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The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA)

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Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Pasundan

ISSN : 26569094 EISSN : 27219011 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media Other

The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) publishes articles on literature, language, and language teaching from various perspectives, covering both literary and fieldwork studies. The journal puts emphasis on aspects related to language studies, with special reference to culture, literature, linguistics, and language teaching. This journal always places English language and literature in the central focus of academic inquiry and invites any comprehensive observation with various dimensions in the country. The journal, serving as a forum for the study of literature, language, and language teaching, supports studies of particular themes and interdisciplinary studies in relation to the subjects. It has become a medium of exchange of ideas and research findings from various traditions of learning that have interacted in a scholarly manner.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 76 Documents

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WRITING ACCURACY PERCEIVED BY THE LANGUAGE OUTPUT-BASED TASK Indra Sudrajat
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 2 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

This study has a purpose to find out the effectiveness of a task, which was exclusively invented for the study, on the students’ writing accuracy. The task, namely Language Output-based Task, is derived from the functions of the language output hypothesis proposed by (Swain, 1985). The three functions of language output are the noticing or triggering function, the hypothesis-testing function, and the metalinguistic or reflective function ((Swain, 1995);(Swain, M., and Lapkin, 1995). In her latest definition, Swain defines language output as an act of producing language either in form of speaking or writing (Swain, 1995). The study chose writing as the productive skill since the existing curriculum as this study conducted emphasized on accuracy in writing. In order to measure the students’ accuracy, the narrative text was involved in the study as it has a moderate level of language features. The samples of the study were the 60 first-year students of two different classes consisting of 30 students in each class. Since this is a pre-experimental study, it implemented pre test and post test to the experimental and control group. The pre and post test were created by involving the target text (i. e. narrative text). The result of the study showed that there was a significant difference between the post-test scores of the experimental group and the post-test scores of the control group. From its result, it was concluded that the Language Output-based task was effective to improve the students’ accuracy (Castro, C. and Wang, 2010; Izumi, 2002).

THE STUDENTS’ ATTITUDE TOWARDS GOOGLE TRANSLATE Martina Mulyani; Fakhrunisa Afina
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 3 No 1 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Google Translate (GT) is a tool commonly used by those who learn translation in higher education. While the research on GT mostly evaluated GT through experimental design, very few studies have focused on student perceptions of GT. Hence, this research intends to investigate their students’ attitudes of GT performance. 24 students of higher education in Cimahi participated in the study. The data about students’ attitude include behavior, cognitive, and affective attitude. They were gathered through questionnaire and interview. The result revealed that in behavioral attitude, the students’ often use GT to check the meaning of unknown word and translating a sentence. Meanwhile, the cognitive attitude indicated that few students assume that GT is ethically acceptable regardless of how it is used because it is helpful in the language learning process. In the affective attitude, GT is positive because they felt like using GT in translation. Even, some of them felt helped by GT’s assistance and the other reason was GT was easy to use. In short, student’s regard GT as a useful tool in translation depending on the way how one uses the tool.

TEACHERS’ PERCEPTION TOWARDS THE USE OF VISUAL LEARNING AIDS IN EFL CLASSROOM Retno Wiyati; Feni Marlina
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 3 No 1 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

This study was aimed at describing the kind of visual learning aids used by teachers and teachers’ perception towards the use of visual learning aids in EFL classroom. This study was a descriptive study. There were questionnaire and interview as data collecting technique in this study. The participants were three English teachers. The findings showed that teachers used several kinds of visual learning aids in their teaching and learning process, there were blackboard, textbook, real object, picture file, chart, pocket chart, flash card, word card, number card, projector, and slideshow. Furthermore, teachers gave positive feedback 53.33% towards the use of visual learning aids in EFL classroom. The use of visual learning aids assisted teachers in conducting teaching and learning process and also assisted teachers in managing teachers’ time both in preparing the lesson and during the lesson. To conclude, teachers used several kinds of visual learning aids in assisting them to conduct a better learning situation and provide well management time in preparing the lesson and during the lesson.

