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

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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THE CHALLENGES AND STRATEGIES IN TEACHING READING: AN INSIGHT INTO TEACHERS’ VOICES Alviaderi Novianti; Martina Mulyani; Putri Febriani
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

This research aimed at revealing teachers’ challenges in teaching reading and their strategies used to overcome those challenges. To fulfil those aims, the researcher used descriptive qualitive as this research method, and collect the data by spreading questionnaire and conduct semi-structured interview. Ten English teachers were involved as research sample. They were not only given questionnaire deal with the challenges in teaching reading, but also interviewed regarding to the strategies their used to overcome those challenges. From the data gathered, it revealed that the challenges mostly originated from students’ lack of vocabulary mastery and their motivation to actively involved in classroom participation. Regarding to those problems, the teacher then used some strategies including brainstorming and pair works. In fact, however, those strategies could help the teacher in engaging the students in teaching reading.

STRATEGIES IN OVERCOMING SPEAKING ANXIETY IN A VIRTUAL CLASSROOM PRESENTATION: A DESCRIPTIVE QUALITATIVE STUDY AT ONE VOCATIONAL SCHOOL Ridha Mardiani; Apriyani
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 purpose of this research is to investigate the factors that caused speaking anxiety in a virtual classroom presentation and the strategies to overcome it. The research setting is in one vocational high school in Cimahi, West Java, Indonesia in which ten second grade students majoring in fashion design class (Tata Busana) were selected to be participants of the study. The study employed descriptive qualitative design where the data obtained in a mixed way through observation, modified FLCAS questionnaire and interview. Due to the pandemic situation, classroom observations were carried out in the virtual classroom. Then the data were analyzed in accordance with the theme called coding and categorizing. The findings showed that the factors caused students’ speaking anxiety in delivering virtual classroom presentation are: personal and interpersonal anxiety, learner beliefs about language learning, lack of preparation and fear of making mistakes. The researchers also found some students’ strategies to overcome their speaking anxiety which are greatly helped them lessen their speaking anxiety. Those are: relaxation and resignation, preparation, peer seeking, and positive thinking. The findings of this research provide suggestions for teachers to improve their creativity in teaching process to create a friendly classroom environment to overcome students’ anxiety in classroom presentation.

OVERCROWDED CLASSROOMS IN THE ANALYSIS OF TEACHER-STUDENTS INTERACTION Indra Sudrajat; Purnamasari, Nia
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

The study was carried out to find out the most serious problems faced by the teachers-student interaction in overcrowded classes The aims in this study is to investigate the effect of teacher-students interaction in overcrowded classroom. This study focuses particularly on the problems that are being faced by both teachers and students while teaching-learning process. The method of this research work is qualitative method. The data were gathered through self-completion questionnaires and interview administered to 33 student and four teachers for questionnaire. Questionnaire for teacher is to understand more fully how teachers think about overcrowded classrooms as well as about classroom interaction, also to gain through overview about what the relationship between crowded classes and teacher-student interaction, and for student is to understand more fully whether overcrowded classes have an effect on teacher-student interaction, a short questionnaire was designed to gather opinion. In order to support the questionnaire, the students and the teacher were interviewed through a sequence of questions related to the causes of classroom interaction and overcrowded classroom to find out the effect of teacher-student interaction in overcrowded classroom. The study involved three students based on the high, middle and low value in English classroom and two teachers in the interview at a private senior high school in Bandung. The results of this study showed the main problems being faced in overcrowded classes including noise making, lack of individual attention and classroom arrangement are issues that influence interaction in the class. Based on the result we can saw that Teacher-Student Interaction is affected by the number of Student.

