Journal of Education, Language Innovation, and Applied Linguistics
JELITA: Journal of Education, Language Innovation, and Applied Linguistics is a peer-reviewed international journal published by LP2M-PMP, Universitas Siliwangi, West Java, Indonesia (E-ISSN: 2828-2930) . The journal presents research and development in education, language innovations, and applied linguistics. JELITA: Journal of Education, Language Innovation, and Applied Linguistics aims to encourage inquiry into the relationship between theoretical and practical studies to develop a principled approach to educational research on the English language, language innovation, and applied linguistics problems. The journal welcomes articles in the following areas of current analysis: Language in Education; English Education; English Language; Educational Sciences; Language Testing and Assessment; Language Innovation; Language Teaching and Learning; English Language Teaching (ELT) and Methodology; Technology Enhanced Language Learning (TELL); ICT for Language Learning; Language in Curriculum Design and Development; English Literature; Literature in ELT; Applied Linguistics; Sociolinguistics; and Critical Discourse Analysis (CDA).
Articles
39 Documents
<![CDATA[Unveiling the Current Internalization of Reflective Practice Activities in Worldwide Second Language Educational Contexts ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 4, No 1 (2025): Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v4i1.10842
<![CDATA[Enhancing investment in globalized second language learning can be achieved through the continuous professional development of EFL teachers. Previous research suggests that significant growth in professional development occurs when accompanied by reflective practice activities. These activities enable educators to critically assess their teaching practices, leading to improved learning outcomes for language learners. This small-scale library study aimed to explore the current implementation of reflective practice in second language education worldwide. A thematic analysis approach was employed to analyze findings from previous studies on reflective practices. This method allowed for the categorization of key themes, ensuring a comprehensive understanding of reflective practice's impact on language teaching. To enhance the reliability of the findings, 25 reflective practice studies published in national and international journals were selected. The identified themes provide insights into how second-language educators can design more effective learning materials and foster transformative learning experiences. By integrating reflective practices, EFL teachers can refine their instructional strategies, ultimately contributing to the advancement of second language education.Keywords: Library study; professional development; reflective practice; second language learning; thematic analysis.]]>
<![CDATA[Fostering Translating Skills to Young Learners: A Case Study ]]>
<![CDATA[Anggarini, Ida Fitri]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v3i1.9624
<![CDATA[This case study explores strategies for fostering translation skills in young learners at MI Miftahul Huda Ngadireso, Malang, Indonesia. It delves into the importance of language acquisition during the early stages of education and examines specific methodologies used to enhance translation abilities. The study assesses the impact of interactive and immersive approaches on linguistic development, providing insights into effective pedagogical practices for nurturing basic translational proficiency in young language learners. This study indicates that Shobahul Lughah (morning language learning) effectively improves students’ translating skills. Furthermore, the study emphasises the value of constant practice and exposure to varied language inputs in developing fluency and accuracy in translation tasks. Moreover, the study emphasises the importance of taking a balanced approach to language training that includes both explicit and implicit learning possibilities. While explicit education offers learners systematic guidance and unambiguous explanations of linguistic topics, implicit learning experiences promote inquiry, discovery, and subconscious internalisation of language patterns and conventions. Finally, by embracing novel pedagogical approaches and establishing a supportive learning community, educators may help young students become efficient interpreters and communicators in an increasingly interconnected global world. Keywords: Translating; Young Learner; and Skills.]]>
<![CDATA[Scrutinising the Contribution of Textual and Visual Resources in Campaign Posters: An SF-MDA ]]>
<![CDATA[Fauziyyah, Afifah]]>;
<![CDATA[Marlina, Neni]]>;
<![CDATA[Ruslan, Ruslan]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v3i2.10940
