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International Journal of English Learning and Applied Linguistics (IJELAL)
Published by Universitas Darussalam Gontor
ISSN : -     EISSN : 27754359     DOI : http://dx.doi.org/10.21111/ijelal.v1i1.4893
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ijelal is a scientific journal which focuses on the area and topic of english language education both learning and teaching, english linguistics and literature and applied linguistics, including methodology of english teaching for non native speakers, teaching english as foreign language, teaching for english skills and competences, strategies for teaching and learning english, models of english teaching for pesantrens, english linguistics, english literatures, applied linguistics on english education, the technology of english education, english translation and interpretation.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 72 Documents
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THE USE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING Akbarani, Rizqi
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.10756

Abstract

In recent years, there has been a growing interest in the integration of artificial intelligence (AI) into various fields. Artificial Intelligence (AI) also has become a prominent technology in various fields, including education. One area where Artificial Intelligent (AI) has shown great potential is in English Language Teaching (ELT). With the rapid development of technology, Artificial Intelligent (AI) tools and applications have been integrated into language learning platforms, classrooms, and online resources, transforming the way English is taught and learned. In the realm of language teaching, Artificial Intelligent offers significant potential for enhancing the learning process and improving outcomes. English language teaching is no exception, as educators are exploring the potential of Artificial Intelligent (AI) to enhance language learning experiences. English language teaching is no exception, as Artificial Intelligent (AI) can enhance the learning experience for English language learners by providing personalized instruction, immediate feedback, and immersive language practice. This research addresses the extent to use artificial intelligence in English language teaching. Researcher used descriptive qualitative approach with questionnaire as technique of data collection. The results of this research are the Artificial Intelligence is needed in English language teaching. Artificial Intelligence also has negative and positive impact in English language teaching depend on utilized correctly and at the appropriate timing. Besides that, Artificial Intelligence also help students in improving their English skill like speaking, writing, and reading using product of Artificial Intelligence like Chat GPT, Quillbot, Grammarly, Plagiarism Checker, Paraphrasingtool.com. So, the use of Artificial Intelligent in English language teaching is very important or useful and also reducing the burden of teachers and improving teaching quality.
NEEDS ANALYSIS OF ENGLISH ON INFORMATION SYSTEMS DEPARTMENT STUDENTS USING AN INTEGRATED APPROACH Fa'adhilah, Wafiyah Asyifah; Jannah, Izzatul; Zamhir, Nabila; Azhar, Nurhumaida; Musafar, Muh. Aqil
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.10761

Abstract

In order to further comprehend the demands of students studying information systems while learning English, this study presents relevant facts. The focus of this research is investigating the students’ responses to the questions in sections 1) present situation analysis, 2) target situation analysis, and 3) learning needs. The design of this research is a survey using an integrated method. The sample of this research was 10 out of 53 second-year information systems students selected randomly. An online questionnaire survey was used in this study to gather data. Using a quantitative methodology, outcomes analysis was completed. The study's findings demonstrate the importance of English for future career support and competency enhancement. Students require more cutting-edge and visible audio-visual teaching techniques because of this.
POINTS OF LINGUISTIC STUDIES AND LANGUAGE TEACHING PERTINENT TO ISLAMIC VALUES Milal, A. Dzo'ul; Swasono, Endratno Pilih
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.10764

Abstract

Purpose: This paper reveals the points of linguistic studies and that of language teaching which are relevant to Islamic values. Introduction: Interdisciplinary discussions on linguistic underpinnings including functional linguistics and language teaching principles, and Islamic perspectives have insufficiently been explored. Hence, the study focusing on such a relation gains significance. Method: Using an exploratory descriptive method, the data of this study were collected by exploring the linguistic axioms and language instructional principles which are relevant to Islamic knowledge conveyed in Qur’anic verses and Hadits. Having been collected, they were analyzed by thematic scrutiny, described, and concluded. The findings show that the linguistic points that are associated with Islamic values are the Divine source of language origin, the endowment of language acquisition devices, the compliance with maxims of quality and quantity in cooperative principles, that of politeness rules, and the existence of language variants. Conclusion: Concerning language teaching, the ideas that are appropriate to Islamic values include the importance of communicativeness and collaboration, the comprehensibility of instructional language, content-bound materials, and effective and efficient strategies.
ENGLISH FOR ISLAMIC STUDIES IN INDONESIAN ESP CONTEXT Rohmatun Hamidah, Wanda; Asmiyah, Siti; Yusuf, Arba'iyah
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.10770

