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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 61 Documents
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Academic Burnout and the Quality of Students’ Thesis Proposal Background (A Correlational Study) Nugroho, M Hasan; Ribahan, Ribahan; Jannah, Miftahul; Jaelani, Jaelani
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 5, No 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v5i1.3665

Abstract

Academic burnout has become a growing concern in higher education, especially among students engaged in cognitively demanding tasks like thesis writing. This study examines the relationship between academic burnout and the quality of the “Background of the Study” section in undergraduate theses among English Education students at Universitas Islam Negeri Mataram. Using a quantitative correlational design, the research investigates whether burnout—measured in terms of exhaustion and disengagement—affects academic writing performance. A purposive sampling technique was used to select 31 final-year students who met specific inclusion criteria. The Oldenburg Burnout Inventory (OLBI) measured burnout levels, while a rubric-based assessment evaluated writing quality. Due to non-normal data distribution, Spearman’s Rank Correlation was used for analysis. Results revealed a statistically significant negative correlation between exhaustion and writing quality, indicating that higher levels of exhaustion are associated with poorer academic writing. However, disengagement showed no significant relationship with writing quality. These findings suggest that exhaustion plays a more critical role in diminishing students’ cognitive performance during thesis writing. The study contributes to the existing literature on academic burnout and provides practical insights for educators, academic advisors, and institutions. Understanding how exhaustion impairs writing can support the development of targeted interventions, particularly in stress management and academic writing support, within faith-based higher education settings.Keywords: academic burnout, exhaustion, disengagement, thesis writing, writing quality
Digital Dictionary Vs Non-Digital Dictionary; The Needs, Challenges, and Effects in English Language Learning Saini, Fadhlan; Bale, Ghifar
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 5, No 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v5i1.3417

Abstract

This research explores the needs, challenges, and effects of using both digital and non-digital dictionaries in English language learning. The research design employed a qualitative study with data analysis conducted using Lisabella (2013)’s model. The participants involved 15 students as informants from several different universities in North Sulawesi. These participants were the sample who registered in the English Education Department / Study Program and English Literature Program. The research instruments used were observation and semi-structured interviews to collect data on students’ perceptions related to the issue. Data analysis was carried out by identifying students’ responses. Findings reveal that while both formats support vocabulary development and language comprehension, digital dictionaries are preferred for their speed, convenience, and rich features such as audio pronunciation and contextual examples. However, challenges such as internet dependency, distracting advertisements, and potential overreliance were identified. These limitations underscore the need for improved digital tool design and greater student awareness. The study highlights the importance of fostering digital literacy and strategic dictionary use to enhance long-term vocabulary retention, communication skills, and overall language proficiency.Keywords: Digital Dictionaries, Non-Digital Dictionaries, English language learning
Uncovering Negotiation Through Translating Cultural Identity in Formal Documents: A Case Study of UNESCO Agreements Syafran, Ahmad; Roselani, Ni Gusti Ayu
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 5, No 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v5i1.3680

Abstract

This study investigates how Indonesian cultural identity has been constructed and negotiated through agreements with UNESCO and examines its influence on global awareness, cooperation, and collaboration. A descriptive-qualitative analysis was conducted on 414 pages of Indonesian–English contract texts available in UNESCO’s online repository, focusing on cultural-specific words and items classified according to Ahimsa-Putra and Rachman’s (2021) taxonomy and coded as either resistance or negotiation following Venuti and Eco. The analysis involved descriptive coding using definitions from the Kamus Besar Bahasa Indonesia and the Oxford English Dictionary, Source–Target Relations (STR) analysis to identify shifts, thematic categorization of translation strategies, and interpretive analysis based on Derrida’s concepts of meaning shifts and différance. A conceptual framework was developed to ensure semantic alignment and control for potential confounders during validation of meaning connotation, with authoritative dictionaries used to validate the lexicon and cross-literature checks conducted to compare our dataset with established literature anchors. The findings indicate that direct equivalence translation is infrequent, with contrastive searches for equivalents often resulting in faithful representation in terms of meaning, identity, and culture, and that generative description reveals nuanced relationships between translation choices and the representation of cultural identity.Keywords: Cultural identity, Cultural references, Negotiation, Translation, UNESCO Agreements
An Analysis of Discourse Marker Use in Informal Conversations among Non-Native English-Speaking Students Amal, Rizal Alamsa; Hasan, Rifal
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 5, No 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v5i1.3534

Abstract

This study investigates the use of discourse markers (DMs) in male and female students’ speech, focusing on their frequency, function, and gender-based variation. It explores how DMs support coherence and fluency in spoken discourse within an educational context. Through a sociolinguistic lens, the study identifies patterns of DM usage and potential linguistic differences between genders in spontaneous speech. A qualitative descriptive approach was employed to transcribe and analyse audio-recorded student conversations. Discourse analysis was used to classify the types and functions of DMs. Findings show that both male and female students used DMs to structure discourse, manage turn-taking, and signal speaker stance. However, female students tended to use a wider range of DMs, particularly those expressing agreement, politeness, and elaboration. In contrast, male students more frequently used DMs associated with hesitation and topic shifts. These results underscore the influence of sociolinguistic factors in DM selection and highlight how gender can shape spoken language patterns.Keywords:     sociolinguistic, discourse markers, spoken discourse, student speech
Brainstorming Technique in Assisting Students’ Writing Activity at English Education Study Program of IAIN MANADO Halimah, Nur; Saini, Fadhlan; Saud, Indah Wardaty; Santoso, Agung Budi; Abdullah, Nurul Putri
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i1.3007

