JETA (Journal of English Teaching and Applied Linguistic)
Journal of English Teaching and Applied Linguistic (JETA) is a peer-reviewed journal run by the English Language Education Department of STKIP PGRI Bandar Lampung (Institute of Teachers Training & Education of PGRI Bandar Lampung), Indonesia. JETA aims at reporting high-quality empirical and original research contributions for the benefit of teachers, lecturers, and researchers in the field of English Language Teaching, Applied Linguistics, Literatures, and English Language Studies. The scope includes theory and practice in English language teaching and learning, language teachers’ training and education, teaching English as a second or foreign language (TESL, TEFL), Applied Linguistics, English Literatures, and English Language Studies. It also publishes book reviews of potential interest to readers. Papers submitted to this journal must be original, and are not considered in any other journals. The journal is published in both print and online versions. The online version of the journal is free access and download.
Articles
105 Documents
<![CDATA[CULTURAL CONTENT ANALYSIS OF HORNBILL TEXTBOOK IN ENGLISH FOR CLASS XI AT CATHEDRAL SR. SEC. SCHOOL LUCKNOW ]]>
<![CDATA[NOVIA, SINTA]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 4 No. 2 (2023): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v4i2.1253
<![CDATA[Abstract: This research explores the cultural content of English textbook for senior high school grade XI entitled “Hornbill Textbook in English for Class XI”. The study aims to investigate what cultures are represented and how cultures are represented in the textbook. To analyse the textbook, this study applied content analysis with descriptive qualitative method. This research used four kinds of instrument in collecting the data; they were textbook, observation, deep reading, and secondary resources. This research also adopted two frameworks from Cortazzi and Jin (3) about types of culture and framework from Adaskou, Britten and Fahsi (1990) about Sense of culture. The analysis of the textbook has revealed some significant results. In comparison to three types of culture, Hornbill Textbook in English for Class XI (Core Course) emphasized Source Culture the most than Target Culture and International Culture. On the other hand, the research finds that cultures are represented by sociological sense (15 times), pragmatic sense (15 times), aesthetic sense (11 times), and semantic sense (10 times).]]>
<![CDATA[JOHN OSBORNE’S LOOK BACK IN ANGER: A CRITICAL CATCHES OF ANGER, ALIENATION AND ACRIMONY ]]>
<![CDATA[ANURADHA SINGH]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 4 No. 2 (2023): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v4i2.1259
<![CDATA[The term “Angry Young Man” denoted the disillusionment and dilemma in young men which was caused by world war. The term represents the impatience with the tyranny laden over the lower/ middle strata of the society. At the time, John Osborne took the step to depict the frustration and alienation of young generation and created a protagonist, Jimmy Porter. The paper aims to analyses the character of Jimmy Porter by mapping the text based on real grounded society. The study is concentrated on the anger and fragmentation of not only of the protagonist but also of the whole society at a larger extent]]>
<![CDATA[ACADEMY AND EDUCATION IN GANDHIAN PERSPECTIVE: EXPLORING THE EMPIRICAL ASSESSMENT ]]>
<![CDATA[Ms. A.N. Singh]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 4 No. 2 (2023): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v4i2.1260
<![CDATA[Mahatma Gandhi was the practical follower of peace. Gandhi always maintained that education must be for the attainment of the moral and spiritual development of the character. According to Gandhi, cultural and moral side of learning best suits the personality of the citizens. For him, ultimate goal of education is to spark a pursuit of knowledge in the child from the beginning of his learning process and it will definitely lead towards innovative mindset. Gandhi stressed on the development of a child as a whole, not just the mind. He advocates the all-round education tendency. For a civilized and cultured society, education is the only way. This study tries to catch out the Gandhian perspectives and his believes on education system and will also find out that how his principles were as fresh as were then and still realizes the importance of his educational ethics. ‘Knowledge is power’ will always be acknowledged. A saying truly said, ‘‘Gandhi is dead but Gandhism is alive”.]]>
<![CDATA[USING HOTS IN DEBATE TO HELP STUDENTS IMPROVE THEIR SPEAKING SKILLS ]]>
<![CDATA[WAHYUNI]]>;