<![CDATA[This qualitative research aims to analyse the textual and visual resources used in four campaign posters to promote parents’ awareness of children’s language development and reveal the contributions of each semiotic resource in representing the messages in the selected posters. The research data were four campaign posters promoting parents’ awareness of children’s language development published by Worcestershire Speech & Language Therapy NHS Trust for the “We Need to Talk” Month campaign. The data was obtained from Worcestershire Speech & Language Therapy’s official Twitter account, @SLT_Worcs. The research design used in this research was Multimodal Content Analysis (Serafini & Reid, 2019). This research employed document analysis and purposive sampling techniques to collect the data. Then, the data were analysed using SF-MDA analytical tools: Halliday and Matthiessen’s ideational meaning of Systemic Functional Linguistics (2004) and Kress and van Leeuwen’s representational meaning of Visual Grammar (2006). The findings showed that the textual resources mostly have material processes, indicating that the NHS Trust is trying to invite the viewers to take action and work together to overcome the issue and raise the viewers’ awareness. Meanwhile, all of the visual resources have transactional reaction processes, which indicate that the NHS Trust is addressing the viewers directly (using a gaze) to respond and react to the represented participants’ (depicted in the posters) gaze to work together to overcome the issue being raised in the four selected campaign posters. Keywords: Campaign posters; parents’ awareness of children’s language development; Systemic Functional Multimodal Discourse Analysis; Systemic Functional Linguistics; Visual Grammar.]]>
<![CDATA[The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students Pronunciation ]]>
<![CDATA[Sholekhah, Miratu Fitria]]>;
<![CDATA[Fakhrurriana, Ria]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v2i2.7596
<![CDATA[This study analyses how students' pronunciation can be improved through the use of the ELSA Speak as a Mobile-Assisted Language Learning (MALL) tool. ELSA stands for English Language Speech Assistant. The speech recognition function of ELSA Speak is powered by artificial intelligence (AI), and it provides users with feedback to help them improve their pronunciation, which improves their ability to speak English. This study investigates the influence and potential of the ELSA Speak application on the acquisition of pronunciation by employing a qualitative research method and a strategy that relies on library research. The findings highlight the significance of having an excellent content design, an efficient pedagogical and instructional design, gamified learning elements, automatic voice recognition technology, a secure learning environment, and individualised digital feedback. The findings of the study indicate that there is considerably significant potential for the ELSA Speak application to help students improve their pronunciation skills. The consequences of this research emphasize the necessity of utilising cutting-edge mobile applications for language learning and highlight the possible benefits for students interested in improving their pronunciation proficiency. Keywords: Elsa Speak; Mobile-Assisted Language Learning; Students' Pronunciation; Pronunciation Improvement.]]>
<![CDATA[The Analysis of President Biden's Twitter Account's Representative Illocutionary Act ]]>
<![CDATA[Marzuq, Favian Gisala]]>;
<![CDATA[Listiani, Toneng]]>;
<![CDATA[Suyatman, Ujang]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v3i2.4690
<![CDATA[Representative illocutionary acts are speech acts that convey truth values based on the actual meaning of the spoken or written utterances. This research aims to identify the types and purposes of representative illocutionary acts contained in President Biden's Twitter account. The present research is grounded in John R. Searle's theory, which posits that a representative illocutionary act refers to a statement made by a speaker that is believed to be either true or untrue, depending on a prior event witnessed by the speaker. This study employs a qualitative research methodology. The subject of investigation in this research consists of President Biden's tweets, which are utilized as the primary data source. The statements are classified and examined based on the categories of representative illocutionary acts and their roles. The research findings identify various types of representative illocutionary acts that serve distinct roles based on their respective types. The act of recommending, as a typical illocutionary act, holds a significant impact due to Joe Biden's position as the president of a mighty nation. As the leader of a country with substantial capital, advanced industry, and a formidable military, Biden wields considerable global influence. Hence, the tweets of President Biden are not only monitored by American citizens but also by global citizens. Furthermore, President Biden's statements are currently a prominent global concern. President Biden frequently offers recommendations to the citizenry, who are an audience impacted by various issues or challenges, to resolve them.Keywords: Illocutionary Act; President Biden; Representative Act; Twitter Account.]]>
