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Journal of English Language Teaching, Linguistics, and Literature Studies
Published by Institut Agama Islam Negeri Manado
ISSN : 28075625     EISSN : 2807422X     DOI : http://dx.doi.org/10.30984/jeltis.v1i1.1528
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Journal of English Language Teaching, Linguistics, and Literature Studies (JELTIS) publishes academic articles that recognize successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The journal invites submission of Studies co-authored by faculty, students, and/or community partners; English Language Teaching, Linguistics, and Literature Studies. The articles must be written in English
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Search results for , issue "Vol 3, No 2 (2023)" : 7 Documents clear
Exploring Effective Assessment in Students’ ESP Writing Skill: A Conceptual Framework Ardhy, Andi Anugrah Surya
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2606

Abstract

This study explores effective assessment in improving students' English for SpecificPurposes (ESP) writing skill. Using the PRISMA systematic literature review researchmethod, this study highlights the important role of assessment in building meaningfullanguage skills in a specific field of study. The assessment of ESP writing skill goesbeyond the mechanical aspect, focusing on communicative dimensions such as clarity,cohesion and accuracy in a given context. An ongoing and targeted approach toassessment provides constructive feedback to students, enabling them to improve theirwriting skill strategically. The alignment between content and language skillsemphasizes the importance of accurate assessment in achieving learning objectives anddeveloping effective communication skills. Adopting innovative approaches, such asVirtual Learning Object Development (VLO), illustrates ESP education's potential fortechnological transformation. A paradigm shift towards appropriate assessmentmethods, such as authentic and dynamic approaches, promotes contextual learning andholistic development. Challenges in ESP assessment, including context-specific criteriaand student barriers, highlight the need for responsive and diverse teaching strategies.By addressing these challenges and adopting appropriate assessment techniques,educators can facilitate students' readiness to meet the communication demands oftheir field of study, creating success in both academic and professional contexts.Keywords: Assessment, Students’ ESP, Writing skill
Students’ Difficulties in Reading Comprehension at the Ninth Grade MTs Negeri 1 Manado Kaharuddin, Nikmala N; Thaib, Dhea Ramadanti
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2735

Abstract

This research aims to identify the difficulties faced by students in reading and thecauses of these difficulties. The researcher employed a mixed-methods research(MMR) approach, utilizing four research instruments: observation, interviews, tests,and documentation. The sample for this research consisted of 30 students from class9-C and two English teachers from class 9 of MTs Negeri 1 Manado. There were threedata collection procedures. The first procedure involved the researcher observingclass 9-C. The second procedure included the administration of a multiple-choice testwith 10 questions to the students of class 9-C. The third procedure involvedconducting interviews with 30 students and 2 English teachers regarding the causesof students' difficulties in reading. Based on the research findings, the researcheridentified four difficulties that students face in understanding reading: limitedvocabulary with a percentage of 68.33%, drawing conclusions 60%, detailscomprehension 54.16%, and grasping the main idea 50%. There were two factorscausing students' difficulties: internal factors and external factors. Internal factorsincluded students not reading enough, texts in English, limited vocabulary, andstudent laziness. External factors included a lack of English books and students notbringing dictionaries.Keywords: Student difficulties, Reading comprehension, Internal and External Factor
The Impact of The Boss Baby 2 Animated Film on Children’s Personality and Behavior Tawakkal, Afifah Ibna Fatina; Mariana, Ana; Mukhsin, Hasna Nurain
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2375

Abstract

This research aims to find out the impact of The Boss Baby 2 Animated Film on Children’s Personality and Behavior. This research uses descriptive qualitative method and Sigmund Freud's theory to analyze the impact of watching animated films on various aspects of children's personality and behavior focusing on the Id, Ego, and superego. The researcher found that The Boss Baby 2 is about adult issues framed from the children's perspective and id are too dominant in this animated film so it is recommended children watching this film with adults. The researcher hope, that readers can develop a better understanding of psychoanalysis study through this research and hope can be an additional reference in studying psychoanalysis for further researcher.Keywords: Freud’s theory, id, ego, superego
Embedding Islamic Values in English Teaching and Learning at IAIN Manado Saud, Indah Wardaty; Otoluwa, Moon Hidayati; Assifa, Khoirotun Nisa
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2825

Abstract

The objective of this study was to describe the Islamic values that instilled into English teaching and learning process at IAIN Manado during the academic year 2023/2024. The research specifically focused on delineating how an English lecturer integrated Islamic values into the English teaching and learning process. Employing a descriptive study with a qualitative approach, the researchers, acting as the main instrument, aimed to ascertain facts and describe phenomena. The participants in this study comprised an English lecturer and first semester students of Islamic Education Study Program at IAIN Manado. Data collection methods included observation, interviews, and documentation. The data were analyzed through involving data reduction, data display, and drawing conclusions. The research findings unfolded as follows: firstly, the integration of Islamic values into lesson plans occurred in the sections detailing instructional objectives and instructional materials. The integration of Islamic values into material development took various forms, including 1) providing texts and exercises that mirrored Islamic values relevant to the presented topic, 2) adapting the Islamic names of individuals, locations, and events within added exercises, 3) embedding pertinent verses from Al-Quran and Al-Hadith into the main material, and 4) interweaving Islamic expressions with corresponding English expressions in the main materials. Secondly, the integration of Islamic values into English teaching-learning activities involved (1) employing code mixing and code switching between English and Islamic expressions, (2) linking the discussed topic to verses from Al-Qur'an, (3) using Islamic names for individuals. Finally, the integration of Islamic values into evaluation was accomplished through both informal and formal assessment methods.Keywords:     Islamic Values, English teaching and Learning, IAIN Manado
Using Google Forms as an Online Learning Assessment Tool for Non-EFL Students Fitria, Tira Nur
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2641

