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JELLT (Journal of English Language and Literature Teaching)
Published by Universitas Negeri Manado
ISSN : 25990373     EISSN : 25487728     DOI : https://doi.org/10.36582/jellt.v7i2
Core Subject : Religion, Humanities, Science, Education, Art, Social,
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences
JELLT (Journal of English Language and Literature Teaching) aims to serve as a forum for sharing practical approaches, theories, and practices to improve quality in issues pertaining to language, linguistics, literature, culture, and education sciences particularly relevant to English language learning, and in general, not limited, social and humanities. It hopes to develop as a pioneer journal in the scopes relevant to social sciences: Humanities - Arts and Culture, Language and Linguistics, Literature, and Culture in terms of the context of language learning
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 59 Documents
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THE EXISTENCE OF CATEGORY SHIFTS IN BILINGUAL HISTORY TEXTBOOK FOR JHS YEAR VII Anni Niswah Ulul Azmi; Januarius Mujiyanto
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 2 (2021): November
Publisher : Universitas Negeri Manado

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Abstract

The definition of shift is a moving or departure from one grammatical system of the source language to another grammatical system in the target language without changing the meaning of it. There are two main types of shifts in translation, level shifts and category shifts. This study attempted to describe the existence of shifts especially category shifts only of words, phrases, clauses, and sentences from the English version to the Indonesian version of the translation of the bilingual book entitled “History Bilingual Textbook for Junior High School Year VII” published by Yrama Widya. I used a descriptive qualitative method as a research design in the process of analysis. I analyzed the category shifts occurred in words by words, phrases by phrases, clauses by clauses, and sentences by sentences carefully. The study found out that the category shifts occurred in the all of the chapters of the textbook consisted of structure, unit, class, and intra-system shift in words, phrases, clauses, and sentences. From the analysis of the study, I can conclude that the category shifts that occurred in the process of textbook translation happened because of four reasons. First, there were grammatical changes specifically in the order of the words. Second, the source texts that located in the different ranks of the unit. Third, the source text that located in the different classes or parts of speech. Fourth, the plural source texts that mostly translated into singular nouns in the target texts.
REALIZATION OF LINGUISTIC AND FORMULAIC COMPETENCES IN CLASSROOM INTERACTION Sekar Meifi Andari; Widhiyanto
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 2 (2021): November
Publisher : Universitas Negeri Manado

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Abstract

This study aimed to investigate the types and the most dominant type of formulaic competence, how teacher and students differ in using the expressions, and how is the relationship between linguistic and formulaic competence in classroom interactions. The subjects of this study were one English teacher and 36 students of tenth grade in the academic year of 2020/2021. This study used a qualitative method. The data were collected through observation and documentation. In order to analyse the data, the theory proposed by Biber et al. (1999) and Celce-Murcia (2007) were used. The study revealed that there were five types of formulaic competence used in classroom interactions as Biber et al. (1999) proposed. They were collocations, idiomatic phrases, lexical bundles, binominal expressions, and inserts. The most dominant type used was inserts with 70% and followed by lexical bundles with 19%, collocations (5%), idiomatic phrases with 3%, and binominal expressions with 3%. In the differences between the teacher and students used of the expressions, the teacher used all five types of formulaic competence, while the students only used four types of formulaic competence and disregarding the use of idiomatic phrases. During the interactions, the teacher used more varies expressions than the students. Then, the findings also showed that there was a relationship between linguistic and formulaic competence.
THE STUDENTS’ ABILITY IN PRONOUNCING ENGLISH PALATO ALVEOLAR FRICATIVE ([Ʃ], [Ʒ]): A CASE STUDY OF SMA N 12 SEMARANG Maghdalena Susanto; Pasca Kalisa
Journal of English Language and Literature Teaching Vol. 8 No. 1 (2023): June
Publisher : Universitas Negeri Manado

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Abstract

Pronunciation is an essential aspect of speaking skills in learning English since learning a language aims to communicate, and mispronunciation can lead to misunderstanding. Indonesian students might still find difficulties in pronouncing English sounds, such as English palato alveolar fricative sounds that do not exist in Bahasa Indonesia. This study analyses the students’ mastery of pronouncing English palato alveolar fricative sounds. The objective of this study are to find out the level of the students’ ability to pronounce English palato alveolar fricative sounds ([ʃ] and [ʒ]) and the factors causing errors among the students in pronouncing English palato alveolar fricative sounds. The subject is the 60 eleventh-grade students of SMA Negeri 12 Semarang. The instruments are the spoken test containing words of English palato alveolar fricative consonant sounds and the interview question as additional data. To determine the achievement, the researcher uses the level of criterion by Tinambunan. Based on the data analysis of the spoken test, the percentage of the students’ mastery in producing the sounds is 40%, considered as fair. According to the interview result, the factors causing the students’ pronunciation errors are attitude and motivation, exposure to the target language, language interference, and orthographic writing.
EXPLORING STUDENTS' ACADEMIC HELP SEEKING AND ITS RELATIONSHIP WITH STUDENTS' ACHIEVEMENT Al Amini Indah Sari; Murni Mahmud; Sahril Nur
Journal of English Language and Literature Teaching Vol. 8 No. 1 (2023): June
Publisher : Universitas Negeri Manado

