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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 73 Documents
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Using Translation to Identify Difficult English Tenses for EFL Students Arcade Nduwimana; Fabiola Ndayiragije; Clément Ndoricimpa
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 6, No 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v6i1.3908

Abstract

Advocating the view that translation is a natural process and hence a pedagogic tool, this study was conducted to uncover challenging English tenses for EFL students by means of translation from the native language into English. To achieve this aim, researchers hypothesized that simple tenses are less difficult for students than perfect tenses and that present tenses are less difficult than past tenses. The researchers adopted a quantitative research design and randomly selected a sample of 126 students from the targeted population of 185. They were asked to translate into English a text initially written in their native language that was structured in such a way that it would include as many tenses as possible if translated. Of the 126 students, 121 completed the task appropriately, leading to a response rate of 96.03 %. The researchers analysed the collected data using SPSS version 22. The findings indicated that the most difficult tenses for students were the future perfect, present perfect continuous, past perfect continuous, and past perfect. Further analysis showed that students faced fewer difficulties in using simple tenses compared to perfect tenses and fewer difficulties in using present tenses compared to past tenses. Pedagogically, these findings imply that EFL teachers need to pay particular attention to the past and perfect English tenses especially those having no equivalents in the learners’ native language.Keywords: Translation; English tenses; time; aspect; Native language text
Fillers in Mark Zuckerberg’s Interview on Cleo Abram’s Podcast Aditya Diaz Ilyasa; Widhiyanto Widhiyanto
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 6, No 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v6i1.4106

Abstract

This study analyzes a 48-minute podcast episode on Cleo Abram's YouTube channel featuring Mark Zuckerberg, aiming to reveal the types of fillers used and their functions in the context of informal digital communication featuring a technology industry figure discussing complex technological topics. A descriptive qualitative approach supported by simple quantification was employed, using Rose's (1998) and Stenström's (1994) frameworks for analysis. Repeated coding was conducted to ensure intra-rater reliability. "Um" is the dominant unlexicalized filler, while repetition of words or phrases is the most dominant lexicalized filler. The most dominant functions are hesitation and time- creating. The results indicate that fillers function to maintain speech fluency and help the speaker manage cognitive load when conveying complex ideas. It was also found that filler clusters, such as "I mean, um, you know", indicate the cognitive load borne by the speaker. The result indicate that fillers not only act as indicators of speech disruption but also fulfill a significant role in structuring discourse, sustaining interaction, and facilitating communication. From a theoretical perspective, this study enriches the field of pragmatics by broadening the comprehension of filler usage in informal digital communication settings involving figures from the technology industry; a context that has not been thoroughly explored in prior studies. From an educational standpoint, it is essential to recognize fillers as inherent elements of discourse that can assist learners in navigating uncertainties and enhancing their verbal fluency.Keywords: fillers, podcast, spoken communication
English Teachers’ Utilization of the Merdeka Mengajar Platform South Kalimantan Yasyir Fahmi Mubaraq; Yulieda Hermaniar; Yulida Khairunnisa; Dini Noor Arini
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 6, No 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v6i1.3851

Abstract

The integration of digital learning technologies has transformed educational practices worldwide, especially in the era of Kurikulum Merdeka in Indonesia. The Merdeka Mengajar Platform (MMP) was introduced by the Ministry of Education, Culture, Research, and Technology to enhance teachers’ pedagogical competence, provide professional learning materials, and facilitate innovative classroom practices. However, the extent to which Englist teachers in South Kalimantan utilize this platform remains underexplored. This study aimed at investigating the perception, frequency, and challenges associated with the use of Merdeka Mengajar Platform among English teachers. A qualitative survey designed was employed, and data were collected from 100 English teachers through a structured online questionnaire. The study examines teachers’ perspective using two frameworks: the Teachnology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. The analysis revealed that 96.5% of respondents perceived the platform as beneficial, yet it needs policy interventions to improve accessibility, technical support, and motivational strategies. This research contributes to the understanding of technology integration in language education and offer empirical evidence for further refinement of the Merdeka Mengajar Platform.Keywords: Merdeka Mengajar Platform, Teacher Competence, Digital Pedagogy, English Educatio

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