POTRAYING STUDENTS’ LANGUAGE PROBLEMS IN COMPREHENDING NARRATIVE READING TEXT Alviaderi Novianti; Windi Kurniawati
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 3 No 1 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

This research aimed at recognizing language problems faced by the students in comprehending narrative reading text. The investigation includes the students’ language problems and the teachers’ solution regarding to his students’ language problems while comprehending narrative reading text. This research was carried out in one of Junior High School in Bandung and involved 20 students as research sample. In gaining the research data, the writers used several instruments including observation sheets, semi structured interview questions for both students and teacher, and a set of narrative reading comprehension test. The finding showed the students were poor in vocabulary, pronunciation, difficulties search about character in the text, difficulties search about generic structure in the text, difficulties search a moral value in the text, difficulties in answering the reading comprehension question. In addition, the finding of interview data showed solution for those problems were that teacher used teacher give particularly in reading skill comprehension and do repetition to give the mean of the words and then give the students clues for some information and make the students create map-brain.

STUDENTS’ SPEAKING PERFORMANCE IN THE CONTEXT OF LANGUAGE LEARNING APTITUDE Indra Sudrajat; Destiani, Ninda
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 3 No. 1 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

The language learning aptitude research has become popular again lately after some redefining efforts to include creative and practical language-acquisition abilities. Therefore, this study is designed by involving students’ creativity and part of language acquisition (i. e. speaking performance). Recent works have shown that the discussion on aptitude is very much alive after a relatively silent period of about thirty years. Early studies have shown that the established language learning aptitude tests show high correlations with intelligence and controlled language production, but low correlations with free oral production and general communication skills. The conventional aptitude tests do not tell the whole story of a person’s second-language learning ability. To challenge the old findings, in this research, the students’ language learning aptitude which is measured by an aptitude test is correlated with their speaking performance. It is an extending work to be up-to-date with the present trend of English teaching- learning in classroom which plays an important role in second-language acquisition as well, i. e. free oral production and general communication skills. A well-established test format and instruments by expert involving some relevant elements has been adapted for the selected students and the feasibility of assessing speaking performance in an English course is evaluated empirically. The results showed that the test and the instrument provide a reliable and efficient method of assessing the students’ aptitude and speaking performance. Evidence of validity was obtained from various tasks, and from an analysis of the scores in terms of some aspects, which is known to be associated with different levels of aptitude and speaking performance.

THE STRUGGLES OF THE SENIOR HIGH SCHOOL STUDENTS TO COPE WITH ONLINE EFL LEARNING DURING PANDEMIC OF COVID-19 Vemi Maulidiawati; Martina Mulyani
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 3 No 1 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

The research described here investigates the experience of the students in online learning during COVID-19 Pandemic. Methods of the investigation was qualitative case study approach involving two students from different Senior High Schools in Cimahi. This research specifically focused on the struggle of students in online EFL learning. The analysis of the students’ observation, interview and documentation revealed some strategies they used to overcome their problems. Results discovered that the Pandemic had made the students experienced uncertain learning journey. The online learning provided special challenges for the students and some strategies showed the important role of student agency in making them stay motivated.

STUDENTS’ RESPONSES TOWARDS SELF-SELECTED READING IN EXTENSIVE READING CLASS Novandy Adhitya; Jeneng Novita
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 3 No 2 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Extensive Reading is a method in which the participant engages in the activity by reading more books from a greater variety of genres outside of the classroom to read for pleasure. As a result, pupils may choose the reading content that they are interested in reading. The following were the goals of the research named Students' Responses to Self-Selected Reading in Extensive Reading class, which was conducted: 1) To determine the kinds of reading students choose in Extensive Reading class, and 2) To observe the student's reactions to self-selected Reading in Extensive Reading class, the following research was conducted: By the academic year 2020/2021, the students of the English Education Department at one of Cimahi's colleges were in their third semester, which served as the primary topic of this research. It was decided to utilize a descriptive qualitative approach for this investigation. Document analysis, as well as interviews, were used in the data collection process. The results revealed that students choose various readings for Extensive Reading, including short stories, novels, articles, news, books, biographies, song lyrics, and other kinds of material. Regarding the study second research question, the student's answers to self-selecting for Extensive Reading were consistent, with the following replies: it was easier; the students were happier, and there was no burden in deciding to do it. According to the research findings, the students chose more kinds, and they were pleasant to work with and seemed to enjoy themselves.