<![CDATA[Feedback Mechanisms of DepEd English Teachers in Modular Distance Learning: A Case Study ]]>
<![CDATA[Cagara, Cyrel Shane]]>;
<![CDATA[Gomba, Malie J.]]>;
<![CDATA[Holanda, Andrea Maling]]>;
<![CDATA[N. Montaño, Joyce Anne]]>;
<![CDATA[T. Oñas, Ricah Joyce]]>;
<![CDATA[Palami, Vanessa C.]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v3i1.6449
<![CDATA[With the shift in the educational setting from traditional classrooms to online learning for most countries and modular distance learning in the Philippines, giving feedback to the students proves to be a challenge. Research conducted during the COVID-19 pandemic, whether online or through modular learning, only included feedback as a part of the problems encountered, not as the main aspect of the research. Thus, this study explored the nature of the feedback practices delivered by English DepEd teachers to their students through modular learning. Moreover, this is primarily concerned with the teachers' experiences and methods of developing feedback for their students in this modular distance learning scheme. The study employed a qualitative research design, utilizing a single explanatory case study. The study involved eight public English high school teachers and was conducted in two public secondary high schools in Leyte. The data was collected through an interview protocol, analysed using thematic analysis, and validated through triangulation. The findings of this study revealed that explicit error correction through annotation and positive feedback through commendation are the only feedback mechanisms/corrections used by the English DepEd teachers on their modular instruction. While these practices address some of the problems in English learning through modular distance learning, it is observed that they are severely limited by internal and external factors from both teachers and students. Keywords: Feedback Practices; modular learning; teachers’ experiences and method; error correction; and positive feedback.]]>
<![CDATA[Lesson Study: A Systematic Routine to Enhance Students’ Social Character and Creative Writing Abilities ]]>
<![CDATA[Istikharoh, Lutfi]]>;
<![CDATA[Kusumastuti, Dyah]]>;
<![CDATA[Riswanto, Riswanto]]>;
<![CDATA[Masruroh, Yulfah]]>;
<![CDATA[Setiowati, Setiowati]]>;
<![CDATA[Sarno, Sarno]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v3i2.11376
<![CDATA[To effectively educate the future generation, instructors must keep up with the fast-paced global changes by being updated on advancements in science, technology, and educational trends. A very effective lecturer-teacher partnership program (KDS) that utilises lesson study can accomplish this objective. The primary objectives of the KDS are to foster educational innovation, facilitate academic research and publication, and actively involve educators and students in the field of education. The lesson study was carried out within the English Language Education Study Program, including two classes from the third semester of the Creative Writing Course, IIIA and IIIB. The program aims to cultivate and improve students’ social comportment and creative writing skills. Two iterations were carried out, and there was a noticeable augmentation in the students’ sociability from the first iteration to the second. Throughout Cycle 1, students exhibited tolerance and the ability to appreciate their peers’ perspectives. They enthusiastically participated and interacted during the group work. Their average achievement percentage was 67.47% and witnessed a remarkable increase of 85.14% in Cycle 2. The level of collaboration and unity in project completion rose from 57.61% in cycle 1 to 88.99% in cycle 2. The students’ receptiveness to the learning environment significantly increased from 52.09% in cycle 1 to 85.14% in cycle 2. The cognitive domain has significantly enhanced knowledge acquisition, particularly in students’ creative writing skills. The proportion of students in IIIA, exhibiting this proficiency increased from 37% in cycle 1 to 77% in cycle 2. In class IIIB, there was a significant 40% surge, as the percentage escalated from 43% to 83%. Thus, adopting lesson study allows students to improve their social behaviour and support their writing ability. Keywords: Creative writing; interactive learning; social character building; collaboration.]]>
<![CDATA[The Difficulties of Determining Main Idea on Students Reading Comprehension ]]>
<![CDATA[Fuqaha', Ansharul]]>;
