Joal : Journal of Applied Linguistics
Journal of Applied Linguistic (JoAL) is a Journal that published twice a year, namely in January and July. JoAL publishes manuscripts within the fields of: 1. Teaching and curricular practices 2. Language teaching methodologies, 3. Curriculum development and teaching methods 4. Second and foreign language teaching and learning 5. Classroom-centered research 6. Literacy 7. Language education 8. Teacher education and professional development 9. Teacher training 10. Child, second, and foreign language acquisition 11. Bilingual and multilingual education 12. Translation 13. New technologies in language teaching 14. Testing and evaluation 15. Literature, language, and linguistics 16. Applied linguistics 17. Sociolinguistics, psycholinguistics, and neurolinguistics 18. Discourse analysis 19. Stylistics 20. English Language Teaching and Learning 21. Linguistics and Applied linguistics 22. English Literature 23. English for Specific Purposes (ESP) 24. English for Academic Purposes (EAP)
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<![CDATA[The Ways of Testing the Quality of Inter-Lingual Translation For The Language Leaners ]]>
<![CDATA[Efendi Barus]]>;
<![CDATA[Susi Ekalestari]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.69
<![CDATA[Translation is one of the main aspects in understanding and learning second language. In https://www.gala-global.org said: translation is the communication of meaning from one language (the source) to another language (the target).It is often said as unimportant thing in learning second language or considered as secondary skill. Actually, translation must be supposed as the primary skill for the second language. They must know the meanings of the words or the sentences as a whole. The method of research is on the basis of library research and technical activities done by the undergraduate students. The technique of approach is done in two ways: 1. An approach to the lexical items, 2. An Approach to the Oral and Written Translation. The result of this research is that when one translates text from language A into language B, a different translator then turns the B text back into A, and the resulting A text is compared with the original A text . If the test is virtually identical, it is strong evidence that the original translation was of high quality. Inter-lingual translation should be a basic skill for mastering L2. The conclusion is that translation, oral or written translation, must be different from those who are already fluent in L2. It must practically be easier the written translation than the oral translation for both, the beginners and the fluent ones. Keywords: Ways of testing, translation, quality L1, L2. ]]>
<![CDATA[EDUCATION TRANSFORMATION IN THE DIGITALIZATION AGE AS THE FUTURE OF THE NATION ]]>
<![CDATA[Edward Sitepu]]>;
<![CDATA[Milisi Sembiring]]>;
<![CDATA[A Dan Kia]]>;
<![CDATA[Sostenis Nggebu]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.72
<![CDATA[Technology-based education is expected to be able to improve the quality of education and also in the long term improve the welfare of a nation. The case study approach in several countries and using the results of existing studies in those countries shows a significant influence on digital technology-based learning and teaching. This was emphasized by UNDP regarding the importance of using technology in learning. Studies in England, Turkey and in Asean countries and specifically in Indonesia show that improving the welfare of the nation is possible because more advanced education and the use of learning technology are able to shape students' thinking, learning attitudes and of course their independence in the future. This is certainly encouraging in the midst of the Government's spirit to promote education with an independent learning corps as a complementary to education for all. Keywords: education, technology, welfare, nation, learning and teaching.]]>
<![CDATA[THE LANGUAGE INSTINCT (Steven Pinker vs Noam Chomsky) ]]>
<![CDATA[Nur Cahaya Sihombing]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.75
<![CDATA[Language is a communication tool used in daily interaction. Language used to convey meaning to someone with easy word order understandable. Therefore, in order to convey the meaning clearly, use of the correct language is very important. This paper examines Steve Pinker’s arguments for the existence of a language instinct encoded in the genes of human beings as an explanation for the human language capacity. The analysis covers Pinker’s own arguments as well as those by Chomsky and by other authors in the 1990s. Argumen of Steven Pinker language is first and foremost a product of our biological make-up as a species. Pinker does not mean to deny the influence of culture on language, but means that language grows out of the "predisposition" or biological readiness of every normal human being. Human infants have a natural gift for quickly absorbing and then using the structures of spoken language used by others around them. According to Chomsky, children are born with the tools of acquisition Language. " language acquisition device (LAD). This tool is a biological gift that has been programmed to detail the possible items of a grammar. LAD is considered to be a specialized physiological part of the brain to process language. So it can be seen that experts have given the same theory and opinion regarding the way of language development and acquisition, which is related to the language instinct that has existed since in the womb. Key Word : The Language Instinct]]>
<![CDATA[The Role in SLA played by Universal Grammar ]]>
<![CDATA[Maria Elizabet Ritonga]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.76
<![CDATA[One important issue in current language acquisition research is whether the acquisition of a second language is fundamentally different from that of the first language. Researchers approaching second language acquisition (SLA) from the linguistic perspective often relate this issue to the availability of Universal Grammar to second language acquisition. The main focus of this paper is to examine the role of Universal Grammar in the second language acquisition and to what extent it plays in the process. To illustrate this, the four access hypotheses or theories were given. Keywords: Universal Grammar, Second Language Acquisition]]>
<![CDATA[The Critical Period Hypothesis of SLA Eric Lenneberg's ]]>
<![CDATA[Friska Siahaan]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.77
