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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 6 Documents
 1 
Search results for , issue "Vol 4, No 2 (2024)" : 6 Documents clear
Evaluating English Teachers’ Perception of Community Language Learning in Enhancing Speaking Confidence Hadi Jaza, Zimam Farid; Uctuvia, Vina; Salam, Badrus
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i2.3267

Abstract

Building self-confidence in speaking is a fundamental challenge in English language learning, particularly in non-native settings. Many students experience anxiety and hesitation when asked to speak in a second language, making it essential to adopt supportive teaching approaches. Addressing this issue requires innovative and student-centered teaching methods that foster a positive and engaging learning atmosphere. This study examines English teachers' perceptions of Community Language Learning (CLL) in enhancing students' self-confidence in speaking classes. Adopting a qualitative research design, the study involved interviews with four experienced English teachers at SMP 2 Boja, who shared their insights and classroom experiences. The findings indicate that CLL creates a supportive, low-pressure classroom environment that helps reduce language anxiety and encourages active student participation. Teachers emphasized the importance of the teacher's supportive role, the use of group interactions, and the collaborative nature of CLL in boosting students' speaking confidence. The study concludes that CLL is an effective method for improving students' self-confidence in speaking activities, highlighting its potential for broader application in similar educational contextsKeywords:     Community Language Learning (CLL), English Speaking Confidence, Teacher Perceptions
EFL Teachers’ Continuous Professional Development in the Use of E-Learning Materials in Indonesia: Perception, Needs and Challenges Mandasari, Ghassani; Dewi, Ratna Sari; Jaya, Ervan
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i2.3251

Abstract

This study aimed at describing the teachers’ perceptions, needs and challenges to the EFL Secondary teachers in using E-Learning Materials which contributed to the improvement of EFL teachers’ E-Learning personal and professional competency development. This research applies qualitative methods and uses case study as the research design. This research comprises a sample of 140 EFL teachers in Indonesia. The data was collected through questionnaire, interview to the participants and documentation of English learning materials and media. Then, the data was analysed by applying three techniques; data reduction, data display, and data verification. The results revealed that the perceptions of the teachers are they have adequate overview and competency for CPD E-Learning materials. Meanwhile, the needs of the teachers in the CPD E-learning activities should cover the combination of learner-led and e-coaching mode in the CPD E-Learning and served with both local and native experts to synchronise the local and authentic context. However, the researchers found that the challenges faced by the teachers are connectivity, teaching load and students’ varied competency.Keywords:     CPD E-learning materials, EFL, online learning 
Facts and Features of Human Language in Social Media: Interaction and Culture of Alpha Generation Sari, Rahma; Lubis, Aulia Khairunisa; Daulay, Sholihatul Hamidah
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i2.3253

Abstract

This study investigates the role of speech and language in shaping the communication of ideas and emotions on social media, with a particular focus on TikTok. Social media platforms, while enabling widespread and instantaneous interaction, often have both positive and negative consequences for individual users and targeted groups. By employing a qualitative methodology, this research explores how language choices on TikTok influence personal expression, identity construction, and collective social dynamics. Analyzing the linguistic behaviors of 10 TikTok users, the study identifies how multimodal elements such as emojis, memes, and audio-visual integrations enhance digital communication. The findings reveal that the informal, rapid nature of social media communication reflects broader societal trends toward dynamic and hybrid linguistic forms. Furthermore, social media serves as a space for fostering cultural diversity, promoting social movements, and enabling users to create and refine their online personas. However, the study also highlights the challenges posed by such digital communication, including the potential for misunderstandings and the reinforcement of social inequalities. By situating these findings within the context of evolving digital communication, this research offers valuable insights into the interplay between language, identity, and culture in the digital age. It contributes to broader discussions about the implications of multimodal communication for literacy, linguistic evolution, and social interaction in a rapidly globalizing world.Keywords: Multimodal Language, TikTok, Social Media
The Roles of Lithub Website in Learning English Literature for Beginner Literature Students Kobis, Dewi Christa; Saini, Fadhlan; Tomatala, Michel Farrel
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i2.3259