<![CDATA[Wartim, Wartim]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v2i2.7974
<![CDATA[This study used a descriptive-qualitative method using three data collection procedures to collect research data. The instruments used in this present research are observation, interviews, and documentation. This study has two research objectives. The first goal is to comprehend the challenges English students at an institute in East Java, Indonesia, face in identifying the main ideas in student reading comprehension. The second goal is to comprehend the factors that affect English language learners’ struggles in identifying the main ideas of their reading comprehension. Based on observations, interviews, and documentation, there are two difficulties in determining the main idea in students’ reading comprehension that English learners face: the first is that there is a difference between the main idea and the topic sentence, and the second is an inductive paragraph. Based on the research results of the study, some factors influence the difficulty in determining the main ideas for English learners, among which are a lack of vocabulary, reading style, and material themes. Keywords: Main Idea; Topic Sentence; Reading Comprehension.]]>
<![CDATA[Students’ Perception of Applying Teacher-in-Role during English Learning Process: A Descriptive Study of Middle School Students ]]>
<![CDATA[Firdaus, Fatimah]]>;
<![CDATA[Melani, Melyann]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v3i1.6317
<![CDATA[Teacher-in-Role becomes one of the effective methods in the teaching and learning process which indicates the teacher also contributes to playing a role in the classroom to engage the students to take a part a role. This study aimed to describe students’ perception of applying Teacher-in-Role which reflected the purpose of Teacher-in-Role. There were some purposes namely, stabilize the students’ attention, trigger affective and cognitive responses, provide and collect information, try to speak and respond, face challenges or issues and try to handle them, and communicate patterns between teacher and students while Teacher-in-Role. This study was a descriptive study with interviews through focus group discussion as the instrument of this study. There were 10 students in one of the high schools in Padang who participated in this study. The result of this study was a positive perception of students who applied Teacher-in-Role in the classroom. It increased students’ enthusiasm for learning and built a natural atmosphere while they played a role. The students are encouraged trying to take a role due to the unique characters that should be taken. The teachers also became part of them to play the role and also provide them the precise information. However, there was a student to showed the opposite which Teacher-in-Role was ordinary because the students face issues such as nervousness, limited vocabulary, less confidence, and tend to be passive in the classroom. Overall, the students illustrated the positive perception of applying Teacher-in-Role in teaching and learning. Keywords: Descriptive study; Learning; Perception; and Teacher-in-Role.]]>
<![CDATA[The Students' Motivation and Achievement in Learning English: The Correlational Study ]]>
<![CDATA[Asrifan, Andi]]>;
<![CDATA[T. Zita, Cris]]>;
<![CDATA[Abd Al-Lateef, Ghada Tosson]]>;
<![CDATA[Enriquez, Alexis Arizabal]]>;
<![CDATA[Muthmainnah, Muthmainnah]]>;
<![CDATA[Al-Matari, Ali Said]]>
<![CDATA[ Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Siliwangi ]]>
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DOI: 10.37058/jelita.v2i2.6589
<![CDATA[The students have a lot on their plates already, and one of the biggest is the academic activity. Researchers have shown a correlation between intrinsic motivation and academic performance. Students' English proficiency is also influenced by their level of interest and effort in learning the language. The purpose of this research was to determine if and how students at MA Muhammadiyah Darul Arqam Punnia Labumpung, Kab. Pinrang is motivated to learn English based on their academic performance. Students' interest in English and effort in studying the language were found to be significantly related. This was demonstrated by a correlational study on students' motivation and their performance on an English language test. The first piece of good news is that the SPSS 21 program's computed r value is greater than the table at both the 5% and 1% significant level (0.367 0.852 > 0.47). Second, the computation of the contribution between student motivation and achievement in English showed that student motivation (variable X) contributed roughly 72.59% contribution to the achievement (variable Y) of the sample class, while the remaining 25.41% was influenced by other factors. Keywords: Students’ Motivation, Learning English, and English Achievement.]]>
