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INDONESIA
English Language Teaching Journal
Published by Universitas Al-Qolam
ISSN : 28072685     EISSN : 28072685     DOI : https://doi.org/10.35897/eltj.v1i1
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
English Language Teaching Journal is a journal which covers any research result on teaching and learning education area which is under English Education Department supervision of IAI AL-Qolam Malang. This Journal covers the area of Teaching learning in Indonesia and the science of Teaching Learning at English Education in such areas of First and Second Language Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Development, Multilingualism and Multilingual Education, Discourse Analysis, Systemic and Functional Grammar, Translation, Prose Analysis, Drama Analysis and Poetry Analysis.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Search results for , issue "Vol. 2 No. 1 (2022)" : 14 Documents clear
A SEMIOTIC ANALYSIS AT INSTAGRAM FILTER Ifatun Nisak; muyassaroh
English Language Teaching Journal Vol. 2 No. 1 (2022)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v2i1.717

Abstract

Semiotics has an expression related to sign as a part of human life. In this study,researcher chose the Ferdinand de Saussure Theory to understand the meaning of the signs.Where, in this study, the researcher examined all the signs that appeared in the Instagram filterstarting from the image, sound-imagery, or acoustic imagery, the objects used as signs in thisInstagram video filter. The main aim of this research is to understand the meaning signsconveyed by the creator in the Instagram filter. This research uses a Qualitative research, Theresearcher analyzed data into 3 stages that are data reduction stage, Interpretation stage, andconclusion stage. The finding shows if the most common or commonly found are signifiers in theconcept section, while in the dimensions section they are semantic and pragmatic. It can be saidthat semiotics can be applied and found in various parts of life show personality in representingtheir emotions and memories. So, it can be conclude if humans use signs in their daily lives toshow what they feel and their emotions towards life, both the social environment and so on. Oneof which is through this Instagram filter.Keywords: semiotics, visual sign, instagram filter.
A COMPARATIVE STUDY OF WRITING COMPETENCE BETWEEN EXTROVERT AND INTROVERT STUDENTS AT MTS MIFTAHUL ULUM SUMBERMANJING WETAN MALANG Joko Wibowo
English Language Teaching Journal Vol. 2 No. 1 (2022)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v2i1.718

Abstract

The purpose of this research was to find out the significant difference on writing competence between extrovert and introvert students at the second grader of Junior High School Miftahul Ulum Sumbermanjing Wetan Malang. There were 25 students as the samples chosen by using Purposive Sampling. This research used quantitative approach and the type of the research was a causal comparative. In conclusion, there is a significant difference on students writing competence between extrovert and introvert students. The result showed that introvert students better than extrovert students in writing competence. Because the result of this research was in line with the theory stated that introvert is better in writing skill, so the researcher gives suggestions in order to the teachers apply different method, technique or strategy in teaching writing that is suitable for both of them. So, it is not only focus to introvert students who tend to be superior in writing but also to extovert students too Keywords: Comparative Study, Extrovert, Introvert, Writing Competence.
A Teacher's Scaffolding Strategies in Teaching Essay Writing: A Descriptive Qualitative Study: Strategi Scaffolding Guru dalam Pengajaran Menulis Esai: Sebuah Studi Kualitatif Deskriptif Rinda, Rinda
English Language Teaching Journal Vol. 2 No. 1 (2022)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore the scaffolding strategies employed by an English teacher in teaching essay writing and to examine how students respond to these strategies in an EFL context. The research was conducted at MA Unggulan Al Kautsar Mojokerto with Class X students as participants. Using a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and analysis of students’ writing products. The findings reveal that the teacher employed various scaffolding techniques, including modeling, guided brainstorming, prompting, questioning, and real-time feedback across the pre-writing, while-writing, and post-writing stages. These strategies helped students better understand essay structures, develop their ideas, and improve their writing organization and coherence. Moreover, students responded positively, reporting increased motivation, reduced anxiety, and improved confidence in writing. The study supports Vygotsky’s sociocultural theory, particularly the Zone of Proximal Development (ZPD), as the scaffolding facilitated learners’ progression toward independent writing. It is concluded that teacher scaffolding is an effective pedagogical strategy that enhances both cognitive and affective aspects of essay writing in EFL classrooms.
Lecturers’ Perspective on the Use of Artificial Intelligence (AI) in Students’ English Writing Products: A Narrative Inquiry Study Masrur, Irfan
English Language Teaching Journal Vol. 2 No. 1 (2022)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates lecturers’ perspectives on the use of AI in students’ English writing products within English Language Departments around Jember. Employing a narrative inquiry approach, the research captures the personal experiences, reflections, and interpretations of six English lecturers who have directly encountered AI-assisted student writing. The findings indicate that lecturers generally view AI as a supportive learning tool that can help students improve grammar accuracy, vocabulary choice, and text coherence. However, they simultaneously express concern regarding issues of authenticity and academic integrity, noting that excessive dependence on AI may limit students’ critical thinking and genuine writing development. Lecturers also highlight the urgent need for institutional policies and AI literacy, emphasizing that students must be guided to use AI responsibly and transparently. Overall, the study reveals a balanced yet cautious stance among lecturers, acknowledging both the pedagogical benefits and ethical challenges of AI-assisted writing. These insights contribute to broader discussions on integrating AI into higher education and developing frameworks for its ethical use in English writing instruction.

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