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Journal of Education, Language Innovation, and Applied Linguistics
Published by Universitas Siliwangi
ISSN : -     EISSN : 28282930     DOI : https://doi.org/10.37058/jelita
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
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).
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 39 Documents
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Infused Social Emotional Learning (SEL) Skills in Oral Communication Tasks Yin, Xiaoyu; Ordonio, Mary Rose Mangonon
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i2.10623

Abstract

This study aimed to identify the social-emotional learning skills infused in the oral communication tasks utilized in a Chinese Senior High school in Baguio City, Philippines. Through the use of qualitative descriptive research design and the rigorous process of document analysis, the researcher found out that the activities, tasks, and the whole curriculum in oral communication of the selected locale of the study highlight responsible decision-making to be the most evident hence prioritized SEL skill being developed in the said subject followed by relationship skills, social awareness, self-management, and self-awareness respectively based on the frequency of occurrences of these in said activities. Thus, it can be agreed based on the result that responsible decision-making has been focused predominantly on the activities used to develop skills concerning problem-solving and analyzing which are essential for students to be competitive in the 21st century. It can also be deducted that the curriculum of the said locale of the study should further include other SEL skills primarily highlighting social awareness and relationship skills, as they were perceived to be essential in oral communication. Keywords: Social-Emotional Learning (SEL); responsible decision-making; oral communication; social awareness; relationship skills.
Strategies and Challenges in Teaching Speaking by English Tutors: A Study in Madani Super Camp English Classes Sukmojati, Edi; Ribahan, Ribahan; Rahmat, Hery
Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i2.7791

Abstract

Speaking is an important skill needed in communication and requires good training as well as professional and experienced English tutors. The speaking tutors will encounter various difficulties and need to employ effective teaching strategies to overcome them. This study aimed to find out the types of challenges faced by the English tutors in the Madani Super Camp (MSC) Course Narmada in teaching speaking and the types of learning strategies applied by the tutors to overcome the challenges in teaching speaking. This qualitative descriptive research involved eight English teachers in the MSC Course Narmada as respondents. The data were obtained by using closed-ended questions and semi-structured interviews, which were transcribed descriptively. In addition, the data analysis used is data reduction, data display, and conclusion drawing. The results of the research showed that the tutors faced five challenges in teaching English, including a lack of student discipline, additional work, a lack of self-confidence, a lack of technical teaching, and controlling the classroom and class management. The researcher reveals the research findings related to the learning strategies applied by the tutors to overcome the challenges in teaching speaking ability, including discussion and classroom interaction, storytelling, classroom practice, games, and picture descriptions. Keywords: Tutors’ Challenges; Tutors’ Strategies; Teaching Speaking.
Students’ Perception of Using Mind Maps to Improve Students’ Writing Ability Hanggrasawani, First Tista; Buana, Tetuka Yuma; Swari, Dayinta Resty Nindya; Nugrahaeni, Dwitiya Ari; Faradisa, Farikah
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i1.7649

Abstract

This study aims to explore the students’ perception of using mind maps to improve their writing skills, especially in writing an article. The researcher also has a goal to find out the advantages of applying mind maps in learning writing. Qualitative methods are applied in this research. 28 students in the sixth semester of an academic writing course are the participants in this study. The data of this research are collected using a questionnaire. The questionnaire was designed with closed and open-ended questions. The average score of each statement in the close-ended question is classified as a good perception according to the interval score interpretation. The result of the open-ended question also showed a good perception from the participants. The study carefully analysed the acquired data using the approach indicated above. The qualitative analysis revealed strong themes about the students' perceptions towards mind maps as a tool for improving their article writing skills. These motifs were subsequently explored through extensive coding and thematic analysis. Furthermore, the study investigated the specific benefits that students perceived from incorporating mind maps into their writing process. Through in-depth interviews and textual analysis of open-ended responses, the researcher highlighted major benefits such as greater organisation, increased idea production, and increased clarity in communicating ideas in their papers. Moreover, the results of this study provided insight into the efficacy of mind maps as an educational tool in academic writing. The excellent reception and constructive feedback from participants highlighted mind maps' ability to encourage a more structured and coherent approach to writing, enabling the development of critical writing abilities required for academic achievement. Keywords: Advantages; Mind Map; Students’ Perception; and Writing Ability.
Speech Acts in EFL Context: A Literature Review Sulastri, Fera; Saptiany, Shella Gherina
Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i2.6879

