Indonesian Journal of English Language Teaching and Applied Linguistics
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
Articles
200 Documents
<![CDATA[Enhancing the Academic Writing of EFL Learners: An Analysis of Effective Strategies through Meta-Synthesis ]]>
<![CDATA[Fadhly, Fahrus Zaman]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 2 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v6i2.1438
<![CDATA[This study presents a meta-synthesis analysis of the challenges faced by English as a Foreign Language (EFL) learners in composing academic writing (AW). A comprehensive literature review was conducted to identify relevant studies on EFL learners' difficulties in AW, leading to the inclusion of 25 articles in the final analysis. The selected articles were systematically analyzed and synthesized to identify common themes and patterns related to the difficulties EFL learners face in AW. The findings revealed five major categories of challenges: including linguistic difficulties, organizational and coherence problems, cultural and sociocultural factors, feedback and revision, and motivation and self-efficacy. Based on the meta-synthesis, recommendations for teaching and learning practices are provided, as well as directions for future research in the area of EFL composition. By understanding the challenges faced by EFL learners in composition, educators can develop targeted interventions and support strategies to facilitate their students' progress and success in composing texts.]]>
<![CDATA[Psycholinguistics and Metacognition Effect in Verbal Language Communication Ability on Practical Teaching of Physics Education Students ]]>
<![CDATA[Rozelin, Diana]]>;
<![CDATA[Sukarno, Sukarno]]>;
<![CDATA[Muhaimin, Muhaimin]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v9i1.1549
<![CDATA[This study aimed to determine and describe the influence of psycholinguistics and metacognition on the ability of physics education students to use verbal language in the learning process. Quantitative research is used to measure the level of influence between variables, and then the case study is used to determine the sample. Based on the data, it could be concluded that the ability of psycholinguistics had a positive correlation with language skills, with a correlation of 0.924 and a significance value (2-tailed) of 0.000 <0.05. Thus, it could be understood that there was a positive correlation between psycholinguistics toward language skills with a very strong correlation category. The correlation between metacognition and language skills was 0.874 with a significance value (2-tailed) of 0.000 < 0.05. Therefore, this article argues that the ability of psycholinguistics and metacognition, so the language skills of physics students in carrying out physics learning would be better. This meant that the two variables affected the verbal language skills in learning physics together and not separately. Because language skills are related to metacognitive abilities, including intellectual abilities, teachers need to consider the use of verbal language in the classroom for the cognitive development of students. To achieve this, a psycholinguistic skill development program was needed for physics education students and other prospective teacher students; they could use verbal language in both the declarative, imperative, and interrogative aspects appropriately and accurately.]]>
<![CDATA[Portraying the English Morphological Development of Indonesian-English Interlanguage Learners ]]>
<![CDATA[Suherman, Rudi]]>;
<![CDATA[Indrayani, Lia Maulia]]>;
<![CDATA[Krisnawati, Ekaning]]>
<![CDATA[ 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 : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v5i1.583
<![CDATA[The study intends to see the interlanguage morphological structure observed in communicative tasks of ten Indonesian learners of English as a Foreign Language. To achieve this purpose, Qualitative method with quantified data is employed in this study embracing the cross-sectional approach. The data are taken from the utterances produced by 10 (ten) L2 learners who performed three different communicative tasks; semi-structure interviews, 5 picture descriptions, 2 spot differences. The researcher found 356 English morphological structures produced by the learners, and 66 of them are analysed as data samples the analysis is started by profiling their morphological acquisition. It helps the researcher to provide a vivid picture of their English morphological development stage. After analysing the data, the result shows that the English morphological structures produced by the L2 learners in this study are divided into three types: Suppliance, non - suppliance and over – suppliance structures. Suppliance structure refers to structure that is received by grammatical rules in standard English. Meanwhile, the other two types of structure refer to idiosyncratic structures as an innate characteristic of interlanguage morphology. Besides, English morphological development stage is compatible with the Processability Theory (PT). The learners who have acquired higher morphological structure also have already acquired lower morphological structure.]]>
<![CDATA[Aligning Assessment Practices with Learning Objectives: A Case of EFL Classes in Indonesia ]]>
<![CDATA[Lestari, Sri]]>;
<![CDATA[Yusuf, Fazri Nur]]>
<![CDATA[ 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 : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v10i1.1973