Abstract

The objective of this study was to determine to what extent of brainstorming technique in assisting the writing activities of third semester students in English Education Study Program. The researcher used a mixed-method research approach.  In this study, the researcher used research instruments; questionnaires and interviews.  The participants in this study were eighteen students and an English Lecturer of English Education Study Program at IAIN Manado. The data were analyzed trough involving data reduction, data display and conclusions. Based on results found by the researcher, 92.77% of students responded positively to the use of brainstorming technique in writing activities. It is confirmed by the results of interviews that students feel helpful and valuable when using brainstorming technique in writing activities, such as collecting ideas to be directed and structured. On the other hand, 7.23% of students responded negatively to this technique. Moreover, from the result of interviews students also said that writing activities using brainstorming technique were practical and helpful in collecting ideas and thoughts in writing a text. It can be proven by looking at the positive responses, which include interesting, fun, motivated, enjoyable, effective and creative.Keywords: brainstorming, technique, writing activities
How Listening YouTube Song Habit Influences Students’ Vocabulary Mastery: A Correlational Study Abudi, Oxa Oktaviana; Hasan, Jhems Richard; Helingo, Adimawati
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i1.3070

Abstract

Vocabulary mastery is essential for students to be able to communicate well in English. However, some students still struggle memorizing new words and identifying vocabulary meanings. This study aims to determine the correlation between students' habits of listening to English YouTube songs and their vocabulary mastery. The research used a quantitative correlational approach involving 24 tenth-grade students at SMA N 1 SUWAWA. The data collection was done using a questionnaire about listening habits to English songs and a vocabulary test. The data analysis was performed using the Pearson Product Moment formula. The result showed that there is a moderate positive correlation between the habit of listening to English YouTube songs and the mastery of vocabulary of SMA N 1 Suwawa tenth-grade students (r = 0.529). This indicates that the more intense the students' habit of listening to English YouTube songs, the better their vocabulary mastery. Listening habit contributes 27.98% to the mastery of vocabulary. Based on these results, it can be concluded that there is a moderate correlation between listening habit to English YouTube songs and vocabulary mastery of tenth grade students at SMA N 1 Suwawa. The more students listen to English songs, the better they master vocabulary.Keywords:        listening Habit, YouTube song, vocabulary mastery
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
Edward Prendick’s Harrowing Journey on Doctor Moreau’s Island: A Tale of Trauma in H.G. Wells’ Novel Tangkilisan, Sesar; Husain, Dahlia; Mariana, Ana; Otoluwa, Moon Hidayati; Rosida, Ana
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i1.3095

Abstract

This study explores the representation of traumatic experiences in H.G. Wells' novel The Island of Doctor Moreau. Traumatic experiences are unpredictable, unpreventable situations that overwhelm victims and disrupt their ability to cope. Literature can provide insights into the range of responses to such overwhelming experiences as a reflection of human existence. The objective of this research is to increase awareness and understanding of trauma and mental illness through the analysis of literary depictions. Using a qualitative research approach, the study examines the traumatic experiences encountered by the protagonist, Edward Prendick, in the novel. The analysis categorizes Prendick's traumatic experiences into three main themes: a) being stranded, drifting away, and lost; b) witnessing death and seeing dead bodies; and c) meeting scary creatures, being attacked, and being terrorized. The findings reveal how the novel portrays the psychological and emotional impact of trauma on the protagonist, highlighting the challenges faced by victims of overwhelming and life-threatening situations. By analyzing the literary representation of trauma, this study aims to foster greater empathy and understanding for those affected by traumatic experiences and mental health issues. The in-depth qualitative analysis of the narrative techniques and thematic elements in the novel contributes to the literature on the literary depiction of trauma and its implications for raising awareness and promoting mental health.Keywords: Traumatic experiences, psychology, novel
Chill to Thrill: How Ice-breaking Transforms TOEFL Preparation and Student Engagement Leba, Wilhelmina Eryuni; Ardhy, Andi Anugrah Surya
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i1.2960

Abstract

This research explores students' roles and perceptions towards ice-breaking activities in the context of TOEFL preparation classes at one of the universities in East Java. The research employed a qualitative approach with data analysis conducted using NVivo 12. The study involved 20 TOEFL preparation class students who actively participated in ice-breaking activities. The research instruments used were observation and semi-structured interviews to collect data on student perceptions of ice-breaking. Data analysis was carried out by identifying thought patterns that emerged from student responses to the ice-breaking activity. The research results show that ice-breaking activities effectively create a livelier and more interactive classroom atmosphere, increase students' active participation, and reduce anxiety often experienced when preparing for the TOEFL test. In addition, the active role of mentors in facilitating these activities has proven to be very important in creating a supportive and inclusive learning environment. In-depth observations also revealed that ice-breaking strengthens social interaction and collaboration between students, increasing their understanding of the material being taught. Future researchers should explore the long-term impact of ice-breaking on students' academic performance in the TOEFL test.Keywords: Ice-breaking, Student perception, TOEFL preparation
The Correlation of Watching English Movies Habit and Listening Skill Pakaya, Mohamad Hendri; Saleh, Yuwin R; Ayuba, Hasan
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i1.3116

Abstract

English movies are one of the most effective and enjoyable ways to develop listening skills. However, some students still find it difficult to understanding listening in teaching English. This research aims to determine whether there is a correlation between students’ habit in watching English movies and listening skill. The research method used quantitative correlational approaching involving 30 sixth semester students at English Education Department of IAIN Sultan Amai Gorontalo.  The data collection was done using a questionnaire about watching habit to English movies and a listening test. The data analysis was performed using Pearson Product Moment Formula. The result showed that there is a strong positive correlation between habit in watching English movies and listening skill of English Education Department sixth semester students (r = 0.667). This indicates that the more intense the students’ habit in watching English movies, the better their listening skill.Keywords:        Watching Habit, English Movies, Students’ Listening  

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