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Abstract

This study addresses the issue of Help-Seeking Behavior and its Relationship with students’ English Achievement, Help-Seeking Strategies, and Help-Seeking Avoidance with special attention to the point of view of Second-Year Students of MA Madani Alauddin Pao-Pao. Mixed Method was used to carry out this study with the use of Convergent Parallel Design as the design to simultaneously collect both quantitative and qualitative data, and with the support from data collection instrument i.e., Documentation, Questionnaire, and Interview. Three groups of the second-year students were purposively to participate in this study. Fifteen students representing the second-year students as interviewee. Results revealed four things namely: the first, there is a positive relationship between students’ help-seeking behavior and students’ English achievement based on the questionnaire results. The second, there is no significant correlation between students’ academic help-seeking behavior and students’ English achievement with the results of SEM Analysis which all of the p-values were > 0.05. The third, there are 3 strategies used, formal help-seeking; informal help-seeking; and doing instrumental actions. The fourth, there are many reasons of students to avoid seeking help including laziness, low self-esteem, anxiety, uncomfortable feeling, and help-providers’ attitude. This study results showed that help-seeking continue to be an important self-regulatory skill. The researcher believes that these findings could have a profound impact on the way of Help-Seeking is used and viewed. Therefore, English teachers should provide more opportunities to learn this skill to enable students apply it in their academic difficulties.
FIGURATIVE LANGUAGE ANALYSIS IN TAYLOR SWIFT 'EXILE' SONG LYRIC Azzahrah Putri Amanda; Alda F. Zulri; Azzahrah P. Amanda; Dwi L. Sari
Journal of English Language and Literature Teaching Vol. 8 No. 1 (2023): June
Publisher : Universitas Negeri Manado

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Abstract

Figurative language is a system of sound symbols produced from human speech that gives a text a special aesthetic value. It is found in literary works such as novels, short stories, books, poetry, films, and songs. The poets who use figurative language as part of their literary works as a means of media to say and express a meaning or the meaning of their literary creations. The role of figurative language is to play a role in the construction of a wider message. The study was used an objective theory using qualitative descriptive research method in theory proposed by Knickerbocker. This study wants to learn about the meaning of figurative language, analyze figurative language in song lyrics, and understand the types and meanings of figures of speech in the lyrics of the song ‘Exile’ by Taylor Swift and Bon Iver. The result of figurative language that mainly found as dominant in the lyrics was Irony.
STRATEGIES FOR COPING WITH LANGUAGE ANXIETY IN ORAL PRESENTATION Siti Nurulita Azizah; Yupika Maryansyah; Dian Susyla; Ririn Putri Ananda
Journal of English Language and Literature Teaching Vol. 8 No. 1 (2023): June
Publisher : Universitas Negeri Manado

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Abstract

This study aims to find out and describe the strategies students used for coping with language anxiety in oral presentation and to find out the most dominant strategy used by students for coping with language anxiety in oral presentation. This research used a descriptive qualitative research method. The subject of this research were 6th semester students of English Study Program of Muhammadiyah University of Bengkulu. 22 English students who had do presentation in the class. Researcher used observation sheet, questionnaire and interview guide to data collection technique. The result of this study showed that; 1) students used 5 strategies for coping their language anxiety were preparation, relaxation, positive thinking, peer seeking and resignation; 2) the dominant strategy used by students were preparation and relaxation. The conclusion of this study are students used 5 strategies for coping their language anxiety and students used dominant strategy for coping their language anxiety with preparation.
THe THE PHENOMENON OF USING HARSH WORD IN ENGLISH AMONG INDONESIAN NETIZEN IN SOCIAL MEDIA Imam_Mahdilawa Mahdilawa; Budi Santoso; M. Zahran Gibran; M. Imam Mahdilawa
Journal of English Language and Literature Teaching Vol. 8 No. 1 (2023): June
Publisher : Universitas Negeri Manado

