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JELT (Jambi-English Language Teaching)
Published by Universitas Jambi
ISSN : -     EISSN : 25033840     DOI : https://doi.org/10.22437/jelt
Core Subject : Education,
Languange, Linguistic, Communication & Media
Jambi-English Language Teaching (JELT) is an international refereed journal in English language teaching. It publishes articles that explore the application of English language in teaching and everyday experience of English in education. Its scope is national and international in that it welcomes articles from academicians, researchers, graduate students, and policy makers. All articles should be in English. The journal publishes articles in English language teaching, issues in teaching and methodologies and application of material designs of English such as in the following disciplines : 1. English language teaching 2. Applied Lingusitics 3. Teaching Methodologies 4. Curriculum Development and Syllabus Design 5. Material Design 6. Teacher Education and Professional Development 7. Linguistic Theories and English Language Teaching 8. Teaching English Specific Purposes
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 99 Documents
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AN ANALYSIS OF TRANSLATION STRATEGIES USED IN TRANSLATING FIGURES OF SPEECH IN THE COMPANION PIECE "HOTEL VALHALLA: GUIDE TO THE NORSE WORLDS" Ricky Ilham Kurniawan
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2023): Vol. 7 No. 2 (2023)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v7i2.18402

Abstract

This study aims to analyze the translation strategies and translation acceptability of the figurative language that are frequently used in the “Hotel Valhalla” companion book. Due to cultural differences between English and Indonesian languages, literal rendition of these figurative language may not be available and the translator may need to implement strategies to achieve equivalent expressions. The researcher employed a qualitative research approach involving data collection. Based on the result of the study, the researcher identified ninety figures of speech from the book with the following translation strategies: Translation by implementing less-expressive words in a similar figurative language with similar meaning, translation by cultural substitution in a similar figurative language with similar meaning, translation by a paraphrase with related words in a similar figurative language with similar meaning, translation by loaning words in a similar figurative language with similar meaning, translation by implementing similar figurative language with similar meaning, translation by cultural substitution in a different figurative language with similar meaning, translation by a paraphrase with unrelated words in a different figurative language with similar meaning, translation by omission, translation by a paraphrase with unrelated words, and translation by a paraphrase with related words. For the translation acceptability, seventy translations were considered ideally acceptable, sixteen translations were considered less acceptable, and four translations were considered unacceptable. This study indicated that the translator implemented ten translation strategies to translate the figures of speech from the companion piece with most of the translations considered ideally acceptable.
EFL PRE-SERVICE TEACHERS’ PERCEPTION IN TEACHING ENGLISH PROCESS DURING KAMPUS MENGAJAR PROGRAM Rizka Ananda Bin Ladi; Robi Soma
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2023): Vol. 7 No. 2 (2023)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v7i2.27400

Abstract

Kampus Mengajar program as one of Merdeka Belajar-Kampus Merdeka (MBKM) programs initiated by the Minister of Education and Culture of the Republic of Indonesia in 2020 is one of the programs that aims to provide opportunities for students to learn and develop themselves through activities outside the classroom. Therefore, this study aims to explore the perception of EFL Pre-service Teachers’ Perception in Teaching English Process during Kampus Mengajar Program. By using a qualitative descriptive method, five Pre-service teachers of the English Education study program at University of Jambi were interviewed as alumni of Kampus Mengajar program batch 4. The data were analyzed by using data reduction, data display and verification developed by Miles and Huberman (1994). The results of this study, there were also many problems faced by the participants such as lack of experience in teaching, lack of facilities for teaching, difficulties with students’ abilities in learning English, and difficulties with the school location. Despite that, there were also some strategies used by the participants to overcome those problems such as maximizing preparations for teaching English process, have backup plan for the facilities, learnt to know students’ needs, and leaving early if the school is far away.
THE EVALUATION OF A VIDEO-BASED TEXTBOOK FOR LISTENING FOR GENERAL PURPOSES SUBJECT Hustarna Hustarna
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2023): Vol. 7 No. 2 (2023)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v7i2.27950

Abstract

Textbooks are essential in education. They are used as learning tools to facilitate the teaching and learning process. Before deciding what textbooks will be used or whether the textbook is still appropriate, it is essential to evaluate it. This present study aims at evaluating a video-based textbook for Listening for General Purposes. The research used a content or document analysis approach, which belongs to a descriptive qualitative study (Ary et al., 2010). The instrument was a rubric containing criteria for good textbooks. The data were analyzed qualitatively based on the criteria of designing good textbooks. The finding shows that the textbook is good in terms of language and practicality. The textbook is very practical for lecturers who teach the listening subject in that it gives very clear steps for the lecturers on how to teach each unit of the book. On the other hand, the textbook and videos used still have some weaknesses. They relate to the appropriateness of the contents of the textbook and videos used with the curriculum and students' language level and the quality of the layout. The layout is just like a module. In addition, the quality of some audio and visuals is still bad. Many videos still have subtitles that do not match with the objective of using the videos, namely, to improve students' listening ability.
DESIGNING SUPPLEMENTARY GRAMMAR MATERIALS FOR GRADE 10 STUDENTS OF MAN1 BATANG HARI BY USING CARRD Mujapasa, Hannafirsta Seroja; Saharudin; Mardiah, Radiatan
JELT (Jambi-English Language Teaching) Vol. 8 No. 1 (2024): Vol. 8 No. 1 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i1.14189