<![CDATA[The alignment between learning objectives and assessment practices is critical to effective language teaching and learning. This study explores the alignment between learning objectives and assessment practices in English classes at a public senior high school in Jakarta, Indonesia. Grounded in a qualitative case study using Bigg’s constructive alignment framework, the study emphasizes the essential connection among learning objectives, teaching methods, and assessment practices. Involving three selected English teachers, documents comprising lesson plans and assessment instruments, classroom observation, and semi-structured interviews were employed to collect data. Findings indicate that the assessment tasks mostly align with the learning objectives. The assessments focus on the higher level of understanding: extended abstract and relational. However, misalignment between assessment and learning objective is found in this study, based on the missing assessment tasks and incomplete learning objectives stated in the lesson plans. Time constraints, lesson planning issues, and difficulties in designing assessment tasks and rubrics hinder the alignment. It implies that teachers require professional development programs on language assessment literacy and lesson planning, collaborative work with colleagues, and technology integration to maintain alignment, particularly in the context of education reforms. This study contributes to the existing research on constructive alignment in English classroom assessments. It provides insights into how alignment can improve student learning in English classrooms.]]>
<![CDATA[EFL Learners’ Preferences and Emotions about Oral Corrective Feedback at Secondary Education in Turkey: Are There Gender and Grade-level Differences? ]]>
<![CDATA[Yakışık, Burçak Yılmaz]]>
<![CDATA[ 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 : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v6i1.889
<![CDATA[Oral corrective feedback has attracted the attention of EFL teachers and researchers in recent decades. The current study aims to investigate EFL learners’ preferences and emotions about oral corrective feedback with a specific focus on gender and grade level at secondary education in Turkey. Quantitative research methods were used to reveal the findings. 664 EFL learners participated in the study at two different state high schools in Ankara, Turkey. Mann-Whitney U and Kruskal-Wallis tests were used to investigate the OCF preferences of EFL high school learners. It was revealed that more than half of the high school EFL learners worried about making mistakes in the classroom; however, the majority of the learners agreed on the necessity of receiving OCF and they had positive feelings for being given immediate feedback by their teachers. Regardless of gender and grade level, EFL learners had a higher preference for ‘self-correction’. Females preferred ‘metalinguistic clues’ as the first choice and ‘peer correction’ as the last choice among the OCF types whereas males prefer ‘peer correction’ as the first, but ‘metalinguistic clues’ as the last choice. Among the grade levels, 10th-grade level learners have more concerns about making mistakes and these learners prefer ‘clarification request’ and ‘repetition of error’ a lot more than the 9th-grade level learners.]]>
<![CDATA[Student Language Anxiety in Learning English (A survey to non-English Major students in rural area) ]]>
<![CDATA[Hidayati, Tuti]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v2i2.55
<![CDATA[Learners’ difficulties in learning a foreign language cannot merely be linked to the lack of ability or intelligence. Language anxiety or the feeling of tension, apprehension, fearfulness, and worry in language class had been pointed to greatly influence learner’s progress in mastering the target language. Highly anxious learners were found to achieve less and had low motivation. This study reports a survey investigating the level of language anxiety and its perceived causes and discusses some alternatives to deal with it. The participants were 114 non-English major students in State Islamic College of Teungku Dirundeng Meulaboh in West Aceh. Data were collected employing Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope, (1986). The finding indicated that the students participating in the study exhibited a moderate level of language anxiety obtaining FLCAS mean score 102.17. The main cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3,5. Communication apprehension and test anxiety were in the second and third rank with the average mean 3,3 and 3,1 respectively. Meanwhile, English classroom items were perceived to contribute the least to the students’ tense experience given the average mean 2,7. It is suggested that making the learners realize that they are not alone experiencing anxiety in learning a foreign language is crucial. Furthermore, it is important that teachers embrace a supportive and non-threatening role to provide a more effective foreign language learning.]]>
<![CDATA[Exploring EFL Teacher's Agency and Self-efficacy in their Professional Practice among Indonesian EFL Teachers ]]>
<![CDATA[Utami, Artine Ayu]]>;
<![CDATA[Kuswandono, Paulus]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v7i2.1358