Abstract

This research investigates the use of Google Forms as an online learning assessmenttool for non-EFL students at Institute Technology Business AAS Indonesia and toknow the strengths and limitations of Google Forms in assessing English students’learning. This is descriptive qualitative research. The method of collecting data in thisresearch used observation. The analysis shows that Google Forms is a practical,effective, and easy learning assessment tool for English lecturers in mid-term testsand final tests in English courses. We can use Google Forms by first logging into aGoogle account, making a learning assessment title, setting the initial learningassessment, deciding on question type, making questions, making answer keys anddefault scores, copying a URL link test, sharing, scoring, and analyzing the result. Wecan set a time limit for taking questions/quizzes on Google Forms so students canwork on test questions on time. Google Forms offers benefits that help us to createEnglish tests. It is free to use, easy to use, integrated with Google Sheets, can beeasily used and shared, and data presentation from respondents can be presented invarious forms, open source, saving cost, saving time and energy, storing datasecurely, integrated add-ons, having short URLs, having many choices of quiz menus,having auto-summary and real-time survey results. However, Google Forms haslimitations including limited design and font choices, limited export options only toGoogle Sheets and PDF, no email notifications, no editing/modification history, andGoogle Forms cannot be used in online discussion forums. However, the pros anddownsides of using Google Forms as an online assessment tool were not discussedin depth by the researchers. In this scenario, the researcher intends to carry out astudy on Google Forms by enrolling in the teaching site's 'English 2' course.Keywords: assessment tool, Google Form, online learning assessment
Content Analysis on Cultural Context of Junior High School English Textbook Lembah, Sri Ulfa Dwi Yana; Jusuf, Harni; Ismail, Abdul Kadir
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2750

Abstract

Textbooks have important roles in learning, including learning English. English textbooksare not only a source of information about the material studied but also provide anoverview of the culture contained in the textbook. Concerning to culture, this researchaims to determine the culture portrayed in the English textbook "Think Globally ActLocally" used by SMP MUHAMMADIYAH 2 Gorontalo students in Grade IX and todetermine the teacher’s way to implement the culture in textbooks. This research usedqualitative descriptive. The data collected through observation check list, interview, anddocumentation. The steps in analyzing the data are: (1) reading the textbook "ThinkGlobally Act Locally"; (2) grouping culture into several aspects according to the theoryused by Cortazzi and Jin and Adaskou, Briten and Fahsi; (3) analyzing the most dominantculture in textbooks. The research findings shown that the culture described in textbooksincludes source culture, target culture and international culture. The culture that appearsmost often is the source culture. This is evidenced by the results of 50% source culture, 38% target culture and 12% international culture.Keywords: Textbooks, Cultural, Source Culture, Target Culture, International Culture
Using Google Forms as an Online Learning Assessment Tool for Non-EFL Students Fitria, Tira Nur
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2641

Abstract

This research investigates the use of Google Forms as an online learning assessmenttool for non-EFL students at Institute Technology Business AAS Indonesia and toknow the strengths and limitations of Google Forms in assessing English students’learning. This is descriptive qualitative research. The method of collecting data in thisresearch used observation. The analysis shows that Google Forms is a practical,effective, and easy learning assessment tool for English lecturers in mid-term testsand final tests in English courses. We can use Google Forms by first logging into aGoogle account, making a learning assessment title, setting the initial learningassessment, deciding on question type, making questions, making answer keys anddefault scores, copying a URL link test, sharing, scoring, and analyzing the result. Wecan set a time limit for taking questions/quizzes on Google Forms so students canwork on test questions on time. Google Forms offers benefits that help us to createEnglish tests. It is free to use, easy to use, integrated with Google Sheets, can beeasily used and shared, and data presentation from respondents can be presented invarious forms, open source, saving cost, saving time and energy, storing datasecurely, integrated add-ons, having short URLs, having many choices of quiz menus,having auto-summary and real-time survey results. However, Google Forms haslimitations including limited design and font choices, limited export options only toGoogle Sheets and PDF, no email notifications, no editing/modification history, andGoogle Forms cannot be used in online discussion forums. However, the pros anddownsides of using Google Forms as an online assessment tool were not discussedin depth by the researchers. In this scenario, the researcher intends to carry out astudy on Google Forms by enrolling in the teaching site's 'English 2' course.Keywords: assessment tool, Google Form, online learning assessment

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