Abstract

The English textbook used by grade 10 students has very little grammar material and the work sheet which aims to support the textbook has many grammar errors. Therefore, researcher sees the need to design supplementary grammar materials in the form of website to support students’ independent learning. This research aims to know the process of designing supplementary grammar materials for grade 10 students of MAN 1 Batang Hari and to know the feasibility of the product based on the media validator, content validator, and students’ assessment. The method used is Research and Development. ADDIE Model was used for the framework. The participants of this research are the grade 10 students of MAN 1 Batang Hari. The data of this research were taken through questionnaires and document analysis. The stage of media development started from analysis phase which consists of need analysis and document analysis, then designing the product according to the results of analysis phase, developing the product step-by-step, and implementing the learning website a class of students. The learning website had been validated by validators and the result showed that content validator scored 3.8 content-wise and 4 usability wise. Then, the media validator scored 4.2 appearance-wise and 4.5 programming-wise. According to the level category, the content and media validator deemed this product as feasible and valid to be implemented. The students’ assessment scored 4.5 overall, which is categorized as excellent. Key terms: Supplementary Materials, Development of Learning website, Learning website for grammar materials
STUDENTS' PERSPECTIVES ON THE USE OF DISCUSSION FORUM IN E-LEARNING TOWARDS CRITICAL THINKING SKILLS AT ONE UNIVERSITY IN JAMBI Cemara Gita
JELT (Jambi-English Language Teaching) Vol. 8 No. 1 (2024): Vol. 8 No. 1 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i1.27073

Abstract

The Discussion Forum is a feature of asynchronous learning in e-learning. It enables discussions between lecturers and students, as well as among students themselves. Unfortunately this feature is rarely used by lecturers while using e-learning. This research investigated students’ perspectives on the use of Discussion Forum in e-learning towards critical thinking skills. The aims of this research: (1) To describe students' experiences when using Discussion Forum in e-learning; (2) To describe students' perspectives on the use of Discussion Forum in e-learning, towards critical thinking skills. To collect the data for this research, qualitative methods such as interviews and document analysis were employed. The research was conducted at a university in Jambi, involving eight participants from the 2019 class of the English education study program. The findings of this research indicated that students are familiar with and have utilized Discussion Forum extensively during their e-learning journey. Notably, there are discernible signs of the application of critical thinking skills within this Discussion Forum. Almost all participants expressed their satisfaction with utilizing the Discussion Forum due to the absence of pressure and the opportunity to express their opinions without any sense of urgency. The participants affirmed that the use of Discussion Forum can be considered a valuable alternative for fostering critical thinking skills, particularly in an educational context. However, they also stated the need for significant guidance from lecturers and increased student participation to fully maximize the potential of the Discussion Forum. Keywords: Students’ perspectives; discussion forum; e-learning; critical thinking skills.
STUDENT PERCEPTION ON THE USE OF DIGITAL COMIC IN LEARNING VOCABULARY: A CASE STUDY AT ONE TEACHER TRAINING INSTITUTIONS Rizky Nur Hidayah; Nunung Fajaryani; Nely Arif
JELT (Jambi-English Language Teaching) Vol. 8 No. 1 (2024): Vol. 8 No. 1 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i1.30223

Abstract

The purposes of this qualitative research are to explore how EFL learners perceive the use of Digital Comics in learning Vocabulary and explain how Digital Comics are used for learning Vocabulary. In doing the research, the researcher used a case study approach for the design to provide a rich source of data on individuals’ experiences. Four participants participated in this research and they met the inclusive criteria for the research, including the Active students of Universitas Jambi in English education Study program who used Digital Comic beyond the Classroom, students who used Digital Comic in English version (not in Bahasa), and willing to voluntarily participate in the research. In collecting the data, the researcher employed semi-structured interviews. The researcher used the Qualitative Data analysis by Miles and Huberman (1984) to analyze the data from participants. Miles and Huberman (1984) identified three subsequent steps in data analysis: Data reduction, Data display, and Conclusion. The results indicated that four themes in how EFL learners perceive the use of Digital Comics in learning Vocabulary were identified, including, 1) Comic as Entertaining Media; 2) Flexibility of Digital Comic; 3) Affordable cost of Comic use, and 4) Positive Attitude towards Digital Comic Engagement. This Research also revealed that there were five identified strategies used by EFL students in learning vocabulary through Digital Comic, including, 1) Learning through Visuals; 2) Guessing the Word; 3) Integration with Language Apps; 4) Students acquire informal vocabulary; 5)Note taking; 6) Word practicing in daily activities.
STUDENTS' DIGITAL READING COMPREHENSION CHALLENGES ON ACADEMIC TEXT Suska Rika Mukti Rahayu
JELT (Jambi-English Language Teaching) Vol. 8 No. 1 (2024): Vol. 8 No. 1 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i1.31211