Abstract

As a part of crucial skills of communicative competence, there have been enormous studies discussing speech acts. This study aimed at investigating speech acts as interlanguage pragmatics focusing on EFL context. Two main questions addressing on (1) how speech acts availability in text-book used by EFL learners, (2) the frequency of speech acts occurring in the EFL classroom context. By reviewing 20 journals from various reliable sources thematically, it is found that speech act availability in the textbooks exists with an unbalanced proportion of speech act types. In addition, the books provide fewer various strategies of speech acts. Concerning the frequency of speech acts in the EFL classroom, directives are mostly used by the teacher while students tend to use various kinds of speech acts. Further study suggested digging into more contextual settings. Keywords: Speech Acts, EFL, Text-Books
The Impacts of Self-Efficacy on EFL Learners’ Speaking Skills Wijaya, Kristian Florensio
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i2.6878

Abstract

In L2 speaking learning contexts, highly self-efficacious EFL learners are characterised as speakers capable of sharing their ideas confidently with other interlocutors as they have put a higher degree of belief towards their current speaking competencies. In support of self-efficacy, EFL learners are strongly willing to proceed with the complex speaking learning processes as they are prompted to foster their L2 communicative competencies to the utmost level. This small-scale library study was initiated to reveal the potential impacts of self-efficacy on EFL learners’ speaking skills. To achieve the primary study objective, 30 previous self-efficacy studies were profoundly reviewed with a thematic analysis to yield more understandable and trustworthy research results. Based on the obtained research results, it is strongly suggested that second language-speaking learning instructors infuse the robust construction of self-efficacy within EFL learners since they can progressively transform into more successful and confident L2 speakers. In conclusion, a higher degree of self-efficacy growth allows EFL learners to persistently confront various speaking learning impediments due to the successful employment of their speaking learning strategies mutually interlinked with the current speaking learning situations.   Keywords: Self-efficacy; Speaking skills; EFL learners.
Voicing Philippines and Indonesian Students' Needs of Automated Written Corrective Feedback in EFL Writing Classrooms Herda, Rozanah Katrina; Principe, Regine Aguilar; Travero, Arnel S.; Pratama Harahap, Muhammad Fadhly; Viantika, Salma; Hamidi, Mohammad Arif
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i1.8920

Abstract

In EFL writing classrooms, students learning L2 need correction or feedback for their writing. However, the teachers' limitation in time management becomes one of the reasons students can not gain detailed feedback. In line with that, the growth of the digital platform in the 21st-century learning era brings a thought that corrective feedback for L2 writing can be accessed and gained through automated written corrective feedback (AWCF) to ease students' learning and improve their writing ability. This quantitative study aimed at revealing students' need for automated written corrective feedback. The participants of this study were 532 students from the Philippines and Indonesia. The questionnaire was used to collect data and analyzed using the SPSS version 25 to know the percentage and descriptive statistics. The study's findings revealed that students from two states need technology tools to provide written corrective feedback to improve their writing proficiency in the L2 context while solving their problems of vocabulary and grammar limitations. Furthermore, the feedback can grow their confidence to provide L2 writing. The findings of the student's needs can be used as the basis for creating ideal writing scenarios.
The Use of Bilingualism Strategy as a Communication Tool in English Learning Pauziyah, Rosmalinda; Zifafiyyah, Lailatuz
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i1.5247

