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INDONESIA
Journal of English Language Teaching and Cultural Studies
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 26230003     EISSN : 27216985     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
The aim of this journal is to publish high-quality articles in the field of English Education, English linguistics, English Literature, and Culture. The journal invites scientists, lecturers, teachers, practitioners throughout the world to disseminate theoretical and practice-oriented topics of English language studies which cover but not limited to: English Language Teaching, Curriculum and Material Development, English Language Testing and Evaluation, ICT in English Language Teaching, English for Specific Purposes, Linguistics and Translation, English Literature, Discourse Analysis, and Culture and Gender Study.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 97 Documents
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English-Indonesian Code Switching and Code Mixing on Students’ Bulletin Board Hety Rochayati; Nurhaedah Gailea
Journal of English Language Teaching and Cultural Studies Vol 4, No 2 (2021): December 2021
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v4i2.13662

Abstract

At school, where English becomes one of the subject to be learnt by students, also affected them in speaking and writing performances. They prefer to mix local languages, Indonesian Language, and English in their communication in order to be understood easily. Code switching and code-mixing often encountered in both the spoken and written language among students. It can be seen from the many writings in the bulletin board of students/wall magazine which used the code switching and code-mixing or over the code with foreign languages (English) or vernaculars. The purposes of study are to describe the forms and the reasons of code mixing and code switching used in students’ bulletin boards. The case study method was used in this work. The results show that the most frequent type of code switching used by the students is intra-sentential switching (56 %), inter-sentential switching is in the second place (32%), and the last is tag switching (12%). The most frequent type of code mixing used by the students is insertion (word or phrase) (63.94%), the lexicalization (dialect) is in the second place (26.22%), and the last is alternation (clause) (9.84 %). Students prefer to talk in one language rather than in another, and they feel free and more comfortable to express their emotional feelings in a language that is not his/her everyday language. A bulletin board is one where students have an opportunity to interact with manipulatives themselves. Code switching and mixing build prestige because through this way the editor staff will look more educated. Showing group identity is another reason of the use of code switching and code mixing. The last is, the most common reason for bilingual/multilingual person to switch  or  mix  their languages is due to the lack  of  equivalent  lexicon  in  the  languages.
Reviewing Language Curriculum and Materials Development for Senior High School Level Nuni Yohaningsih
Journal of English Language Teaching and Cultural Studies Vol 4, No 2 (2021): December 2021
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v4i2.13679

Abstract

This present study discusses the cycles of curriculum and materials development at SMAN 14 Kota Tangerang, Banten Province. The method used in this study was case study. Data collecting technique used observation, interview, and documentation. The research informants involved teachers and students at SMAN 14 Kota Tangerang. The data was analyzed through data display, data reduction, and conclusion drawing/verification. The result of the study shows that the implementation of curriculum and material development has been done based on the procedural steps mandated by the educational ministry, and it is done periodically as the routine activities in every academic year. The implementation involves needs and situation analysis; developing curriculum into syllabus, materials, and lesson plan; and standardizing the learning outcomes. The last, there are 13 recommendations served by the teachers and students regarding the development of language curriculum and materials at SMAN 14 Kota Tangerang. 
Translation Quality of Figurative Languages on School Notice Boards Nurul Laelatul Padilah
Journal of English Language Teaching and Cultural Studies Vol 4, No 2 (2021): December 2021
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v4i2.12287

Abstract

The objective of research is to figure out different kinds of figurative language in school board notice, to present translation techniques employed in school board notice, and to find out the effects of translation techniques used by the translator on the quality of translation. The researcher used the qualitative research by using content analysis. This study employs three parameters: accuracy, acceptability, and readability. The study covered collecting, analyzing, and interpreting the data of figurative languages types. The noticeboard in school contains figurative languages namely metaphor, idioms, hyperbole, contextual expression. They were found in the noticeboard in school. Based on the analysis, however, there were only twelve techniques namely linguistic compressions, literal translation, adaptation, modulation, linguistic amplification, discursive creation, compensation, transposition, established equivalent, borrowing, generalization, particularization used to translate figurative language utterances in noticeboards at school. The findings show that figurative language found in the translation of noticeboards is contextual expression. It encompasses indexical demonstrative expression. The hidden indexical expression shows environmental report and automatic indexical.
EFL Students’ Awareness on Digital Literacy Mardiah Mardiah; John Pahamzah; Akhmad Baihaqi
Journal of English Language Teaching and Cultural Studies Vol 4, No 2 (2021): December 2021
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v4i2.12854