<![CDATA[Studies on language teachers' agency and self-efficacy have shown that both are essential elements of teachers' identities and practices. However, only some researchers have explored how teachers perceive their agency and self-efficacy in the Indonesian context. Thus, this study aimed to investigate how English teachers perceive their agency and self-efficacy in their teaching practices and environments. This study employed a mixed method study in which both quantitative and qualitative data were utilized to answer the inquiry. The results shed light on how teachers perceive agency with school conditions, how they perceive their self-agency, and their aspiration to become agentic teachers. It was revealed that the majority of the teachers perform professional development to stimulate their agency and efficacy. Challenges were also explored in this article. The evidence of this study imparts policy and practice implications as well as future research direction to gain a deeper understanding of teachers’ agency and efficacy as well as to foster the practice in school contexts.]]>
<![CDATA[The Influence of Hypnoteaching Method on Students’ Reading Motivation and Achievement in Secondary School ]]>
<![CDATA[Lismalinda, Lismalinda]]>;
<![CDATA[Moriyanti, Moriyanti]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v4i1.286
<![CDATA[This pre-experimental research was aimed to examine the influence of hypnoteaching method toward students’ reading motivation and achievement. The sample was 40 students with purposive sampling technique. Motivation for Reading Questionnaire (MRQ) and test were the research instruments to gain the data quantitatively. Motivation for Reading Questionnaire (MRQ) adopted from Wigfield and Guthrie (1997) to examine students’ reading motivation levels. For reading achievement, pre-test and post-test were distributed to assess the students’ reading outcome about Narrative Text before and after applying hypnoteaching method. The results of this research showed that the implementation of hypnoteaching method affected students reading motivation and learning outcome. The mean score of pre motivation for reading Questionnaire (MRQ) was 40.2 indicated poor reader and it raised to be 81.1 showing good reader after the implementation of hypnoteaching method. Furthermore, hypnoteaching method also affects English reading result which the mean of pre-test was 45.30 indicating poor score criterion of English subject, meanwhile, after being taught applying hypnoteaching method, the score inclined to 90.25 which asserted good score criterion of English subject. The value of t test was 14.88 from data of pre-test and post-test, however the value of t table was 1.99. It represented that the alternative hypothesis (H1) was accepted and revealed that hypnoteaching method can influence students’ reading achievement. Finally, it was suggested that English teacher should implement this method in teaching English for secondary school students and can be conducted for further research.]]>
<![CDATA[EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh ]]>
<![CDATA[Akmal, Saiful]]>;
<![CDATA[Masna, Yuliar]]>;
<![CDATA[Tria, Mutiara]]>;
<![CDATA[Maulida, Titin Arifa]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v4i2.522
<![CDATA[Integrated Skills Approach (henceforth ISA) is valuably considered to practice all language skills simultaneously with wide and various activities offered to expose learners to the real communicative purpose. This research aims to find out teachers’ perceptions of challenges and coping strategies in implementing ISA at their respective schools. The research participants were chosen by using purposive sampling, in which the information towards six English teachers from different Senior High School in Banda Aceh and Aceh Besar by using unstructured interviews. The findings revealed that generally, most teachers had positive perceptions towards ISA. Only one teacher’s face constrains in applying ISA. Furthermore, the teachers also faced challenges in applying integrated skills approach in the classroom, those are; students’ lack of vocabulary, school environment and facilities, and teachers’ difficulties in designing activity/material. Nevertheless, the teachers have their strategies to cope with those challenges such as; enriching vocabulary through flashcards, grouping students randomly, preparing their own material and equipment, motivating them by giving interesting short movies and games and expanding their knowledge more about integrated skills approach.]]>
<![CDATA[Oral Presentations' Anxiety among Egyptian Undergraduates: Causes and Remedies ]]>
<![CDATA[Morsi, Wesam Khairy]]>;
<![CDATA[Zaki, Mission M.]]>
<![CDATA[ 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 : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v9i2.1705
<![CDATA[One of the goals, in education is to help students improve their communication and social skills to prepare them for participation in society and successful careers worldwide. This explains why oral presentations have become a method of evaluation in higher education institutions to enhance students’ ability to communicate effectively. However, many students who are learning English as a foreign language often feel anxious when they have to speak. The aim of this paper is to explore and discuss the factors that impact the performance of Egyptian undergraduate students during presentations, as well as suggest strategies to help them overcome their fear of speaking in a foreign language. This study is exploratory, non-experimental in which ninety-nine undergraduate EFL learners responded to survey questions. Analysis of the research findings indicated that anxiety stems from sources such as the fear of being judged, making errors, lack of practice, and other significant factors. The research also proposed strategies for students to manage their anxiety while presenting orally.]]>