Abstract

This quantitative content analysis study explores the diversity of corpora in English for Islamic studies, focusing on three books from different Islamic universities: the State Islamic University of Sunan Ampel Surabaya (UINSA), University of Muhammadiyah Malang (UMM), and IAIN Walisongo. Using Antconc, the study analyzes the language and terminology used in these books. The findings reveal some diversities, including unique topics, different terms with similar meanings, and variations in word frequencies from the same word. The study has implications for ESP in Islamic Studies. It provides reference words for ESP practitioners teaching Islamic knowledge. The corpus can be published for learners interested in English words related to Islamic studies. It offers an overview of how these words are used.
PRAGMATICS APPROACH IN ENGLISH LANGUAGE TEACHING AT SMA GAJAH MADA 3 PALEMBANG Eliza, Tiara
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.10814

Abstract

In pragmatics, meaning in communication plays a significant part in terms of verbal and nonverbal. It relies upon different settings, relationship among utterers, and social elements. Because the four language skills of reading, writing, listening, and speaking do not occur in isolation in communicative texts or activities, pragmatic is very important in English language teaching. Therefore, developing the language learner's good pragmatic competence should be taken into consideration. It is essential for people who speak the English language, whether native or non-native, to use clear, comprehensible, and educated English so that they can communicate effectively and avoid misunderstandings in social situations. One of the most effective approaches in the learning process, especially learning English at the basic level namely the Pragmatic approach, which is one approach that can be used as a tool to achieve a learning goal especially learning English. Therefore, the aim of this study was how the implementation of pragmatic approach in ELT. The result reveals that the utilizing of pragmatic approach in English language classes require students to play an active role in Learning Activities. Keywords: Pragmatics Approach, English Language Teaching, Implementation of Pragmatic Approach
FACTORS THAT AFFECT EFL STUDENTS' DIFFICULTY IN READING COMPREHENSION Guna, Alprian
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.10935

Abstract

This study aims to discover the internal factors that affect EFL students' difficulty in reading comprehension. The research participants in this study were five English as Foreign Language (EFL) students who could not achieve the grade standard in a Reading class at the English Language Education Program (ELEP) in a small town in Central Java. The Interviews were used as the instruments to collect the data. In the interview, 5 participants were asked about the internal factors that affected students' difficulties in reading comprehension. The thematic analysis revealed that students' difficulty in reading comprehension is affected by two primary internal factors. The first factor pertains to students' ability, encompassing their grammatical and vocabulary knowledge in English. The second factor encompasses students’ perceptions including feelings of interest, boredom, anxiety, sickness, and personal problems.
MAKING ENGLISH LANGUAGE LEARNING EASIER: TEACHING LITERATURE USING CONTENT-BASED INSTRUCTION IN THE BANGLADESHI TERTIARYT EFL CLASSROOM Farzana, Tasnia
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.11113

Abstract

The main objective of this study is to determine the feasibility of CBI approaches for teaching literature in the context of EFL in Bangladesh. This paper conducts a pilot study to determine whether it is feasible to use CBI in literature classes to enhance EFL proficiency in Bangladeshi higher education. This study builds an environment in which students actively participate in literary conversations in order to acquire grammatical aspects of the target language and use them as a platform for the production of meaningful communication by combining form-focused and literature-based strategies. The pilot test involving 13 non-targeted undergraduate Bangladeshi students was undertaken to assess the lesson plans, and 20 targeted undergraduate students from Bangladesh took part in the implementation of the lesson plans for content-based instruction in a literary course. Through pre- and post-test results from pilot studies, the study examines the usefulness of content-based instruction in teaching literature to EFL students in Bangladesh as well as the effectiveness of CBI methodologies. The study integrated both quantitative and qualitative methods for data analysis. In a fully randomised study, a variety of CBI outcome factors were assessed for feasibility and importance. Teaching ESL skills in literary courses with more detailed time information for each component would be useful. Finally, content-based education generated positive outcomes and may be utilised as an effective methodology and critical help in establishing opportunities to use English, resulting in improved English language performance.
FOSTERING ORAL PROFICIENCY THROUGH STORY COMPLETION IN LANGUAGE DEVELOPMENT UNIT CLASS Nor, Hidayah; Aulia, Insan; Rahman, Muhammad Arinal
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 2 (2024): Promoting the Phenomenon in Literature, Linguistics and English Instruction
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i2.11161

