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Umar Fauzan
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Faculty of Teacher Training and Education, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda Jl. H.A.M. Rifadin, Samarinda, Kalimantan Timur, Indonesia.
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INDONESIA
Indonesian Journal of English Language Teaching and Applied Linguistics
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 200 Documents
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Students’ Objective Needs in Learning to Write: An Overview on the EFL Teaching and Learning Practice Banu, Tri Buce J.; Benu, Sonya V. Ch.; Wulandari, Heidy
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): 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.v3i1.141

Abstract

Writing in English has been so long becoming a required skill for EFL learners to master. However, to being well-qualified in this skill is not easy, since students should undergo systematic processes by learning and internalizing every single aspect of the language and the usage. Thus, students certainly have needs to be considered by English teachers when teaching. Definitely, every student has different  personal competence that requires intensive guidance. This study is aimed at finding out and describing the Basic Writing students of STKIP SoE English Education Program objective needs in learning to write in English. Descriptive qualitative was applied as the method and 24 students who just finished with their Basic Writing class were the participants. Students’ writing drafts, reflective statements and interview were used to collect the data. Based on the data from the instruments, the result showed that almost all of the students were weak in applying the language aspects including grammar, vocabulay mechanism, consistency of sentence and ideas construction, paragraph structure and coherence in writing. Here, the problems convey valuable information for EFL teachers on how to consider better teaching implementation to improve the students’ competence in English particularly in writing skill to create well-qualified writers in the future. Beside that, enligthening the teachers on what to consider in teaching writing from the basic to the higher writing levels.      
Communication Strategies Performed in an English as Lingua Franca Context and Their Contributions Toward Students' Engagement Shofiya, Arina; Basuni, Muh
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.v8i2.1439

Abstract

Learning language is learning to communicate in spoken and written form. However, learning to speak can be difficult due to a lack of linguistic resources. The students may encounter problems in communicating ideas and thus, it ends in a communication breakdown. To overcome this problem, some communication strategies like message abandonment and fillers can be used. Furthermore, communication strategies can foster students’ engagement in classroom interaction, especially in an English as Lingua Franca (ELF) context. The present study was intended to explore how the communication strategies were performed in the context of ELF and the contribution of strategies to the students’ engagement. Using a qualitative descriptive design, the present research investigated students’ communication strategies in an international class. The findings revealed that communication strategies were creatively performed in a variety of ways. The strategies were proven to be contributive in fostering engagement by increasing students’ self-confidence, boosting their self-respect, and pushing the students to be active during classroom interaction.
Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher Mustofa, Muhammad Ibnu; Damayanti, Ika Lestari
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 : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1623

Abstract

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technology-based classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively
The Online Media Practice in Covering Indonesian National Police’s Prevention Efforts on the Prohibited Party's Ideology Spread in Indonesia Sari, Intan Mustika
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.v5i1.632

Abstract

Critical discourse analysis examines the efforts of social forces and ideological interests of a group that are reproduced and defended through texts. The discussion is connected with social contexts that have specific purposes and assumptions. This study focuses on online news reported at liputan6.com site on May 11 th, 2016. This study’s method is a critical discourse analysis introduced by Norman Fairclough with the implementation of transitivity system as the data analysis theory. It aims to uncover the elements of social practice from the aspects of linguistic and discourse. The result indicates the existence of social practice from the online news site in processing information shapes the practice representation conducted by figures who act the discourse which can affect the views of people including their understanding and behavior in social life.
Investigating the Status Quo of Writing Assessment Literacy among Moroccan EFL University Teachers: Perceptions and Practices Boumehdi, Ahlame; Laabidi, Hicham
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.v10i2.2028

Abstract

Assessing students’ writing skills is at the heart of teachers’ work in the English department studies of Moroccan universities. However, research has predominantly focused on student outcomes instead of paying close attention to investigate, assess, and quantify teachers’ writing assessment literacy. Against this background, the purpose of this descriptive quantitative study is to investigate the status quo of writing assessment literacy among Moroccan EFL university teachers in an attempt to draw a general picture about their writing assessment perceptions, and practices. To achieve this goal, an adapted version of Crusan et al.’s (2016) WAL questionnaire was administered to a convenient sample of 54 teachers from various Moroccan universities. The results unveil significant insights into the levels of teachers’ writing assessment literacy levels. In fact, the study reveals that teachers are favorably disposed towards writing assessment literacy. Yet, teachers’ level of assessment literacy was not fully mirrored in their practice given a plethora of challenges issued by the participants. The results further uncover that teachers have primarily developed their assessment literacy through on-the-job learning. The study’ findings have several pedagogical implications for training writing teachers and the enhancement of EFL writing assessment practices. Additionally, these findings are supposed to serve as a roadmap for future researchers to explore the topic from various perspectives.
Students’ Perceptions Towards Technology-supported Collaborative Peer Feedback Sağlamel, Hasan; Çetinkaya, Şakire Erbay
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 : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i2.978

