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Indonesian Journal of English Language Teaching and Applied Linguistics

ijeltal
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Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

ISSN : 25276492 EISSN : 25278746 DOI : http://dx.doi.org/10.21093/ijeltal

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) encompasses research articles, original research report, and scientific commentaries in English Language Teaching and Applied Linguistics. IJELTAL welcomes contributions in such areas of current analysis in: English Language Teaching and Learning Teaching English as a Foreign, Second or Additional Language ELT Curriculum Development ELT Materials Development ELT Testing and Assessment Computer-assisted Language Learning and Teaching Teaching Media EAP/ESP Discourse Analysis Sociolinguistics Psycholinguistics Pragmatics Translation Dialectology Second Language Acquisition Literature and Teaching

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 193 Documents

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Exploring Willingness to Communicate among Master's Students Majoring in English Education: What Makes it Different? Nurfitriana, Latifah; Basthomi, Yazid; Khoiri, Niamika El
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i2.1817

This study investigates the Willingness to Communicate (WTC) among Indonesian master's students in an English Education program, addressing a significant gap in the literature that has traditionally focused on high school and undergraduate levels. Understanding WTC at the graduate level is crucial, as these students are often expected to demonstrate advanced language skills and effective communication in professional contexts. By focusing on graduate students, this research aims to explore the level of WTC among Indonesian masterâ€™s students majoring in English education and the factors that influence it.Â Employing a mixed-methods approach, data were collected from students at a public university in East Java using a questionnaire and semi-structured interviews.Â Findings reveal that these students exhibit a high level of WTC, largely driven by self-confidence, low anxiety, and strong motivation. The study highlights the significant role of early language learning experiences and supportive learning environments in shaping WTC. Despite its contributions, limitations include a small sample size and a short data collection period, which may impact the generalizability. The implications of this research suggest the need for more tailored pedagogical strategies that enhance communicative confidence in advanced language learners, with recommendations for future research focusing on larger, longitudinal studies.

Cross-Linguistic Transfer and Language Proficiency in the Multilingual Education System of Burundi: What has the Existing Literature so far Discovered? Nsengiyumva, Dominique Savio; Oriikiriza, Celestino; kalyango, Sarah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.770

This paper discussed Cross-Linguistic Transfer (CLT) and Language Proficiency in multilingual education in general and highlighted samples of CLT in Burundi as the existing literature reveals. As there exist CLT on all linguistic levels, this discussion has provided examples of phonological (including phonetics), lexical and semantic, and syntactic transfer. It has been realized that there exist a limited number of publications related to CLT among languages studied in the multilingual education system of Burundi. Yet analyses of CLT would supply interesting samples of linguistic features that are likely to be transferred. This would be useful for both language curriculum designers and language policymakers in deciding which language features to supply in language curriculum materials. Furthermore, teachers would find ways of helping learners to improve their language proficiency based on samples of CLT analysis.

Exploring Myanmar EFL Teachers' Perceptions, Practices and Challenges Toward the Use of AI Writing Tools Yu, War War; Wilang, Jeffrey Dawala
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2157

Artificial intelligence (AI) tools are becoming increasingly widespread in EFL classrooms as many applications support students in various aspects of language learning. Consequently, many EFL teachers are adapting to and embracing AI as a practical aid in their teaching. This study investigates Myanmar EFL teachers' perceptions of AI writing tools, their integration into teaching practices, and the challenges encountered in their use. A phenomenological research design was adopted, and qualitative data were collected through semi-structured interviews with ten Myanmar EFL teachers. The data technique used in this study was thematic analysis. The findings reveal that teachers utilize AI writing tools for student assessment, facilitating the learning process, sourcing writing materials, and planning lessons. While AI writing tools are perceived as beneficial for both students and teachers, concerns remain about their potential negative impact on students' writing skills and overall language development. Additionally, teachers face significant challenges in integrating AI writing tools due to issues such as internet instability, power outages, and limited technological knowledge. This study provides insights into the role of AI writing tools in EFL instruction in Myanmar and elsewhere, highlighting the need for improved technological infrastructure and teacher training to maximize their effectiveness.