TEACHERS’ STRATEGIES AND CHALLENGES IN TEACHING SPEAKING TO YOUNG LEARNERS Indra Sudrajat
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 4 No 1 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i1.71

The purpose of this study was to find out the teacher's reflection on the strategies used, to find out the challenges and how the teacher overcomes the challenges faced when teaching English to young learners. To be able to achieve a learning goal, teaching English speaking to young learners must be effective and interesting. But in fact, teaching speaking to young learners is a skill that is quite difficult for EFL teachers to teach. Therefore, this study tries to find out the strategies used by teachers, the challenges faced, and how to deal with these challenges. The research method in this research is a qualitative descriptive method. Data were obtained from three English teachers in a kindergarten in Bandung. The instruments used to collect data were close-ended questionnaires and semi-structured interviews which were transcribed descriptively. In addition, the data analysis used is data reduction, data display, and conclusions. The results of the research showed that the teacher used three strategies to teach English speaking in young learners' classes including drilling, games, and songs. Meanwhile, the researcher reveals the research findings related to the challenges faced by teachers are divided into two, namely; internal and external challenges. Internal challenges include the mother tongue which is still a challenge for students and the lack of vocabulary. External challenges include a lack of exposure to English outside the classroom. To overcome these challenges, teachers must apply different teaching strategies, provide opportunities for students to speak English in the classroom, adequate learning facilities, classroom management, create a pleasant classroom atmosphere, and do self-reflection.

STUDENTS’ PERCEPTION TOWARDS UNTILIZING SHOW AND TELL IN IN LEARNING SPEAKING Novandy Adhitya1; Devi Mivtahuljanah
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 4 No 1 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i1.73

This study was aimed to find out the students’ problems and perception towards utilizing show and tell in speaking activity. This study was analyzed qualitatively to collect the data and answer the research questions that guided this research. This research was conducted for second grade students who were previously in first grade even semester who had studied English using show and tell method in one of vocational high school in Cimahi. The instruments of this study were obtained by giving the questionnaire and interviews to students. The data was obtained through google form and interview transcripts. Based on the questionnaire and interview, it was discovered that some problems exist. They often stammer when speaking or explaining using English, feeling passive in English learning activities, and lack of understanding of English vocabulary. However, the students’ perceptions were positive. It could be seen from the data of students’ perceptions on questionnaire and interview session. From the research, a conclusion can be made, that utilizing show and tell method has generated positive perceptions in the speaking activity for second grade in one of vocational high schools in Cimahi.

STUDENTS’ REFLECTION TOWARD LEARNING VOCABULARY USING DUOLINGO APPLICATION Retno Wiyati; Shakilatasya Amelia
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 4 No 1 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i1.75

Vocabulary plays an essential role for the students in acquiring a language because it is used to express thoughts, ideas, and information. However, due to its broad materials and time limit provided by the school, vocabulary cannot be studied optimally. As for it, the students should be more aware to learn the vocabulary independently, for example by utilizing the use of online language learning application, such as Duolingo. Therefore, this research is conducted to investigate the students’ reflection regarding their vocabulary learning using Duolingo Application. The participants of this research are three junior high school students in Cimahi, because the students meet the Duolingo’s curriculum target. The method of the research is a case study design. To acquire the data needed in this study the instruments used are interview and observation. From all the data obtained, researcher finally concludes that the students reflect positive attitudes toward the Duolingo application due to its advanced features. The students become more challenged to play the application and feel less worry because Duolingo provides them with many immediate feedbacks, well-structured materials and appreciation tags which can ease, motivate and reassure the students to achieve their learning goals. Nevertheless, the students face some drawbacks, such as the unnatural sentences, repeated questions, and lack of grammar guide. Even though, the students use the third party to manage the problem emerged.

STUDENTS’ REFLECTION ON MIND MAPPING: A STRATEGY FOR TEACHING READING COMPREHENSION Iis Suryani Herdiah; Alviaderi Novianti; Diajeng Pritama
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 4 No 1 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i1.77

Reading skill needs to be possessed by students. The students should know exactly what they are reading and find the meaning of the text. One of strategies for teaching reading is Mind Mapping technique. This technique of teaching reading is popularly known by the teachers. However, the students’ reflection regarding Mind Mapping is rarely explored. This study discusses what students’ reflection on the use of Mind Mapping in reading comprehension of recount texts. The aim of this study is to find out students' reflection on reading comprehension using Mind Mapping which was applied in English class. This study used case study research involving five students from a vocational high school as participants. Data were obtained from learning logs and semi-structured interviews. The results of research revealed that mind mapping provided many benefits for students. They can answer the reading comprehension questions, understand the content of the story, enhance vocabulary, interesting methods, and enable them to get detailed information. Students agreed that mind mapping should be applied in the learning process in the future, especially in reading class.