<![CDATA[EDY SUSENO]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 4 No. 2 (2023): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v4i2.1261
<![CDATA[Speaking skills are skills that enable us to communicate effectively. This skill has the most important goal for student success, especially for class XI of SMA because they will face the era of globalization in the world. As for the problems faced by class XI students of SMA Darus Su'ada Al-Ahad, most of them are not able to speak English. In this study, researchers applied the HOTS method in debate to improve students' speaking skills, especially in class XI of the SMA. By using the HOTS method and debate which is a learning concept where students are given the opportunity to start speaking through the provision of stimulus material so that students think critically, creatively, collaboratively and communicatively, then students are able to present the ideas that are in their minds. This research is said to be successful, it can be seen from the results of the comparison of pre-test and post-test scores. Here, the researcher collects data through a mixed-method in which the researcher obtains data from the results of observations first and then from the results of the comparison of pre-test and post-test scores. As for the benefits of this research, firstly for a teacher using this method will not make students feel bored in following the learning process. Second, for other researchers, the results of this study can be used as a reference if they want to do similar research.]]>
<![CDATA[TALK AND CHILL CARDS FOR IMPROVING EFL SPEAKING SKILL ]]>
<![CDATA[Dede Rosyadi ZA]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 4 No. 2 (2023): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v4i2.1392
<![CDATA[In this era.There are many different types of media that are widely used in English language learning. One is the Talk and Chill card. This media can help Students' in improving their speaking skills.The aim of this research paper is to know whether the students' speaking skills have improved significantly. Communication skills using flashcards. Class X, with a total of 24 students, was selected as a sample for this study. This pre-test study uses a pre-test and a post-test. These exams take the form of oral exams. Data from these tests are calculated using statistical models. Studies have shown that students' speaking skills improve significantly after receiving treatment. Therefore, talk and chill cards can be used as a different medium to teach English, especially speaking skills, in EFL classrooms.]]>
<![CDATA[PRESUPPOSITION USED BY THEODORE LAWRENCE IN LITTLE WOMEN MOVIE BY GRETA GERWIG ]]>
<![CDATA[TASTRID NUR AL-FATH]]>;
<![CDATA[MUHAMAD JEJEN NURANI]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 4 No. 2 (2023): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v4i2.1393
<![CDATA[Movies serve as a reflection of real-life interactions, and the characters’ utterances that convey background knowledge, emotions, and intentions. Therefore, Pragmatics field is often used to study their expressions’ meaning, especially with the theory of Presupposition. Therefore, this study aims to identify and classify the types of presuppositions found in Theodore Lawrence’s utterances by reviewing the related study before handing down to the self-investigation. This study utilizes qualitative analysis of the movie dialogues to understand the intentional meaning of the character's utterances in relation to the conversation context, as well as using SLR method (Systematic Literature Review) of the knowledge from other researchers. This study is also supported by several relevant related studies, by using the existing data from theories, journals, and other educational platforms. After conducting the research analysis, the researcher found that lots of related studies use the theory of George Yule (1996) to define the types of presupposition. In other words, the researcher concludes that to analyze Theodore Lawrence's utterance in the “Little Women” movie, the researcher is reviewing the study from the previous researchers that have been conducted this type of presupposition field analysis]]>
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CONTEXT CLUES STRATEGY ]]>
<![CDATA[ENY DWI MARCELA]]>;
<![CDATA[DESTIA HERLISYA]]>;
<![CDATA[PURNA WIRATNO]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 1 (2024): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v5i1.1397
