International Journal of English and Applied Linguistics (IJEAL)
Aim and Scope International Journal of English and Applied Linguistic (IJEAL) is an International Journal that is published three times a year, namely in April, August, and December. IJEAL publishes manuscripts within the fields of: 1. English Language Teaching and Learning 2. Linguistics and Applied linguistics 3. English Literature 4. English for Specific Purposes (ESP) 5. English for Academic Purposes (EAP)
Articles
18 Documents
Search results for
, issue
"Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022"
:
18 Documents
clear
<![CDATA[English Language Proficiency through the TOEFL Test Taken by UMNAW Postgraduate Students ]]>
<![CDATA[Yugi Diraga Prawiyata]]>;
<![CDATA[Ulian Barus]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1687
<![CDATA[The purpose of this research was to find out how the English proficiency of UMNAW postgraduate students was measured with the TOEFL test consisted of three main sections; Listening Comprehension, Structure and Written Expression, and Reading Comprehension. The researcher used a descriptive qualitative research design in which the researcher described and analyzed students’ English proficiency based on the TOEFL test. The fourth-year postgraduate students of the Indonesian Language Education Study Program in the Academic Year 2021/2022 total of 10 people the population of the research. Based on the research findings, it can be classified that in Listening Comprehension Section one student got the highest score 28 and one students got the lowest score of 18. In the Structure and Written Expression Section, one student got the highest score 24 and one student got the lowest score of 15. In Reading Comprehension Section, one student got the highest score 28 and one student got the lowest score of 19. After being converted, one student got the highest score 453 and one student got the lowest score 440. Furthermore, it can be classified that UMNAW postgraduate students taking the TOEFL test are at a Low Intermediate level. This research is then expected to be a reference for further research and can be more perfectly developed.]]>
<![CDATA[The Symbol of Beauty viewed From George Gordon Byron's Poem "She Walks in Beauty" ]]>
<![CDATA[Nurbaiti Ali Nasution]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1702
<![CDATA[The symbol of beauty viewed from George Gordon Byron's poem, entitled She Walks in Beauty, shows a high imagination of George Gordon Byron about beauty, especially in physical and inner beauty. This research exposes the character of a woman who keeps her beauty with her excellent character. The poet expresses a beautiful woman's beauty and good traits. Her beauty in the poem symbolizes many things, for instance, serenity, peace and goodness. The woman is described as a figure who has exceptional beauty in herself. She uses her beauty without arrogance. The woman is the superior woman who can balance her physical and inner beauty. So, a remarkable woman can show good character or attitude to others.]]>
<![CDATA[Investigating Teacher’s Linguistic Competence in Teaching English for Academic Purposes ]]>
<![CDATA[Bontisesari Wahyoedi]]>;
<![CDATA[Irma Rasita Gloria Barus]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1735
<![CDATA[Being a language teacher means they are not only fluent in using the target language but also possess competence in the study of language. Hence, linguistic knowledge is one essential skill a language teacher needs to possess. Using a descriptive qualitative research design of the content analysis, this article aimed to investigate the linguistic competence of an English teacher and its implementation in the classroom. The recordings of online classroom sessions of an English for Academic Purposes course were observed. The teacher, as the main object of the study, was also interviewed to enrich understanding through open-ended questions. The collected audio-visual data was then analyzed and categorized based on the linguistic features employed by the teacher. While existing studies focus on the linguistic competence of pre-service teachers, the findings are inclined to negative results. Hence, by investigating the teaching practice of a teacher with 30 years of experience, the findings revealed the descriptions of linguistic features evident in the data and explained how those features helped the teacher in carrying out the teaching and learning session. Subsequently, it is recommended that English teachers increase their language awareness as well as linguistic competence so that they can perform better in meeting the students’ needs in acquiring and improving English language skills.]]>
<![CDATA[The Sociolects of Antique Merchants in the Ular Market Medan ]]>
<![CDATA[Sisi Rosida sisi]]>;
<![CDATA[Rizky Vita Losi]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1765