Abstract

The purpose of this descriptive qualitative study was to investigate the application of the storycompletion technique to foster students’ speaking proficiency and to pinpoint the difficulties thatarise when doing the activities. An English tutor from Antasari State Islamic University's LanguageDevelopment Unit, group 31, who works with eighteen students of different majors selected basedon the purposive random sampling technique, participated in the study. Semi-structured interviewsand observations were used to gather the data then analyzed by using Miles and Huberman’s theorywhich consisted of data reduction, data display, and drawing the conclusion. The results provide astep-by-step procedure for applying the story completion technique, which includes determining thevocabulary and grammar that students have acquired, choosing an appropriate topic, evaluatingstudents' fluency in the target language, a suitable story topic is chosen, the class is arranged in acircle, the story is started, and it ends after a few sentences. Students then take turns continuing thestory, adding one to three sentences at a time. They are also free to add new characters, events, anddescriptions to the story, and it continues until a logical conclusion or student intervention occurs.Apart from that, the study brought to light several obstacles, including choosing stories that studentscan relate to, handling big class sizes, handling time limits, addressing personal issues, as well asevaluating and giving feedback to students. The knowledge gathered from this study helps to clarifyhow the story completion technique is used to develop speaking skills and offers helpful suggestionsto language teachers on how to deal with the difficulties encountered while applying this technique.All things considered; the study's findings have a great deal to offer language teachers throughoutthe globe in terms of practical advice on how to improve language acquisition using interactivestorytelling techniques while resolving typical challenges that arise in bilingual settings.
THE ROLE OF DRAMA FOR GAINING LITERATURE KNOWLEDGE IN ENGLISH COURSE Tarbiyah, Shofwatut; Putri, Nizma Amelia; Rohmana, Wahyu Indah Mala
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 2 (2024): Promoting the Phenomenon in Literature, Linguistics and English Instruction
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i2.11287

Abstract

This article analyzes how drama can affect learning English and make it more interesting to learn.It is useful to ensure that drama as a medium to improve literary knowledge is well implemented.Drama can be used as an application of lessons in the classroom. This study was conducted at theGlobal English Course in East Java. The research methods used in this article are qualitative methodsthrough observation and interviews. An interview with one tutor was carried out as the foundationfor the analysis. The intention of studying drama is to discover how it is used for gaining literatureknowledge. The research results of the study found that drama can improve students’ pronunciation,and speaking skills and enhance confidence. Furthermore, drama can be used as the learningimplementation that has been studied throughout the course
TIME ADJUNCT AND ITS TRANSLATION FOUND IN THE MRS. VETERINARY AND DOCTOR SUHARKO Juliarta, I Made; Suardana, Putu Eka
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 2 (2024): Promoting the Phenomenon in Literature, Linguistics and English Instruction
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i2.11558

Abstract

This research study focuses on Time Adjunct and their translations into Indonesian found in thestory entitled “Mrs. Veterinary and Doctor Suharko”. This study aims to find out the forms of timeadjunct found in the story entitled “Mrs. Veterinary and Doctor Suharko” and the types of translationshifts occurred. The process of analyzing the data started by reading the entire data source, thencontinued by gaining the data in the form of time adjunct and the last step was identifying thetranslation shift found. The result of this research indicated that most English time adjunct wastranslated into Indonesian using the theory of translation shifts proposed by Catford. There aresixteen data of time adjuncts found in the data source.

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