<![CDATA[This study aims to enhance students' reading comprehension through the use of context clues. This research focused on first semester English Education major students at STKIP PGRI Bandar Lampung. It comprised of 20 students. This study employed Classroom Action Research (CAR) in two cycles. The researchers collected data using both tests and non-tests. This study employed both formative and summative tests. During non-testing, researchers used observation sheets and field notes. The researchers analysed the data using both quantitative and qualitative methods. The study found that using context clues effectively improves students' learning and reading comprehension. In cycle 1, 8 students passed the exam with a percentage of 40%, while 12 students failed with a percentage of 60%. It improves in cycle two, with 16 students passing (80%) and 4 failing (16%). It may be concluded that using the context clues approach delivers positive learning effects. The mean score of total score in cycle 1 was 6.34 while in cycle 2 the mean score was 7.68. The improvement of students’ learning activity from cycle 1 to cycle 2 was 0.58. The context clues strategy successfully improved the learning activity and reading comprehension of first semester English education students at STKIP PGRI Bandar Lampung in 2023/2024.]]>
<![CDATA[DEIXIS USED IN THE MOVIE “TOY STORY: LAMP LIFE” BY DISNEY ]]>
<![CDATA[RULIK SETIANI]]>;
<![CDATA[SINTA NOVIA]]>;
<![CDATA[SIGIT SUHARJONO]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 1 (2024): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v5i1.1481
<![CDATA[This research is a deixis analysis which is one of the sciences of semantics. This study aims to classify deixis, to find the dominant deixis in movie, and to discover is there any deixis that cannot found in the movie. This research use qualitative descriptive strategy as the method. Researchers used a movie from Disney entitled "Toy Story: Lamp Life" as a medium for researching deixis. There are 5 types of deixis; person deixis, time deixis, place deixis, discourse deixis, and social deixis. Through the analysis process, it was founded 4 deixis but 1 deixis or social deixis is not founded, researchers used qualitative research method. After researchers classify the data, researchers found the dominant deixis in the movie "Toy Story: Lamp Life" is person deixis, and the deixis did not find is social deixis. Based on the result of the analysis, it is concluded that the movie has so many deixis that the students can use it to be a media to learn deixis in semantic learning.]]>
<![CDATA[THE IMPORTANCE OF CULTURE IN TEACHING ENGLISH AS FOREIGN LANGUAGE FOR TEACHERS IN BULELENG ]]>
<![CDATA[GEDE AGUS JUNIARTHA]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 1 (2024): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v5i1.1501
<![CDATA[The objective of this study is to determine the significance of culture in the teaching of English as a second language for teachers in Indonesia specifically in Buleleng regency. This study employs a blend of qualitative methodologies and library research. Specifically, one teacher from SD N 1 Kaliuntu serves as an informant to provide answers for the inquiry conducted in this research. The findings indicate that culture plays a crucial role in the instruction of English as a foreign language, as it can inspire students by demonstrating how the language is utilized in their home country. Teachers, as facilitators in education, are also responsible for incorporating culture into every instructional process. This ensures that students learn in alignment with the prevailing reality.]]>
<![CDATA[IMPROVING STUDENTS’ WRITING SKILL THROUGH SNOWBALL THROWING TECHNIQUE ]]>
<![CDATA[PURNA WIRATNO]]>;
<![CDATA[YOHANA PUSPITA DEWI]]>;
<![CDATA[ADENAN DAMIRI]]>;
<![CDATA[ENY DWI MARCELA]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 1 (2024): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/jeta.v5i1.1511
<![CDATA[This research has the aim to improve students' writing skill through Snowball Throwing Technique and determine whether its implementation increases students' learning activities. This research used a Classroom Action Research (CAR, there are both quantitative and qualitative data. The quantitative data was analyzed using the mean statistical formula, while the qualitative data was analyzed descriptively. The findings of improvement in students' learning activities, as indicated by the mean scores of students' learning activities in Cycle 1 (7.06) and Cycle 2 (7.81). Moreover, the writing test results showed an increase in the mean score from Cycle 1 (69.4) to Cycle 2 (79.5), with an improvement of 10.1 points. So, it can be concluded that the Snowball Throwing Technique can improve students' learning activities and writing skill at tenth-grade students of SMAN 8 Bandar Lampung in the academic year of 2023/2024.]]>