EFL Pre-Service Teachers' Experiences Using a Digital Multimodal Composing Framework to Design Digital Storytelling Books Navila, Ais; Rochsantiningsih, Dewi; Drajati, Nur Arifah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1561

In the twenty-first century, educators must have competency in technology integration in language classrooms for language learning, which should receive much attention in teacher training programs and professional development. Furthermore, integrating digital multimodal composing into English language teaching through digital storytelling books might assist teachers in building their technological abilities. Therefore, this study aims to investigate the pre-service teachers' experiences in designing digital storytelling books with digital multimodal composing frameworks. The present study adopted narrative inquiry to elucidate pre-service teachers' experiences designing digital storytelling books with multimodal composing framework. This study highlights the experiences of four postgraduate students as pre-service EFL teachers in designing digital books as teaching media. According to the findings, pre-service teachers employ the critical, creative, and technical domains as phases in creating digital storytelling books, which include information from written reflections and interviews. Further research needs to examine the teacher's perceptions of designing digital books as teaching media in real class and students' perceptions when using books designed by the teacher.

Developing Writing Module for the Fourth-Semester Learners of English Department at State Islamic Institute of Palopo Syam, Andi Tenrisanna
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 1 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i1.548

This research aimed to develop an appropriate module based on the writing needs of the learners. The author took the fourth-semester learners of the English Department at the State Islamic Institute of Palopo in the academic year 2018/2019. The author involved 40 learners as her participants. The method of the research was Research and Development. The author used the ADDIE model. The ADDIE model consisted of five stages, namely analysis, design, develop, implementation and evaluation. The instruments of the research were questionnaires and documents. The data were analyzed quantitatively qualitatively. The results of the content, the design, and the media experts validation showed that the module got good and very good category. The writing I module quality based on the learnersâ€™ response in the field try-out showed that 75% of learners very agree and 25% of learners agree with the materials presented in the module. The result of this research hopefully gives a contribution to some parties, especially to the writing I lecturers and to the other researchers.

Navigating Western and Islamic Cultural Values in English Education: A Narrative Case Study of Teachers at International Islamic Boarding School Farah, Rafika Rabba
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1850

Globalization has urged many students across the globe to be proficient in achieving academic success and career, including those Muslim students studying in boarding school settings. Scholars have debated the intertwin between English and Western culture. However, empirical studies that discusses the relationship between English and Islam is not well explored. This study aims to provide new insights into this complex matter, particularly on how teachersâ€™ beliefs and experiences in English teaching at Islamic-affiliated schools is delivered. The method applied in this present research is a qualitative design, particularly using a narrative case study. Applying the design, this study explores the participantsâ€™ personal stories that are unique and rich with the relationship of social, cultural, and political measurement in reshaping their experiences. Thus, to achieve the answers, four teachersâ€™ belief and their pedagogical practices in teaching English to students at the International Islamic Boarding School (IIBS) in Malang Region Indonesia were investigated through a semi-structured interview. Results reveal that English teaching at the schools was contextualized to the school vision and value which is to instill Islamic principles; teachers believe English has conflicting norms to Muslim studentsâ€™ values; English activities are massively exposed to the Muslim students through several English enrichment programs; and English is prepared for students to be both competent in their future professional works and to spread the message of Islam. This finding has shed light that English teaching at Islamic-based schools can be contextualized to studentsâ€™ needs and school cultures. Thus, this study contributes to explaining how teachersâ€™ belief shapes their English teaching practices through designing Islamic pedagogy for their Muslim students.

Investigating the Use of Speech Act of Suggestions of Turkish ELT Students
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 6 No. 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i1.852

This paper outlines an attempt to research the speech act of suggestion of ELT students majoring at a state university in Turkey. A written discourse completion task (WDCT) and a semi-structured interview were used to collect data. The WDCT was developed by the researcher, and the responses of the participants were analyzed based on Martinez-Flor’s speech act of suggestion criteria. Regarding the participants' answers, it can be said that most of the participants used more conventionalized forms rather than the other forms. The data revealed that ‘direct strategies’ were the least used ones, but ‘hints’ were never used. Moreover, gender and high school differences did not play a prominent role in the production of suggestion strategies. It is believed that the findings of this study will enlighten our knowledge to understand some Turkish EFL/ELT university students’ production and perception of the speech act of suggestion because most of the studies in the Turkish context were about either refusal or complaining strategies; therefore, this study is believed to fill in this gap in this area. Correspondingly, this present study will also pave the ground to reconsider some critical points regarding the gap in the literature.