<![CDATA[The Ular Market in Medan facilitates buying and selling of antiques, making this place often visited by antique connoisseurs. This study examines the sociolects of antique merchants in the Ular Market, Medan. Sociolect is identical to language variations that are formed due to social factors. The purpose of this study was to describe the forms of sociolects and the factors causing the creation of the language variation of the antique merchants in the Ular Market. In this study, the researcher applied a qualitative study with a descriptive approach. Results showed that sociolects of antique merchants in the Ular Market were formed in three varieties: (1) lexical variations in Medan Malay vocabulary, (2) phonological variations indicated by the clarity of vowels /a/ and /e/ and the shift of the pronunciation of vowel /?/ to vowel /e/, and (3) syntactic variations established by the Medan dialect in which the language develops in the local socio-cultural environment. Furthermore, the factors that cause the sociolects are educational factors (merchants come from mountainous areas so they do not receive high education) and socio-cultural factors (merchants stick to the strong family sense so that the duration of using their local language is longer).]]>
<![CDATA[Translation Shifts in the Social Dilemma Documentary Movie Subtitle ]]>
<![CDATA[Hadena Adipta]]>;
<![CDATA[Ika Kartika Amilia]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1789
<![CDATA[This study was intended to investigate the types of translation shifts in a documentary movie entitled The Social Dilemma. The method employed was descriptive qualitative to describe the translation shifts occurring in English-Indonesian movie subtitles. The types of shifts were analyzed using Catford's shift typologies. The findings showed that all types of Catford's shifts were applied in the movie subtitles. From the data collected, it was found that there were 56 level shifts (5%), 327 intra-systems shifts (30%), 243 unit shifts (22%), 83 class shifts (7%), and 392 structure shifts (36%). Based on the findings, the type of shift applied the most was structure shift. This happened since English and Indonesian have different grammatical structures, resulting in obligatory and optional shifts. In the obligatory shifts, the form of the SL sentences must be altered following the rules accepted in the TL culture. On the other hand, the SL form can be retained as long as it is still comprehensible in the TL.]]>
<![CDATA[Errors on EFL Students’ Paragraph Writings ]]>
<![CDATA[Sulaiman Masagus]]>;
<![CDATA[Indawan Syahri]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1802
<![CDATA[It is common for EFL students to commit grammatical errors in the early stage of learning writing, especially in paragraph writing. Therefore, this research aimed to identify the types of errors and the most dominant ones committed in descriptive paragraph writing exercises. A qualitative research design was applied to this study. Writing exercises were used as research instruments to collect the data. Twenty-six students of the English Study Program were used as participants in this study. Error Analysis Method (EAM) based on Surface Structure Taxonomy and percentage error analysis was used to analyze the data. The findings showed that there were four types of errors committed referring to misformation with a frequency of error was 47 (0,14 %), omission with a frequency of error 81 (0,24%), misordering with a frequency of error 153 (0,47%), and addition with the frequency of error was 45 (0,13%). In this case, a misordering mistake was the dominant one, and an addition error was the least dominant one committed by the students. In conclusion, the researchers assume that some factors affect students' mistakes, such as lack of knowledge and competence in English grammar. The error analysis method was a very suitable way to identify types of errors using simple present tense in descriptive paragraph writing.]]>
<![CDATA[Students’ Strategies in English Learning at Home During the Covid-19 Pandemic ]]>
<![CDATA[Ruslan Hasyim]]>;
<![CDATA[Rizal Akib]]>;
<![CDATA[Erikson Penggu]]>;
<![CDATA[Jusriati]]>;
<![CDATA[Nahdawati Nahdawati]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1809
<![CDATA[English is an international language, and there are many people or students in the world learning English. All the students have different abilities or strategies for learning English. Without a plan and the students cannot improve their English skills well. So when the students want to learn English should have a strategy because it is will helpful. This research is to determine the method and obstacles English students face in learning English at home during the COVID-19 pandemic at students' universities. This is descriptive, using a qualitative approach with data collection techniques using interviews. The sample in this study was 5 participants from the English Department in the 7th semester of the academic year 2020./2021. The researcher found that of the five participants, the most widely used strategy by students was the first social strategy; most of them practiced English with their parents, family, or friends at home during the pandemic. The second is a compensation strategy; in this strategy, students learn English by listening to songs or reading books to improve their vocabulary. The third is a memory strategy; in this strategy, students learn by listening to songs, radio, or watching on youtube instead of taking vocabulary notes, and they memorize them during the pandemic. Constraints faced by students when learning English at home during the pandemic. Many obstacles faced by students, namely lack of money, not being able to buy internet quota, laziness to move because of the pandemic, unable to accept and laziness to take all the courses given by lecturers, and not having learning tools such as laptops, English dictionaries to help them learn English at University.]]>