Abstract

The enhancement of English writing skills is essential for academic success, and as one form of alternative assessment, peer feedback implementations are utilized to enrich writing instruction process. The advent of Web 2.0 tools has helped writing practitioners utilize various Cloud-based technologies including Google Docs to encourage learners collaborate and exchange comments on their written products. Responding to the frequent calls to conduct further investigations utilizing diverse e-platforms to find out the most effective ones, thereby helping informed practitioner decisions, the current study examined the opinions of preparatory students enrolled in an English Language and Literature Department towards peer collaboration through Google Docs. Overall, computer-supported collaborative writing process created a sense of community and was found welcoming both for feedback provider and receivers who had diverse gains. Yet, the implementation is not without its limitations with personal and technical dimensions. The findings suggest that for a rewarding online peer editing experience, practitioners need to justify their attempts to extend writing instruction and assessment outside school borders, negotiate the e-platform with learners, and train them about how to comment on written products objectively
Analyzing Iago's Speech in Shakespeare's Othello Abuzahra, Nimer; Salahat, Rami
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 : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v2i2.109

Abstract

This paper aims to reveal and analyze Iago's speech in Shakespeare's Othello. Iago's use of animal metaphors in Othello is analyzed through Conceptual Metaphor Theory (CMT). Moreover, Iago's words in the play are connected to race, gender and identity and analyzed through Critical Discourse Analysis (CDA). Finally, Iago's rhetorical discourse is analyzed through Rhetorical Theory to examine his use of rhetorical devices such as rhetorical questions. The findings of this study show that Iago's use of animal metaphors in the play is to dehumanize and degrade other characters. Further, Iago is able to alienate Othello because of his different identity and different color from the Venetian society. What's more, Iago has shown misogynistic attitudes toward women through the course of the play. In addition, Iago shows an exceptional ability in his rhetoric. He manipulates most of the characters in the play and was able to deceive all of them. It can be concluded, then, that Iago's use of animal metaphors is conceptualized and connected to his cognitive mind. Moreover, Iago's racist language in the play reflects the racist attitudes toward 'non-white' people in Shakespeare's time. Finally, Iago uses different rhetorical techniques such as rhetorical questions to manipulate other characters which shows how language can be exploited to achieve negative impact on others.
Exploring the Implications of ChatGPT for Language Learning in Higher Education Baskara, Risang; Mukarto, Mukarto
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 : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1387

Abstract

Recent developments in natural language processing have led to the creation of large language models, such as ChatGPT, which could generate human-like text. In this paper, we explore the potential implications of ChatGPT for language learning in higher education. We first provide an overview of ChatGPT and discuss its capabilities and limitations. For instance, ChatGPT can generate coherent and fluent text on various topics but may have difficulties comprehending more complex or abstract ideas. We then consider how ChatGPT could be integrated into language courses and programs in higher education and the potential benefits and challenges of doing so. For example, ChatGPT could provide personalised language instruction or generate authentic language material for learners to engage with. However, using ChatGPT in language learning may also raise concerns about the potential substitution of human language teachers and the ethical implications of using a machine learning system to generate text. Finally, we offer suggestions for future research on using ChatGPT in language learning in higher education, such as studying the effectiveness of ChatGPT-assisted language instruction and exploring the pedagogical implications of using large language models in the language classroom.
Exploring Writing Anxiety of the EFL University Students in Pontianak Indonesia Aunurrahman, Aunurrahman
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 : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i1.336

Abstract

The purpose of the descriptive study is to explore the English as a foreign language second-semester students’ writing anxiety. The students were from a private university in Pontianak, West Kalimantan, Indonesia. A total of 92 students who were selected randomly filled the writing anxiety questionnaire. The writing anxiety questionnaire reports that 53.26 % (n= 49) of the students experienced low writing anxiety and 46.74% (n= 43) of the students experienced high writing anxiety. In terms of the components of writing anxiety, the students experienced anxiety in the component of evaluation (mean score of 19.86), product (mean score of 19.25), and stress (mean score of 16.52). This study also has shown that writing anxiety caused by stress can be considered less frequent anxiety component that has been experienced by the students. It is suggested that students should learn to manage their problems that are related to writing. To do so, the lecturer should guide the students to help them to reduce their writing anxiety and help improve the students’ writing skills.
Exploring Academic Writing Readiness in English as a Foreign Language: Progress in Measurement Instrument Design Mujiono, Mujiono; Weganofa, Riza; Herawati, Siane
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.v8i2.1580

Abstract

Exploring academic writing readiness is fundamental for EFL learners, underscoring the importance of refined measurement methods in global research. This study aims to assess the academic writing readiness of EFL learners and highlight the progress in the specifically designed measurement instrument. The study employed Confirmatory Factor Analysis (CFA) on 107 undergraduates in English studies to validate an academic instrument. Participants were selected for diverse experiences and underwent the survey in their usual classroom. CFA assessed factorial, convergent, and discriminant validity. Cronbach's alpha measured consistency, and data was analyzed using AMOS software. Adjustments were made when model discrepancies arose. The findings indicate that (1) the English Academic Writing Readiness scale dimensions encompass vocabulary, grammar, structure, formatting, and time management. (2) The structural equation model highlights five dimensions with respective factor loadings between 0.50 and 0.89. (3) The theoretical model aligns with observed data, supported by RMSEA, AGFI, TLI, and CFI. (4) The instrument reliably assesses five English Academic Writing Readiness dimensions. The findings imply refined pedagogical strategies for English academic writing instruction

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