Mobile-Assisted Language Learning (MALL) in Indonesian Islamic Higher Education Yudhiantara, Rully Agung; Saehu, Andang
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 1 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v2i1.52

Mobile phone use has been studied in its connection with foreign language learning by many researchers concerned in Mobile Assisted language learning (MALL) for more than a decade. In Indonesian Islamic higher education context, the issues of MALL Â has not been discussed extensively.Â To respond to this need, this study was aimed at investigating the following research question:Â 1) How do students use their mobile phone to learn English Monolingual Dictionary (EMD) application?; 2)How do students use their mobile phone to support English language learning?. This study employed the qualitative method using case study. To collect data, this study applied observation to find out studentsâ€™ engagement in using the mobile phone for learning EMD application. Students participated in this study were 40 students. Findings showed that students were able to use the mobile phone to use EMD application in English language learning (ELL). They demonstrated skill in operating EMD application which was realized in their knowledge concerning, pronunciation, grammar and meaning information when searching a particular word. In addition, there were many features that students seized from the mobile phone for English language learning. They used audio feature to operate EMD from mobile phone to boost listening skill. Their mobile phone facilitated them to record video project presenting their vocabulary learning. These activities could be done by their mobile phone existence as an introductory effort toward MALL implementation in ELL in Islamic Higher education. Â

The Students' Responses on Learning English Phonology Deploying Scaffolding: How does This Technique Support Higher Linguistics Stages? Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1271

The indicated research aimed to identify pupilsâ€™ reactions to the deploying scaffolding technique to learn English phonology. In this research, the data were assembled for 5 months, starting from February to June 2022, and they were gained through observation and distributing questionnaires by individual and group assessment. It involved 48 Indonesian college students in the second semester who were majoring in English and joining English phonology classes as well. The students and lecturers conducted demonstrative school room reciprocal action in English interaction phases in UIN SATU Tulungagung, East Java, Indonesia. The inputs could be figured out by adopting a qualitative way. From the results, it can be discovered that the implementation of scaffolding techniques in understanding English phonology influenced students deeply. The result showed that some studentsâ€™ perspectives included: the students â€˜handling difficulties in conducting teamwork for scaffolding technique, studentsâ€™ ability in understanding English phonology, and studentâ€™s attitudes towards the implementation of scaffolding during the learning process.

English Vocabulary Size of Indonesian High School Graduates: Curriculum Expectation and Reality Mustafa, Faisal
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 2 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v3i2.278

Vocabulary is most important in learning a language, and thus it should be taught before teaching other language skills. Teachers need to plan which words to teach to make students learn vocabulary easier; however, Indonesian high school curriculum does not specify which vocabulary to teach. Therefore, this research was aimed at finding out the list of vocabulary required by the curriculum of junior and senior high schools in Indonesia and whether they have learned those words after graduating high school levels. Vocabulary used in texts in the national examinations is interpreted as the curriculum-expected vocabulary; therefore, the data for curriculum expectation were collected from previous national examinations. The vocabulary was classified based on most-frequently used vocabulary provided by Nation (2006) with 14,000 word-families categorized into 14 levels. Only the first 5 levels (1st - 5th 1,000) were used in this research. Later, 1,775 high school fresh graduates were tested with this vocabulary to predict the percentage of the vocabulary they have learned. The results showed that the expected vocabulary size of junior high school graduates was the 1st 2,000 words and the 1st 3,000 words for senior high school graduates. Compared to the graduate predicted vocabulary size, they only had 72% vocabulary in the 1st 1,000, 54% in the 2nd 1,000, 49% in the 3rd. These results suggest that the graduate vocabulary size has not satisfied the curriculum expectation; therefore, Indonesian high school students should be taught all words in the first 3,000 list to be able to comprehend texts in the national examination.

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Editorial Address Faculty of Teacher Training and Education, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda Jl. H.A.M. Rifadin, Samarinda, Kalimantan Timur, Indonesia.

Location Kota samarinda, Kalimantan timur INDONESIA

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Contact Name
Umar Fauzan

Contact Email
umar.fauzan@uinsi.ac.id

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Journal Mail Official
ijeltalj@gmail.com

Editorial Address
Faculty of Teacher Training and Education, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda Jl. H.A.M. Rifadin, Samarinda, Kalimantan Timur, Indonesia.

Location
Kota samarinda,

Kalimantan timur

INDONESIA