) indicates that taking notes during lessons helps students understand what is taught easier and then they can reach the objectives of the course more comfortable.        The majority of  students have difficulties to follow listening activity. They felt under pressure to understand every word. It means that the students have difficulty in catching the information from the speaker S. Sumihatul,(2012) states many factors that the student feels difficult when studying listening in English, for example: material too fast to be heard to forget what they have heard listen, don't know the meaning of the spoken English word or heard because of the limited English vocabulary they have, not concentrating on the material being heard, not understanding orders explain verbally, lazy in learning or no motivation to learn, and many more factors. As a result, the students have hearing problem and most of them have low motivation to learn listening             Moreover, note-taking is also very helpful for students as a strategic way to catch the points of what they listen. The note becomes a material which they use to recall what teachers and professors have explain to them. Milligan (2014) explains note-taking as an effective way in the learning process because through note-taking students can incorporate a lot of sense. For example, students need sharp thinking and listening skills to determine important information to note.        It is known that students need something to help improve their listening skills. Therefore, this study tries to find out the students' perceptions of the use of note taking on their listening skills. It is hoped that by knowing the results of this study, it can be referred to and the information investigated in depth in the future to find some possible strategies that can be recommended to students to improve their listening.
Politeness Strategy to Potray Positive and Negative Face Responses in Vladimir Putin’ Speech on “The Reason Why Russian Attacked Ukraine” Abiyyu Alamsyah; Cut Novita Srikandi; Yenni Hasnah
English Teaching and Linguistics Journal (ETLiJ) Vol 4, No 2 (2023): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v4i2.16923

Abstract

This study discusses the Politeness Strategy used by Vladimir Putin in his speech on The Reason Why Russia Attacked Ukraine. The purpose of the study is to comprehend what kind of Politeness Strategy Theory used by Vladimir Putin, how positive and negative facial responses are, and what the message is conveyed in his Speech. The qualitative research was applied in this research. The data analysis was shaped into the table by grouping the Politeness Strategy Theory after that the data was analyzed to answer the research problem. From this study, the researcher found out that there are 27 utterances that are included in the Politeness Strategy. The results of this study show that Vladimir Putin threats more Positive Face than Negative face. This result shows that there are main strategies used by Vladimir Putin in his speech, are: (7 utterances of Bald on Record), (9 utterances of Positive Politeness), (8 utterances of Negative Politeness), and (3 utterances of Off-Record). The results show that the positive Politeness Strategy was frequently used in this study because he wanted to make a good relationship with all the audiences in order to minimize the social distance between them.
Leveraging Information and Communication Technology (ICT) to Enhance EFL Students' 4C Skills Fima, Muhamad Fazleyevin; Melvina, Melvina; Yulmiati, Yulmiati
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 2 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i2.18896

Abstract

This study seeks to explore the 21st-century skills that English as a Foreign Language (EFL) students develop through the use of Information and Communication Technology (ICT) in the classroom. Specifically, it aims to examine how students at SMA N 3 Padang, a high school in West Sumatra, Indonesia, acquire the 4C skills—communication, collaboration, creativity, and critical thinking—when using ICT. The research follows a quantitative approach, utilizing a survey method. A random sampling technique was applied, selecting 115 students from a total population of 385. Data were collected through a questionnaire designed to assess 21st-century skills for EFL students, administered via Google Forms. Descriptive statistics were used to analyze the results and determine the percentage of students demonstrating these skills. The findings revealed that students exhibited notable proficiency in all four 21st-century skills, with communication at 73.6%, collaboration at 74%, creativity at 74.4%, and critical thinking at 75.4%. These results highlight the positive role of ICT in fostering students' 4C skills, with the data reflecting moderate to high levels of achievement. In conclusion, the study demonstrates that students effectively develop these crucial competencies through ICT integration in their educational experience.
The Benefits and Problems of Implementing Language Planning Practices at an Islamic Boarding School in Surakarta Manik, Hemalia; Naurannisa, Herina; Musyafaah, Hindi; Morika, Kinaya; Sarosa, Teguh
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 1 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i1.17655