<![CDATA[In second language acquisition, The Critical Period Hypothesis (CPH) holds that there is a critical time period for a person to learn a new language with native proficiency. This time usually begins around the age of two and ends just before puberty. According to the hypothesis, learning a new language after this critical period will be more difficult and unsuccessful. The crucial phase is the stage of a person's development when their nervous system is primed and sensitive to environmental stimuli, according to developmental psychology. If a person does not receive the appropriate environmental stimuli during this time, their capacity to learn new skills will deteriorate, compromising a variety of adult social functions. If a child does not learn a language during this vital era, they are unlikely to achieve native fluency in their first language. Because of the adaptability of the brain, a person is poised to learn new abilities throughout the critical period. Synapses, or brain connections, are extremely receptive to information. Some researchers refer to the'sensitive period' or 'weak critical period' as a synonym for the critical period. The sensitive phase is comparable to the critical period in that it is characterized by a high level of neuroplasticity and rapid formation of new synapses in the brain. The key distinction is that the sensitive phase is thought to endure longer than puberty, but there are no hard bounds. Keywords: Critical period hypothesis, Second Language acquisition]]>
<![CDATA[Teaching English Language in Early Childhood ]]>
<![CDATA[Jenny Jingga]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.78
<![CDATA[Learning English is a crucial skill that will enable youngsters to reach their full potential in the future. They can learn English quickly and successfully if they use the appropriate strategies since early childhood. As a result, it is critical that kids learn English that is both practical and beneficial. For youngsters, learning should not be a stressful experience. It should be entertaining as well as stimulating. Reading, listening, and speaking English should become second nature to them as a result of their study. They will learn more and use English language at a higher level as their confidence grows. This paper outlines various resources for EFL teachers to help youngsters learn a foreign language more effectively since they are in their early childhood. These are designed to help them teaching effectively while also providing the excitement and variety that children require. This paper's final section discusses how to ensure that youngsters learn English using easy approaches that will undoubtedly make teachers' jobs more enjoyable and rewarding. Furthermore, it is expected that the teachers would have enough new ideas to be the most inspiring teachers possible. Keywords : Teaching Language, Early Childhood]]>
<![CDATA[Theory Of Cognitive Development By Jean Piaget ]]>
<![CDATA[Farida Hanum Pakpahan]]>;
<![CDATA[Marice Saragih]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.79
<![CDATA[Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Cognitive development occurs at several stages during childhood. As a result, cognitive development studies the nature of child development in terms of how they gain conscious control over their intellect and behavior. Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. Keywords: Cognitive Development, Child Development ]]>
<![CDATA[SECOND LANGUAGE ACQUISITION: RECONCILING THEORIES ]]>
<![CDATA[Darman Pangaribuan]]>;
<![CDATA[Jonris Tampubolon]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.80
<![CDATA[This article makes the case that earlier explanations of SLA shouldn't be discounted. Instead, when combined, they offer a more comprehensive and in-depth understanding of the acquisition process. The ability of second language acquisition (SLA) to naturally adjust to various situations present in both internal and external settings provides evidence in favor of the assertion that SLA is a sophisticated adaptive system. On the basis of this comprehension, frequently debated second language theories, such as behaviorism, will be viewed as explanations for individual components of SLA. Excerpts from a few English language learning histories are given as examples of how students explain their learning processes in order to support this idea. The last assertion is that SLA should be seen as a chaotic/complex system. Keywords: Second Language Acquisition; Language Learning Histories]]>
<![CDATA[Difficulties encountered by Francophone Teachers in the teaching of English Language in Cameroon Primary Schools ]]>
<![CDATA[Atabong Nee Alemanjoh Maria Nkea]]>;
<![CDATA[Edi Suprayetno]]>;
<![CDATA[Missi Tri Astuti]]>
<![CDATA[ Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[English Lecturers and Teachers Association (ELTA) ]]>
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DOI: 10.52622/joal.v2i2.89
<![CDATA[Abstract This study aims at earmarking some related issues regarding the teaching of English language to francophone pupils by francophone teachers. As regard the theoretical framework, the connectionism, acculturation and teaching-learning theories was used. The methodology in this study is the quantitative and qualitative approach and the random sampling technique is used in the selection of the population under study. The research instruments that are used are the interview and observation. The instruments were administered taking into consideration the pronunciation of sounds (phonology) pluralisation of nouns, sentence construction, the use of articles and tenses (morpho-syntax). A total of 73 teachers from six primary schools were interviewed and observed. The frequency distribution technique is used for analyzing data. Analyzing the data collected proves that the francophone teachers have difficulties in pronouncing some sounds in the English language. The teachers equally have difficulties in putting some nouns in their plural forms, constructing of sentences and correct use of articles and tenses. From the findings, the researcher made some recommendations. That a solid foundation should be laid during the initial training on the teaching of the English language. Secondly, in-service training should be encouraged for teachers already in the field. The researcher also suggested that Pedagogic Inspectors in charge of bilingualism should organize regular pedagogic seminar on English language for the francophone teachers. Keywords: Difficulties, ELT, Francophone Teachers]]>