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Abstract : Indonesian social media has developed rapidly over time. This is supported by an increasingly sophisticated Internet infrastructure, including WiFi access and fiber optic networks. Indonesians are becoming more and more active in the world of social media, reaching tens of millions of people. A social media presence certainly has both positive and negative effects, so any content can easily go viral. When interacting or communicating through these mediums, a great many people abuse the ethics of socializing in cyberspace by uploading or commenting using harsh language known as verbal abuse doing. According to Wardaugh idea (2010) There are 6 types of swear words, namely Excretion, Death, Body Function Term, Religious Matter, Mother in Law and Sex Term In (Suryadi et al., 2021). The purpose of this study is to determine the form of language used in social media and the form of comments on social media Facebook and Twitter posts. This research method uses a qualitative descriptive method. The source of the survey data comes from the social media Facebook and Twitter, but the data comes in the form of verbal abuse comments on Facebook and Twitter. Data collection techniques using documented techniques. Data analysis used qualitative analysis techniques and techniques to confirm the validity of the data performed by confirming the persistence of observations and member checks. We found that the form of speech used in Facebook and Twitter writing is straightforward, accurate, and clear. On the other hand, abusive comments on Facebook and Twitter posts include: Swearing, exaggeration, offense, stigma, and animal treatment. Words of verbal violence on Facebook and Twitter show that Indonesians are still not polite in their language, so information is needed for the government and educational institutions to take strategic steps to overcome this problem be the source. We found that the big amount of harsh words are 81 words of Sex term words which are “f*ck* or “what the f*ck” and the small amount of harsh words are 7 words of Personal background (conditions) which are “b*stard” and “g*y”.
The EFFECT OF TWITTER AUTOBASE @ENGLISHFESS TO THE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT Miftahul Isnaini Siregar; Nurlaili
Journal of English Language and Literature Teaching Vol. 8 No. 1 (2023): June
Publisher : Universitas Negeri Manado

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Abstract

The objective of the research was to determine whether there was a significant effect of the use of Twitter Autobase @Englishfess to the students’ ability in writing procedure text. This type of research is quantitative research and was conducted using two classes as research samples, namely class X-D as the experimental class consisting of 35 students and class X-C as the control class consisting of 35 students. In the data collection technique, the researcher conducted a pre-test, treatment and post-test by giving a test in the form of an example of a procedure text. The results of this study indicate that there is a significant effect of using Twitter Autobase @Englishfess to the students’ ability in writing procedure text. This can be seen after the data was analyzed, the mean of the experimental group was 74, 45. Meanwhile the mean of the control group is 64, 28. This means that the tenth grade students of SMA Negeri 2 Lubuk Pakam apply Twitter Autobase @Englishfess in learning procedure texts higher than those without Twitter Autobase @Englishfess. After testing the research hypothesis, it turns out that the hypothesis is accepted.
PRAGMATIC EXPRESSIONS IN FRENCH LEARNING WITH THE ALTER EGO BOOK Conny Renny Lasut; Jola C. Liuw; Jefry H. Tamboto
Journal of English Language and Literature Teaching Vol. 8 No. 1 (2023): June
Publisher : Universitas Negeri Manado

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Abstract

Language as a verbal expression will not provide complete information in terms of humanity if it is only observed from the outside. Language as a means to express ideas, feelings and desires, has forms of expression or expressions whose meaning is not only literal. Many expressions must be interpreted according to the situation and context; thus the purpose of each expression in language communication contains pragmatic functions. Such pragmatic expressions are found in learning French with the Alter Ego book. This study applied a qualitative descriptive method using textbook data collection techniques and content analysis. The results of the study show that, in the book Alter Ego there are many pragmatic expressions that do not have a literal meaning but are socio-cultural among the speakers
NUANCES OF CHARACTER DISPOSITION REPRESENTING THEMES OF LOSS AND RECOVERY IN ANNE OF GREEN GABLES AND THE SECRET GARDEN Luntungan, Jacqueline Candace; Sigarlaki, Stephani Johana; Marentek, Andriyani
Journal of English Language and Literature Teaching Vol. 9 No. 01 (2024): (June)
Publisher : Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jellt.v9i01.9229

Abstract

The Nuances of Character Disposition in Representing Themes of Loss and Recovery has the objectives of: (1) to identify and describe the nuances of character disposition in representing themes of loss and recovery as depicted in Anne of Green Gables by Montgomery (1908) and The Secret Garden by Burnett (1911); (2) to analyse and compare the nuances of character disposition in representing themes of loss and recovery as depicted in Anne of Green Gables by Montgomery (1908) and The Secret Garden by Burnett (1911). By utilising the theory of theme, the tripartite model deriving from the psychoanalytical theory, character theory and bildungsroman, it was intrinsically and extrinsically explained in regards to the representation of themes. Certain psychoanalytically categorised behaviours exuded from the characters that affect their disposition towards the events they undergo throughout the story, also defines their similarities and contrasts. This study used the qualitative method, that focused on collecting and describing written data from the source material and interpretation. The results of this study show that the representations of loss and recovery are identified in both characters and their behaviours that were psychoanalytically categorised. Through this categorisation, Anne and Mary’s initial opposition in their dispositions gradually began to alter their perception which allowed for comparisons to be drawn for their similarities and differences.

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