THE USE OF MIND MAPPING TECHNIQUE IN TEACHING WRITING DESCRIPTIVE TEXT Susie Kusumayanthi; Amiruddin Abdul Malik
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 4 No 1 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i1.79

The research is entitled “The Use of Mind Mapping Technique in Teaching Writing Descriptive Text.” The aims of the research are to figure out how is mind mapping applied in teaching writing descriptive text and what are the students’ responses in teaching writing descriptive text using mind mapping technique. This research uses descriptive qualitative method. The respondent of this study are one teacher and five students in one of a Vocational High School 4 Padalarang. The instruments used to collect data are classroom observation and interviews. The result of data analysis showed that the teacher implemented all the steps of mind mapping technique in teaching writing descriptive text systematically during classroom activities and interview and the result of mind mapping makes by the students including (1) students uses central idea with picture. (2) Students uses keywords (3) Students uses branch. (4) Students uses curved line. (5) Students uses images or symbol (6) students uses colors. The research findings also showed the students’ responses in teaching writing descriptive text using mind mapping technique including helpful, meaningful, motivate learning, and provide learning satisfaction. Finally, the results of interviews suggest that the students loved this technique because it successfully motivated them to write descriptive texts in an enjoyable way, to improve their writing descriptive texts, to increase vocabulary and creativity, to arrange sentences and organize ideas. It is then recommended that mind mapping technique be used in teaching writing in different text types.

TEACHERS’ PERCEPTION AND PRACTICE OF USING LITERARY TEXTS TO TEACH READING SKILLS: THE CASE OF SOME SELECTED SCHOOLS IN AKAKI KALITY SUB-CITY, ADDIS ABABA Dibekulu, Dawit
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 4 No. 2 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i2.80

¬This study aimed to assess the correlation between teachers’ perception and practice in using literary texts to teach reading skills in case of Ethio-national school, School of Indiana and Seattle academy in Addis Ababa. For this study, correlation design and both quantitative and qualitative data analyses approaches were employed. The samples were 43 teachers selected using comprehensive sampling. Questionnaire, classroom observation and focus group discussion were data collection tools. Both descriptive (frequency and percentage) and inferential statistics (Pearson correlation) were used to analyze the quantitative data and thematic narration for qualitative. The findings of the study revealed that most of the respondents perceived using literary texts in teaching reading positively. In spite of their good perceptions, their practices of using literary texts in teaching reading were infrequent. The relationship between teachers’ perception and their actual practices were positively correlated but the degree of their correlation was weak. Thus, it is possible to recommend that teachers should use all literary materials included in the text to teach reading skill.

'INTEGRATIVE' OR 'INSTRUMENTAL'?: MOTIVATION THAT WORKS CLOSELY DURING THE ADOLESCENCE DAYS OF FEMALE ENGLISH LANGUAGE LEARNERS OF DIFFERENT UNIVERSITIES OF BANGLADESH Abir, Shazed Ul Hoq Khan
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 4 No. 2 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i2.84

From my experience of four years of teaching basic English language skills development courses in two different Universities of Bangladesh, I found that – students with a tendency to be 'integrated with' the culture that comes with the language being taught, have a higher motivation to perform better than other students in classroom communication, as well as in formal exams. In this gender specific case study, focusing on the female students who have done basic English skill development courses with me in two specific universities of Bangladesh, I have attempted to figure out - whether their integrative motivation towards the target language (English) culture is the main driving force to learn English better, or whether is it their instrumental need to learn that particular language that makes them better learners of English. Through personal interviews with my research participants, who showed better competence and obtained better grades than others in my Communicative English class - I tried to figure out their root of motivation to master linguistic competence. In this case study, I have considered Gardner and Lambert's (1972) distinction of integrative and instrumental motivation as my primary source.

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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