Abstract

This research aims to explore the challenges of digital reading comprehension on academic text faced by third-semester students at Jambi University. In conducting this research, the researcher used descriptive qualitative methods. Five participants participated in this research and met the criteria desired by the researcher, such as active third-semester students, students who had completed reading for academic purposes courses, and students who were willing to be involved in this research. The researcher used semi-structured interviews as an instrument in data collection. The data is then processed through three stages, namely, data reduction, data display, and drawing conclusions or verification. The final results reveal that there are two categories in the challenges of digital reading comprehension on academic text. The first category is technology issues which include low reading interest, eye strain, internet connection, concentration, and too much information. Meanwhile, the second category is academic reading comprehension challenges which include vocabulary, complex sentences, and unfamiliar topics. In conclusion, students face challenges in digital reading comprehension on academic texts, especially in aspects technology and comprehension.
TRANSLATION TECHNIQUES USED IN AUDIO-VISUAL TRANSLATION: SUBTITLING AND DUBBING - ORIGINAL SOUNDTRACK MOVIE IN FROZEN 2: INTO THE UNKNOWN Lubis, Putri; Thabran, Yulhenli; Habizar
JELT (Jambi-English Language Teaching) Vol. 8 No. 1 (2024): Vol. 8 No. 1 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i1.31235

Abstract

The aims of this research were to determine the types and the most dominant translation technique used to translate the source language into the target language in subtitling and dubbing in OST Frozen 2: Into the Unknown. This research uses qualitative research design. The data was derived from the lyrics of Disney’s “Into the Unknown” song. The subtitling version was taken from the Frozen 2 movie. While the dubbing version comes from one of Indonesia’s television networks, GTV. The researcher conducted this research by collecting, classifying, analyzing, and concluding the data. The results of this research showed that ten translation techniques by Molina and Albir (2002) were found in the subtitling version, are Adaptation (1 data), Amplification/Addition (1 data), Calque (4 data), Compensation (1 data), Established Equivalent (2 data), Linguistic Amplification (2 data), Literal Translation (7 data), Modulation (2 data), Reduction (9 data), and Transposition (3 data). Reduction technique is the most dominant translation technique in the subtitling version. It has the highest data frequency, 9 data. However, ten translation techniques by Molina and Albir (2002) were found in the dubbing version, those are Adaptation (1 data), Amplification/Addition (1 data), Calque (1 data), Compensation (1 data), Established Equivalent (1 data), Linguistic Amplification (2 data), Linguistic Compression (7 data), Literal Translation (1 data), Modulation (3 data), and Reduction (10 data). Reduction technique is the most dominant translation technique in the dubbing version. It has the highest data frequency, 10 data.
JUNIOR HIGH SCHOOL STUDENTS’ LEARNING STYLES IN LEARNING ENGLISH Hustarna; Masbirorotni
JELT (Jambi-English Language Teaching) Vol. 8 No. 1 (2024): Vol. 8 No. 1 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i1.32207

Abstract

The success of English teaching and learning process depends on many things. One of them is the compatibility of the teaching method, teaching and learning process, and the characteristics of the students. One of the students’ characteristics is learning styles when learning English. This study aims at investigating learning styles of students at two state junior high schools in Jambi city. This study employed descriptive and quantitative research design, using a questionnaire as the instrument. The result of the study shows that of the sixth learning styles, the learning styles mostly used by the students are kinesthetic, tactile, and learning in group. Besides, the students appear to exhibit multiple minor learning styles.
THE ANALYSIS OF STUDENTS’ DIFFICULTIES IN PRONOUNCING ENGLISH AFFRICATIVE CONSONANTS AT THE ENGLISH EDUCATION PROGRAM OF UNIVERSITAS JAMBI A'yuni, Indah Qurrata; Volya, Duty
JELT (Jambi-English Language Teaching) Vol. 8 No. 2 (2024): Vol. 8 No. 2 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i2.35464

Abstract

This research analyzes the difficulties in pronouncing affricative consonants for the English Education department of Universitas Jambi students. This study uses a mixed method, which uses qualitative and quantitative methods to collect the data. The sample of this research was 10 students registered in 2020 at the Universitas Jambi English Education Department. The researcher used a test and an interview as the instruments. This research results from 10 students; 2 of 10 were categorized as high ability, 4 of 10 were categorized as average ability, and 4 of 10 were categorized as low ability. The average score was 54,59, categorized as poor according to the percentage scale by Djumingin .S (2017:596). From the interview results, according to Antaris and Omulu (2019), factors are language origin, age, exposure, inherent phonetic capability, language and ego, and last, effort and commitment to proper pronunciation. The students found it difficult to pronounce English because English is not their first language or mother language. The student always uses their mother language rather than English in daily communication. Therefore, the results of this study with the low average score of the students were caused by English not being their first language and the rare use of English in daily conversations.

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