Abstract

This study aims to find the possible roles of Lithub website based on students’ perspectives. It is a typical website that provides all materials and sources of literature including literary works such as short stories and poetries, and literary criticisms. This study implemented a method that required a questionnaire and interviews to gain the data. There were 35 beginner literature students who were in their 3rd semester (when this study was conducted) at the Faculty of Humanities, Universitas Sam Ratulangi participated in this study and 5 of them served as interviewees that had been required by random samplings due to their availability and willingness. This study found that 7 roles can be offered by Lithub website in order to help beginner literature students’ learning process. They are: 1) providing complete learning materials, 2) making learning more interesting by providing lively visualization, 3) providing audio recordings, 4) providing appropriate writing examples by reliable authors and reviewers, 5) improving grammatical competence, 6) train them to conduct literary analysis using literary criticism, and 7) motivates them to read more by providing e-books.        Keywords:     Lithub website, literature, literary analysis, technology.
Students’ Perception on the Use of AI Paraphrasing Tools in Writing Research Proposal Mahmud, Nurul Inayah; Saud, Indah Wardaty
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i2.3260

Abstract

The use of AI Paraphrasing Tools in education creates a conflict. These tools offer potential benefits for student writing, but their improper use raises serious concerns about plagiarism. This study aims to investigate students' perceptions of AI paraphrasing tools in research proposal writing. The scope of this research includes the advantages and disadvantages of AI paraphrasing tools. The participants of this study were 23 students from the English Language Education Program at the State Islamic Institute of Manado for the 2020/2021 academic year. This study employed a qualitative research method, and the researcher distributed a questionnaire to the students as an instrument. The questionnaire included 15 open-ended questions on Google Forms. The findings indicate that many students recognize the efficiency and convenience provided by these tools. They highlighted how AI paraphrasing tools can save time, improve content clarity, and assist in avoiding plagiarism. However, this study also revealed some drawbacks associated with the use of AI paraphrasing tools. The primary concern expressed by students was the potential of these tools to misinterpret the original meaning, resulting in inaccuracies and loss of context. Additionally, students noted that excessive reliance on these tools might diminish their critical thinking and creativity, ultimately hindering the development of their writing skills.Keywords: Writing, Research Proposal, AI Paraphrasing Tools
An Autonomous English Learning Model Performed By Non-English Lecturer Songkaton, Jihan Fahira; Halimah, Nur
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i2.3249

Abstract

This research aims to explore the model of autonomous English language learning implemented by a non-English lecturer at IAIN Manado. The research uses a qualitative approach with a case study method and employs three instruments: observation, interviews, and documentation. To conduct, the researchers identify one research subject whose status as the non-English lecturer but teaching English in IAIN Manado. To analyze, the researchers conduct Miles and Huberman’s analysis model through data reduction, data display and data verification. The results indicate that the non-English lecturer adopted a Semi-Autonomous Learning (SAL) model while in high school and a Full Autonomous Learning (FAL) model since becoming a lecturer. Factors influencing the lecturer's autonomous English learning include internal and external factors, such as interest in learning, motivation, and needs. Additionally, the lecturer's self-directed learning activities include attending various webinars, seminars, or international conferences, writing articles in English, utilizing English learning media, reading English textbooks, and familiarizing themselves with English references. The challenges faced in implementing autonomous English learning as a non-English lecturer include limited study time and a less supportive work environment. To address these challenges, the lecturer uses weekend breaks to engage in deeper self-study at home by participating in international classes or webinars. Furthermore, this research highlights the potential model to be effectively adopted, underscores the internal and external factors for learning practices, follow up the following problems to have a good institutional policy. Recommendations could include creating flexible schedules, integrating language learning opportunities into faculty development programs, and fostering a good community to practice and share strategies as well as experiences.Keywords: autonomous learning, non-English lecturer, English language

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