Abstract

This present research focuses on senior high school student’s awareness on digital literacy. The purpose of this study is to analyze how students are aware of accessing and managing digital information. The method of the research used case study. Data collecting techniques used observation, questionnaire, and interview. Regarding the research location, the researchers involved SMA Negeri 1 Serang as the locus of the research. This involved thirty students as respondents to collect data from questionnaires, and two teachers for interviews. The result of the questionnaires show that the type of digital literacy tools recommended forstudentsin building their digital literacy awareness cover Accessing, Managing, Evaluating, Integrating, and Creating tools and programs.The result of the interview and observation, furthermore, show thatall teachers and students can develop both learning materialand learning atmosphere using ICT; allstudents also have the ability to use digital tools for finding the information and references to support their learning processes. 
Students’ Perception of Google Translate in Online English Learning Khusnul Khotimah; Wawan Wahyudin; Tatu Siti Rohbiah
Journal of English Language Teaching and Cultural Studies Vol 4, No 2 (2021): December 2021
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v4i2.12016

Abstract

The aim of this study is to find out the students’ perception of Google Translate in online English learning. The formulation problem of this study is how are the students’ perception of Google Translate as translation tool in online English learning process? This research was conducted through survey method. The participants of this study were 4th semester students who taken Translation class in English Education Departement, Faculty of Education and Teachers Training, Universitas Islam Negeri Sultan Maulana Hasanuddin Banten. The data of students’ perception of Google Translate as translation tool in online English learning were obtained by questionnaire and interview. The results of this study indicate that students give a positive perception of Google Translate as translation tool in learning English. The statement that gets the most answers are Agree with the result of the data is 28.86%. The positive assessment of the respondents come from their experience in learning English by using Google Translate. They are greatly helped in the learning process when the lecturer asks and explains the material about the translation. Since they do not know the meaning, they immediately consult to the Google Translate. This research also reveals that Google Translate is very useful for students to enhance new vocabularies. They, nevertheless, still pay attention to the results of the translation from Google Translate by looking at the word equivalence, accuracy, and uncluttered sentence structure.
Comparative Evaluation of the Qualitative and Quantitative Research on English as a Foreign Language (EFL) Policy at Primary Education in Indonesia and Other EFL Contexts Ezis Japar Sidik; Akhmad Baihaqi; Dhafid Wahyu Utomo
Journal of English Language Teaching and Cultural Studies Vol 5, No 1 (2022): March 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i1.14600

Abstract

The two dichotomous theories of positivism and interpretivism, respectively, underpin quantitative and qualitative methods to social research. Despite the fact that there are many other research paradigms, positivism and interpretivism are more commonly used in social research than other paradigms. These paradigms appear to be at odds not just in philosophical ideas, but also on a practical level, particularly in relation to research findings that are significant to educational policy-making. In this sense, there are still heated discussions about the research method that is more useful and transferrable to policy development. This study will look at the benefits and drawbacks of using qualitative and quantitative methodologies in educational policy research, specifically in the setting of English as a foreign language (EFL) in elementary school. The research begins with a philosophical introduction to social research, followed by a look at paradigmatic contestations between the two views, as well as their strengths and limits. The discussion continues with an explanation of current EFL policy developments, followed by a comparison of papers from respective quantitative and qualitative approaches, an assessment of the dominant research approach in EFL policy, and the ethical difficulties that must be addressed. The findings of this study show that no single approach can adequately address all facets of social processes. Each approach is tailored to certain goals and focuses, and neither can be used in place of the other. As a result, the most important consideration in deciding which technique to use in social research is the nature of the topics that will be explored.
The Use of Pre-Reading Strategy in Teaching Reading Comprehension Mila Silvia Febrianti; Moh Nur Arifin; Tatu Siti Rohbiah
Journal of English Language Teaching and Cultural Studies Vol 5, No 1 (2022): March 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i1.14363