<![CDATA[The Local Wisdom Value in Baode Manuscript of The Banggai Tribe: A Semiotic Analysis ]]>
<![CDATA[Nuriyati Samatan]]>;
<![CDATA[Agung Prasetyo Wibowo]]>;
<![CDATA[Renny Nur’ainy]]>;
<![CDATA[Nuraeni Abdullah]]>;
<![CDATA[Yohanes Ari Kuncoroyakti]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1810
<![CDATA[The purpose of the study is to analyze the Baode manuscript, as part of the local wisdom value of the Banggai Tribe through Semiotic Theory. This research is qualitative research, using a critical paradigm through semiotic analysis of the Baode manuscript, which is also called the twilight song as part of the local wisdom of the Banggai Nation. The Baode manuscript is divided into nine parts, each of which represents a signifier and a signified. The results of the show that the original Banggai tribe is what is currently called the Sea-Sea. From this, Sea Sea tribe was born and spread the Banggai Tribe known today. Thus, calling Sea-Sea is the same as calling the Banggai Tribe. The difference is only in their domicile. Therefore, it can be concluded that Baode is one of the non-material local wisdom of the Banggai tribe, whose existence is still preserved by the Banggai community. Baode is a shared identity that build collective awareness, even though they live apart by distance and time as well as the beliefs they hold.]]>
<![CDATA[Perceptions of EFL Students in Different Proficiency Levels Toward Group Work Experiences During Online Learning ]]>
<![CDATA[Ika Harianingsih]]>;
<![CDATA[Zailani Jusoh]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1842
<![CDATA[Cooperative learning has frequently been studied experimentally, with evidence of its numerous benefits. However, the extent to which students understand their role in enhancing the method's positives is still being determined, and how learners perceive their interactions should be noticed. This study examined students of English as a Foreign Language perceived group interaction at different proficiency levels (proficient and less proficient) during online learning. The study employed a quantitative research design using a survey technique with statistical data analysis. Data showed insignificant differences in perceptions between the proficient and the less proficient students with (p>0.05). Thus, proficient and less proficient students could provide learning opportunities when they worked collaboratively. Moreover, all students preferred to work collaboratively regardless of their proficiency level. These findings suggest that proficiency differences were not the decisive factor affecting the nature of students’ interaction in groups. Instead, the pattern of interaction co-constructed by learners may have a more significant impact on students learning performance.]]>
<![CDATA[Realization of the Use of the Tense Aspects in Oral Communication ]]>
<![CDATA[Eka Nur Ummu Khasanah]]>;
<![CDATA[Adi Sutrisno]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v2i3.1851
<![CDATA[After years of learning English, Indonesian prospective workers tend to make many errors in the use of tense aspects in oral communication. The study was aimed at reporting the main factors of the realization of tense aspect usage in oral communication. It has supported the research of Aditya and Chairuddin (2021), that the respondents found difficulties in the use of the correct tense aspects in conversation. The data were collected by interview method using the instruments of twelve questions, each of which used the twelve types of tense aspects, to the thirty students of Kulon Progo Work Training Center. The results demonstrated that they still lacked an understanding of the meaning, usage, and function of 12 types of tense aspects in spoken English. The errors in the equivalence of the time reference between the questions and answers were 82,78% of the dialogues. The first factor they made errors was that respondents tend to do overgeneralizations by using 79% of sentences in Simple Present Tense as the dominant tense aspect. The second factor was that they still defended using the time marking system of L1 in L2. Even though the rough translation of the dialogues in Bahasa could be 93,33 % accepted in Bahasa’s meaning, the original answers in English were not permissible in English grammar. The realization of using the English time-marking system in oral communication is that the respondents tend to make many errors and establish it being their standard language among the communities.]]>