Abstract

This article examined the challenges faced by educational institutions, especially in an Islamic Boarding School, in managing the linguistic diversity of students from various backgrounds and considered the importance of effective communication. In this context, language planning proved to be an important tool for handling language diversity. The focus of this article was on implementation of the strategic language planning within an Islamic Boarding School in Surakarta which brought about real changes in language structure and function. This research would not only discuss the benefits of the implementation of language planning that occurs at an Islamic Boarding School, but would also discuss the problems faced and try to provide appropriate solutions to overcome these problems. The article highlighted the important role of language planning in achieving a community's vision and mission and emphasized its impact on academic success and the overall community environment. This paper not only provides empirical insights into how language planning occurs in boarding schools but also contributes innovations to deal with the cultural and linguistic diversity that exists in educational settings, particularly in boarding schools. The focus of this study was valuable for educators, students, policymakers, and researchers who wanted to optimize language planning in a boarding school environment, which would increase students' effectiveness in the linguistic field. By considering how language planning works in those situations, the article provided insight into building a consistent environment that encouraged effective communication and was consistent with broader community goals.
Factors Contributing to Speaking Difficulties in Young EFL Learners: An Exploratory Study Saragih, Ibnu Ziat; Kembaren, Farida Repelita Waty; Saragih, M Afiv Toni Suhendra
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 1 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i1.18121

Abstract

Many English as a Foreign Language (EFL) learners, especially young beginning-level students with limited exposure to English, struggle to speak the language fluently. However, research specifically examining the obstacles to speaking skill development among young EFL learners is lacking, particularly in regions where English has no official status. This study explored Indonesia EFL teachers' perceptions of factors contributing to early primary school students' difficulties with spoken English. The goal was to establish a foundation for further research and pedagogical improvements.  A questionnaire with Likert-scale ratings and open-ended questions was given to 194 teachers from 70 Indonesia public and private primary schools. Quantitative and qualitative analyses identified patterns and rationales in the teachers' judgments of sources of students' speaking struggles. Pronunciation, vocabulary gaps, grammar, lack of practice, and anxiety were most frequently cited as moderate to substantial challenges. Teaching experience and school type influenced perceptions of anxiety's role and scaffolding orientations. The findings offer initial insight into context-specific developmental and environmental constraints on young Indonesia learners' progress in speaking English. Future targeted research can build on this exploratory platform to inform responsive instructional interventions during this critical period of language acquisition
Unleashing the Power of Words: Group Discussion for EFL Students' Speaking Skills Artayani, Kadek Dita Dwi
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 2 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i2.21163

Abstract

Speaking English is one of the skills that EFL students have to mastering. The ability of speaking can be implemented by using group discussion where students express their ideas freely which helps to encourage its speaking skills.  Several studies have been examined the factors and problems that caused students in speaking skill, but the explore of implementation and analyzing speaking skills through group discussion are still limited. This research aims to explain how an English teacher at school applied a group discussion for students’ speaking skills related to the problem they faced during study. This research conducted by following stages of library research and was analyze qualitatively. The data was collected from journal that accredited national and international. The findings shows that group discussion as a part of innovative method significantly enhance students’ engagement and learning outcomes in speaking skills. The important of implementing group discussion help to increase students speaking skill. Most student faced the same problem in speaking whether in linguistic and non-linguistics problems. Lack of pronunciation, vocabulary, less confidence and the used of mother language is the most main problem faced by students in speaking EFL. Thus, future researcher may explore more the strategies and its implications in teaching English as a Foreign Language especially for adult learners' speaking skills.
The Implementation of Read, Asking, Paraphrase (RAP) Strategy in Improving the Learners’ Achievement in Reading Comprehension Wahyuni, Resty; Cahya, Nurul
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 1 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i1.17260

Abstract

This research discusses the Implementation of Read, Ask, Paraphrase (RAP) Strategy in Improving Students' Achievement in Reading Comprehension. This research was conducted at SMA TAMAN SISWA Medan in the odd semester 2023/2024 academic year. The number of samples was 44 students, the researcher method used was classroom action research method conducted in two cycles. This research was conducted to find out the students' improvement of students' achievement in reading comprehension by applying Read, Ask, Paraphrase (RAP) Strategy. The instruments used in this research are observation sheet and Reading Comprehension test which consists of 20 multiple choices. This study used descriptive quantitative data, quantitative data shows the average score of students from pre-test to post-test. In the Pre-test, the average score was 44.9. In the first cycle Post-test, the average student score was 65.8 and the second cycle Post-test, the average was 80.5, students who scored more than 75 in cycle I were 24 students and the percentage was 54.55%, students who scored more than 75 in cycle 2 were 42 students with a percentage of 95.45%. The results showed that the application of the Read, Ask, Put (RAP) strategy was successful because the success criteria had been achieved. The success criteria is 75% of students can pass the target score of 75 based on the Minimum Completeness Criteria (KKM). This means that the RAP Strategy can improve student achievement in reading comprehension 
The Influence of Cultural Livelihood and Humogo Waterfall Sites (Naming Language Toponymy Point of View) Harefa, Afore Tahir; Lase, Libertina; Gulo, Linda Mariani
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 2 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i2.20336