Abstract

This study aims to find out the kinds of pre-reading strategy used by the teacher and how to apply pre-reading strategy in teaching reading comprehension. The formulated problems of this study were: (1) What kinds of pre-reading strategies are used by the teacher? (2) How is a pre-reading strategy applied for teaching reading comprehension? This research was conducted through qualitative research. The type of research was specifically a case study. The participants of this study were 33 students and one English teacher at the ninth-grade students of SMPN 1 Mancak, Serang. Observations and interviews were used to collect the data. The findings of the study indicated the teachers apply several kinds of pre-reading strategies, such as brainstorming, pre-teaching vocabulary, pre-questioning, and previews. There are some students who have barriers in reading comprehension due to lack of vocabulary. So, the teacher applied pre-teaching vocabulary to increase the students’ vocabulary. Besides, there are those who have trouble applying the kind of pre-reading strategy known as pre-questioning. Pre-questioning seems to be the most difficult to apply in Junior High School student. On the other hand, other kinds can assist students in determining a topic sentence of the text.
Temperament Characteristics and Strategy Inventory for Language Learning: Mediating Students Speaking Online Learning Asri Nurlaely; John Pahamzah
Journal of English Language Teaching and Cultural Studies Vol 5, No 1 (2022): March 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i1.14643

Abstract

In teaching and learning process of English, the teacher should manage both students temperament and language learning strategies since those have contribution to the students’ language achievements along with the purposes of the education. The objectives of this research are (1) to investigate is there any correlation between students’ temperament characteristics with speaking skill; (2) to investigate is there any correlation between the strategy inventory for language learning with students’ speaking skill; and (3) to investigate is there any correlation between students’ temperament characteristics and the strategy inventory for language learning with students’ speaking skill. This research was employed by quantitative approach through correlation method. The population was the students at Holmesglen Language Centre Tangerang, and the researcher took 30 students as the sample. This research proves that the sig.F change value is 0.532 > 0.05, so the decision was Ho was accepted and Ha was rejected. This concludes that there is no significant correlation between temperament characteristics, strategy inventory for language learning with speaking skill.
Integrating Blended Learning and Peer Feedback in Teaching Writing Recount Text and Vocabulary Nada Raudhotul Muthoharoh; Nurhaedah Gailea; Syafrizal Syafrizal
Journal of English Language Teaching and Cultural Studies Vol 5, No 1 (2022): March 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i1.14656

Abstract

This research aims to investigate the integration of blended learning and peer feedback technique in teaching writing recount text and vocabulary mastery. The research applied quasi-experimental design. The population of this study was second grade of MTs Daarul Muqimien and 60 students as the samples. The data collection techniques used the test of writing skill and vocabulary mastery and the data of this research was analyze by using statistics Manova (Multivariate Analysis of Variants) with the helped of SPSS Statistics 22 Software. The result shows the significant value of students writing recount text by integrating blended learning and peer feedback technique is 0.000<0.05 F count 28.095, the significant value of students’ vocabulary mastery by integrating blended learning and peer feedback technique is 0.009<0.05 F count 7.203, and significant value of students writing recount text and vocabulary mastery by integrating blended learning and peer feedback technique is 0.000<0.05, F count 13.884. Based on the result, it concludes that there is a significant influence of students’ writing recount text and vocabulary mastery group through integrating blended learning and peer feedback technique.
Teaching Reading Strategies for Vocational High School Rohmawati Rohmawati; John Pahamzah; Syafrizal Syafrizal
Journal of English Language Teaching and Cultural Studies Vol 5, No 1 (2022): March 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i1.14786

Abstract

The aims of this research were to find out the English learning strategies for students at the second years students of SMKN 1 Kramatwatu and the students reading progress after having their own strategy in enhancing their reading comprehension. In this research, the researcher used qualitative research by implementing a case study research, which is more emphasize social reality as something intact complex, dynamic, and interactive, to examine the condition of natural objects. Based on the finding of the research indicated that there are some difficulties faced by the students, namely limited vocabulary mastery so that it affected students in understanding reading. Based on the problems, the teacher used two pre-reading strategies: contextual redefinition and word list to help students understood the contents of a reading text. Based on the results of the analysis data, it was found that two-pre reading strategies: contextual redefinition and word list could help students in understanding a reading text, increased vocabulary mastery, and increased students motivation in reading. On the other hand, there were changes in student second year, the students who achieve more than minimum scores. It can be concluded that: firstly, the students’ difficulty in understanding reading is influenced by the lack of mastery of vocabulary and low motivation to learn. Secondly, the use of contextual redefinition and word lists makes it easy for students to find out the meaning of a reading with vocabulary and context.

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