TEACHING ENGLISH THROUGH AN ONLINE LEARNING MODEL TO EFL STUDENTS IN RURAL AREAS DURING THE COVID-19 PANDEMIC: TEACHER'S REFLECTION Dina Fitriana; Nia Purnamasari
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 3 No 2 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Theoretical and empirical grounds suggest that the discussions on teaching English through an online learning system to EFL students in rural areas are limited in numbers. The voices and challenges experienced by EFL teachers of rural areas remain unexplored. This research is thus to shed light on the difficulties of EFL teachers in teaching English through an online learning system to EFL students of rural areas during the COVID-19 pandemic. This research used a qualitative research method with a case study design. The research participant was a teacher teaching English at one of the senior high schools in rural area in West Java. The data collection techniques used in this research were reflective writing journals and semi-structured interviews. Three steps were used in analyzing the data: data condensation, data display, drawing, and verifying conclusion. The findings revealed two primary challenges the EFL teacher faces during online learning: technological challenges and students' self-regulated learning. Technical challenges related to an unstable internet connection, limited internet quota, and lack of appropriate devices. Meanwhile, students' self-regulated learning is related to students' motivation in online learning. Several possible suggestions were applied in facing the challenges in online education: creativity, using different methods, and learning strategies appropriate to the teaching material.

IDEOLOGY IN ADVERTISING DISCOURSE: A MULTIMODAL ANALYSIS APPROACH Agung Farid Agustian
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 3 No 2 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

The multimodal analysis tries to analyze the practice of semiotic discursive or non-discursive discourse such as language, visual images, materials, and architecture. The tool for analyzing semiotic objects is one of the analytical tools in systemic functional linguistics (SFL). The formulation of the problem in this study is the form of representation of ideas in advertising discourse based on the meaning and function of grammatical semantics. Specifically, the research question is the ideology in advertising discourse in ideational, interpersonal, and textual aspects. This study tries to analyze the multimodal element to explain the choice of linguistics and the object of discourse. This research is descriptive qualitative where takes the inductive paradigm. This research approach is critical multimodal discourse analysis with systemic functional linguistic analysis. The research data is in the form of beauty product advertisements in 2017. The results show that the meaning of beauty product advertisements in terms of physical characteristics is white skin colour, sharp nose, slender body, long hair, and white teeth. The concept of ethnically beautiful identity from the two advertisements is different. The local product advertisements emphasize ethnic captivating identity. Foreign beauty product advertisements representations emphasize fair Caucasian beauty.

AN ANALYSIS OF TEACHER’S QUESTIONING IN READING CLASS Susie Kusumayanthi; Mulyati, Santi
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 3 No. 2 (2021): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Students of EFL (English Foreign Language) classroom need some tools that facilitate them to develop their reading skills. One of the tools is question. Question belongs to one of the most crucial tools in guiding and extending student’s learning (Gattis, 2002:41, as quoted in Sujariati, Rahman, & Mahmud, 2016). This study is descriptive qualitative research. It investigates about questioning in a reading class in one Islamic Senior High School in Bandung. Specifically, it finds out the teacher’s question types and the students’ opinions towards the questions that asked by the teacher in the reading class. In conclusion, mastering English reading skill can be something difficult for students who learn English as foreign language because they do not use the language in their daily lives. However, a teacher can apply both display and referential questions to students. By applying those question types, the students are encouraged to focus in learning reading material in the class and become familiar with some reading exercises that usually appear in English exam.

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Home Page

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Contact Name Alviaderi Novianti

Contact Email n.alviaderi@gmail.com

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Editorial Address Permana 32 B, 40512 Cimahi - West Java

Location Kota cimahi, Jawa barat INDONESIA

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Contact Name
Alviaderi Novianti

Contact Email
n.alviaderi@gmail.com

Phone
-

Journal Mail Official
jela@stkippasundan.ac.id

Editorial Address
Permana 32 B, 40512 Cimahi - West Java

Location
Kota cimahi,

Jawa barat

INDONESIA