Abstract

One of the difficulties faced by English teachers is how to make English acceptable, understood, and well-controlled by their students. One of the strategies to use is bilingualism or using both students’ first and target languages in the classroom. This research aims to investigate the types of bilingualism in the vocabulary mix used in Indonesian English classes and explore the functions of bilingualism in the English learning process. This research was conducted by a descriptive qualitative. To collect the data, this research employed content analysis. Meanwhile, to analyse the data this study employed the theory of Lasswell’s idea: quantification of the word domain (types of bilingualism in vocabulary mix). Based on this research, it has been found that there are three types of bilingualism in the English learning process in Indonesia with a vocabulary mix of Indonesian vocabulary and English vocabulary, they are compound bilingualism, coordinate bilingualism and subordinate bilingualism. Its functions in the English learning process are to provide opportunities for students to speak English with each other, the learning process feels fun, and students are easier to understand the material. In addition, another phenomenon was found, namely the most used type of bilingualism is coordinate bilingualism. The benefits of the result are information as well as references to support teaching and learning activities using bilingualism in English class learning. Keywords: Bilingualism; communication tools; English learning.
An Analysis of EFL Students Perspective on Classroom Activities during Extensive Reading Class Panggabean, Christina Innocenti Tumiar; Triassanti, Risa; Avila Kurniawati, Sintia; Ambarsari, Lusi; Novitasari, Dwi
Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i2.7033

Abstract

This article aims at explaining the EFL students’ perspectives on classroom activities on classroom activities during Extensive Reading Classes. To be specific it describes the classroom activities and the students’ perspectives on the activities in Extensive Reading Classes. Descriptive qualitative is used as the research design of this study. The participants of this study were a lecturer of the Extensive Reading class and 12 students of the English language education class 2019 in the Faculty of Teacher Training and Education of PGRI Ronggolawe University. To collect the data observation using video recording, questionnaire, and interview were used. The data were analyzed descriptively. From the analysis, the result showed that classroom activities used in Extensive Reading classes were reading activities by individual students in which the students chose their reading materials freely, and then they chose two reading materials to be presented in the class. From the study, it was also found that the students felt satisfied with the activities and stated that they could improve their reading skills after taking the Extensive Reading Class. However, the students agreed that the classroom needed some improvement to make the activities more fun and interactive. Keywords: Classroom Activities; Extensive Reading; Students Perspective; Qualitative.
Conquering Communication Barriers: The English Quarantine Al Badriyah Program to Enhance Speaking Skills Sukmojati, Edi; Rahmat, Hery
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i2.11405

Abstract

Amidst the rapidly evolving global landscape, proficiency in English language skills has become indispensable for accessing information, facilitating effective communication, and engaging in global interactions. This necessity is particularly pronounced for students in Lombok who actively participate in diverse sectors such as agriculture, academia, and trade. Understanding the importance of English proficiency in these contexts, this study explores the communication barriers experienced by students during their learning process. It investigates the underlying factors that impede the development of their speaking skills. The qualitative study involved eighteen participants enrolled in the English Quarantine Al Badriyah (EQAB) Program, with eight selected as primary informants for detailed interviews. Data collection methods included closed-ended questions and semi-structured interviews, which were meticulously transcribed and analysed using data reduction, data display, and conclusion-drawing techniques. The research revealed several significant barriers hindering students’ English-speaking skills, including nervousness, lack of vocabulary, and shyness. Conversely, the study identified motivation factors, positive feedback and agreeable activities as pivotal elements that could effectively enhance students’ speaking proficiency. This study underscores the critical role of English language proficiency in empowering students to overcome barriers and actively participate in global discourse. By addressing these challenges and leveraging supportive factors, educators and stakeholders can better facilitate the development of robust English communication skills among students in diverse educational and professional settings.Keywords: Communication Barriers; Enhancing English; Speaking Skills.

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