Abstract

This research aims to describe the influence of the livelihood of the Idanoi village community on the naming of Humogo Waterfall and the descriptive toponymy language used in naming the 3 levels of Humogo Waterfall. This research uses a qualitative descriptive method. The data source in this research is the influence of community livelihoods with the naming of Humogo waterfall and descriptive toponymy language in naming 3 levels of Humogo waterfall by using interview techniques with informants to obtain data. This research was conducted in three stages, namely the data collection stage, the data analysis stage, and the stage of presenting the results of data analysis. Data collection was carried out using observation techniques, and interviews. Data analysis was carried out by analyzing what livelihoods have an influence on the naming of Humogo waterfall and how descriptive the toponymy language is used at the 3 levels of waterfalls. Based on the data analysis results, two livelihoods influence the naming of Humogo Waterfall, namely animal husbandry and agriculture/plantations. In contrast, the 3 levels of waterfalls use descriptive toponymy whose naming eyes are by the surrounding nature. This naming involves the local language used so that it can be one way to preserve the local language.
Implementation of Merdeka Belajar-Kampus Merdeka in English Teaching and Linguistics Based on Contextual Teaching and Learning (CTL) Model at Higher Education Manurung, Paisal; Rahayu, Sri; Subagiharti, Heni; Harahap, Dian Anggraini; Ginting, Datulina; Sambayu, Harry; Ansi, Rahma Yunita
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 1 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i1.18181

Abstract

To be achievement in learning and teaching language aspects were full involvement in the selection of learning resources and materials in higher education. They were applied in everyday life. This article discussed and analysed the implementation of Merdeka Belajar-Kampus Merdeka in English teaching and linguistics based on contextual teaching and learning model in higher education. The method applied used a qualitative descriptive approach. Data’s sources included primary data: observation and interview. Then, secondary data: guidelines for Implementation of the 2021 Merdeka Belajar-Kampus Merdeka and some relevant articles. Data collection techniques were carried out using interviews, observation and documentation techniques. Techniques in determining documentation: 1) linkage of studies with reading sources, 2) engagement of studies with the results of previous research, and 3) the theory of significance and the experiences of researchers. Data analysis techniques include: 1) coding/noticing, 2) categorizing, 3) thematic analysis,4) testing and triangulation, 5) reflixivitation, 6) conclusion. The results of the study and analysis was found that there was a significant relationship between the implementation MB-KM in ETL based on CTL model, there was seem from the full involvement of students in determining learning resources in the classroom and outside the classroom, directing meaningful learning, cognitive learning in students, and developing character and creative competencies in leaning language study. These things will help students and lectures in full collaboration to build an independent competency profile in higher education to build up language proficiency.

Page 8 of 11 | Total Record : 101

 6   7   8   9   10 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol 6, No 1 (2025): ETLiJ - English Teaching and Linguistics Journal Vol 5, No 2 (2024): ETLIJ - English Teaching and Linguistics Journal Vol 5, No 1 (2024): ETLIJ - English Teaching and Linguistics Journal Vol 4, No 2 (2023): ETLIJ - English Teaching and Linguistics Journal Vol 4, No 1 (2023): ETLIJ - English Teaching and Linguistics Journal Vol 3, No 2 (2022): ETLIJ - English Teaching and Linguistics Journal Vol 3, No 1 (2022): ETLIJ - English Teaching and Linguistics Journal Vol 2, No 2 (2021): ETLIJ - English Teaching and Linguistics Journal Vol 2, No 1 (2021): ETLIJ - English Teaching and Linguistics Journal Vol 1, No 2 (2020): ETLIJ - English Teaching and Linguistics Journal Vol 1, No 1 (2020): ETLIJ - English Teaching and Linguistics Journal More Issue