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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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Bahasa Inggris Ayulia Febrianti
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 7 No. 1 (2025): 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.v7i1.147

In an English classroom, classroom management is often associated with discipline and the regulation of student behavior to ensure order and focus. However, effective classroom management encompasses more than discipline, aiming to establish an environment conducive to achieving positive educational outcomes. This study explores the classroom management experiences and perceptions of 5th-semester English Department B Class students. As future educators, these students provide valuable insights into managing classroom dynamics and fostering student engagement. This qualitative phenomenological study adopts a descriptive approach, focusing on their strategies, challenges, and reflections in managing English classrooms. The findings emphasize the importance of developing facilitative skills, relationship-building techniques, and behavior management strategies early in teacher training. Effective teachers are those capable of employing tailored strategies to handle diverse classroom behaviors, from managing group dynamics to addressing individual student needs.

PENGGUNAAN LAGU BAHASA INGGRIS DALAM MEMBINA KETERAMPILAN PENGUCAPAN DI PUSAT BIMBINGAN BELAJAR BAHASA INGGRIS UNTUK SISWA KAPAL PESIAR Faradilla Arisya Azwa; Salsabila Rayhananda Bachty; Wahyu Indah Mala Rohmana
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 7 No. 1 (2025): 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.v7i1.149

This study explores the effectiveness of using music to improve the development of pronunciation skills in English language learning. Using qualitative descriptive methods, this study involved interviews with English teachers at the English Tutoring Centers for Cruise Students in Bangkalan to investigate the integration of music in the development of pronunciation skills in English language learning. The main goal is to identify the experiences, benefits, and obstacles faced by educators and students when using music as a tool to develop pronunciation skills in English language learning. Researchers show that music integration is an innovative and effective approach that presents a fun learning atmosphere, correct English pronunciation, and increased motivation in English learning. Despite facing challenges such as accent differences and intonation speed in the pronunciation of words in music, this study confirms the great potential of music in improving pronunciation skills in English language learning. Continuous efforts in adapting learning strategies and providing support and advice are essential to maximize the benefits of using music in the development of pronunciation skills and pave the way for improved English language learning.

MEMBANGUN IDENTITAS PROFESIONAL: REFLEKSI DARI PROGRAM KAMPUS MENGAJAR Sagala, Deni Roulina; Evi Karlina Ambarwati
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 7 No. 1 (2025): 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.v7i1.150

The development of a teacher's professional identity is important in the world of education but is often faced with challenges between theory and practice, especially for pre-service English teachers in Indonesia. This gap in understanding the profession's complexity can impact pre-service teachers' professional readiness and commitment. This study explores the influence of teaching mentoring experiences through the Kampus Mengajar Program on pre-service English teachers' professional identity formation. By employing a qualitative phenomenological approach, this study focuses on the reflections of a fifth-semester English Education Department student who participated in the program in 2023. Data were collected through reflective journals and semi-structured interviews and then analyzed using thematic analysis. The findings showed significant changes in pre-service teachers' views of the profession, improved pedagogical competence, and the formation of a stronger professional identity through self-reflection. The conclusion of this study emphasizes that field experience and deep reflection play an important role in building the professional identity of pre-service teachers who are ready to face the world of education.

REPRESENTATION OF ARISTOTLE’S RHETORICAL CONCEPTS IN GRETA THUNBERG’S SPEECH AS A GLOBAL CLIMATE ACTIVIST El Fauziah, Ula; Bhuana, Gartika Pandu; Lisdawati, Ida
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 6 No. 2 (2024): 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.v6i2.154

Global advocacy is becoming increasingly crucial in the face of the escalating climate change catastrophe. Greta Thunberg's speech at the United Nations in 2019 captured the world's attention because of its message and presentation, which blended the power of Aristotelian rhetoric. Thunberg's speech included essential components of classical rhetoric, such as ethos (credibility), pathos (passion), and logos (logic), to make a compelling case for the urgency of climate change and the need for rapid action. This article examines how Thunberg's speech used these three aspects and how they might impact a worldwide audience and drive legislative change. This study demonstrates that the excellent use of rhetorical components made the address a watershed point in the history of the climate change movement, with a broad impact on global understanding of climate change.

EXAMINING THE USE OF AI TOOLS IN ACADEMIC WRITING: EFFECTS ON THE CRITICAL THINKING SKILLS OF EFL LEARNERS Siska Rizkiani; Angga Maulana; Setya Resmini; Satriani, Intan
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 6 No. 2 (2024): 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.v6i2.155

This study investigated the integration of AI tools in an EFL writing classroom and their influence on developing students' critical thinking abilities. Using a qualitative case study methodology, the study lasted six weeks and included 25 university-level EFL students. Classroom observations, semi-structured interviews, and writing task analyses were used to gain insight into how AI technologies help students with idea creation, argument formulation, writing refinement, and highlighting potential obstacles. The study found that AI technologies dramatically improved students' abilities to create cohesive arguments, fix language, and incorporate evidence into their writing. Classroom observations revealed improved involvement and cooperation as students discussed suggestions for efficiently using AI technologies. However, overreliance on AI-generated ideas was observed, particularly among less confident authors. Semi-structured interviews found that, while students liked the tools for lowering anxiety and boosting brainstorming, they understood the importance of balancing AI use with autonomous critical thinking. Writing task studies revealed significant gains in logical thinking and coherence across drafts. This study concerns the potential of AI technologies to improve critical thinking in EFL writing while emphasizing the significance of targeted educational interventions. Future studies should examine long-term effects and different settings to improve AI-supported learning environments.

TEACHING ENGLISH TO YOUNG LEARNERS (TEYL): STRATEGIES AND CHALLENGES Astuti, Neli; Kalayo Hasibuan
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 7 No. 1 (2025): 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.v7i1.157

Instructing English to Youthful Learners (TEYL) has ended up a central point in remote dialect instruction as globalization emphasizes the significance of English capability from an early age. This paper examines the hypothetical establishments, compelling methodologies, and challenges of educating English to children matured 3 to 12 a long time. The think about is grounded in a comprehensive writing audit of existing investigate, centering on the integration of intuitively instructing strategies, relevant learning, and the utilize of innovation in TEYL. It talks about key learning hypotheses, counting behaviorism, cognitivism, and sociocultural hypothesis, and their applications in making age-appropriate educating approaches. Moreover, this paper investigates obstructions such as constrained assets, instructor preparing crevices, and differing learner needs whereas displaying arrangements to overcome these issues. The bits of knowledge given point to help teachers, policymakers, and analysts in planning more successful and locks in TEYL programs that cater to the special learning needs of youthful children. By leveraging evidence-based hones and understanding the subtleties of early dialect securing, this paper contributes to the upgrade of TEYL in different instructive settings.

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Alviaderi Novianti

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jela@stkippasundan.ac.id

Editorial Address
Permana 32 B, 40512 Cimahi - West Java

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Kota cimahi,

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INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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