cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Umar Fauzan
Contact Email
umar.fauzan@uinsi.ac.id
Phone
-
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
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 193 Documents
 15   16   17   18   19 
Online Communicative Speaking Tasks to Enhance Students' Speaking Skills Adhelia, Shafira; Triastuti, Anita
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.v7i2.1365

Abstract

This study aimed to know whether the use of online communicative speaking tasks can enhance the speaking skills of the ninth graders of a private junior high school in Mungkid, the Province of Central Java, and how well their speaking skills improved. This research was action research that was divided into four stages. Those were reconnaissance, plan, action and observation, and reflection. The research involved 24 students in 9A class of a private junior high school in the academic year of 2022/ 2023. The research was done in two cycles, consisting of eight meetings. The data of the research were collected through quantitative and qualitative data. The quantitative data were from speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from interviews and observation. The quantitative data were analyzed by comparing students' mean scores that were gained from students' speaking performance pre-test and post-test. The qualitative data analysis employed Miles, Huberman & Saldana's (2014) interactive model that consists of data condensation, data display, and drawing and verifying conclusions. The research findings showed that using online communicative speaking tasks effectively enhanced students’ speaking skills and engagement. The result of the post-test showed that there were consistent improvements in students' mean scores in pre-cycle (10.48), cycle I (13.69), and cycle II (18.50). The total improvement from pre-cycle to cycle II was 8.02 points. It indicated that the students had improved in some aspects of speaking skills.
Necessity and Obligation Modals in English Academic Discourse: A Corpus-Based Analysis Oktavianti, Ikmi Nur
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.v4i1.312

Abstract

Modals are linguistic units that seem to be ubiquitous in nearly all genres and text categories. However, there are some tendencies in which some modals are more likely to occur in a particular text category than the others. It is said that modals are less frequent in academic texts compared to fiction and news. This paper then aims at describing the modals, focusing to those expressing necessity/obligation, by using corpus-based analysis. This study uses a general reference corpus, Corpus of Contemporary American English, and compiled the data from the academic subcorpus. The results show that statistically the usage frequency of necessity and obligation modals is negligible; however, no matter how small it is, it still purports to mark something. Among the modals in the same category there are some tendencies, e.g. modal should is the most frequent of all, followed by must, have to, shall, be supposed to, and have got to. The collocate analysis focuses on should and must and found out that the most frequent verb type following these two modals belong to thinking verbs (e.g., consider, learn, understand). However the most frequent modal constructions are should have and must have enabling a slightly different interpretation. Besides, due to the nature of language in an academic setting, it is thus predictable that the use of the core modals (e.g., should, must) is more frequent than the quasi-modals (e.g., have to).
Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners Nurhayati, Dwi Astuti Wahyu
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 : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i2.579

Abstract

This paper presents the students’ need analysis in Practical English Grammar course. The data were collected through questionnaires and interview by individual or group assessment. It involves 34 Indonesian undergraduate students who were majoring in English, took, join Grammar class and conducted classroom interaction in English teaching and learning process in IAIN Tulungagung, East Java, Indonesia. The data were analyzed using descriptive qualitative approach. The finding revealed some students’ perspectives on Practical English Grammar course (lack of learning media, ineffective teaching strategy, unsupportive class atmosphere, and Grammar as difficult course); some student-considered effective ways to learn Practical English grammar (YouTube, discussion, appropriate learning techniques, progress report, peer assessment, and game); and students’ results on their need analysis in learning Practical English Grammar in form of independent option on: learning media, learning strategy, learning material, and creating own questions and its answers.
"I Was Surprised by Their Culture": Emotional Antecedents for Indonesian English Teachers in Thailand Haryadi, Didit; Wilang, Jeffrey Dawala
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.v10i1.1802

Abstract

Emotions are pivotal in shaping teaching behavior and quality, especially in the English Language Teaching (ELT) context. While prior research has largely focused on teachers within their home environments, the emotional experiences of non-local teachers, such as Indonesian English teachers in Thailand, remain underexplored. This study investigates the antecedents of these teachers' emotional experiences, considering the unique challenges of language barriers and cultural differences. Using semi-structured interviews with 10 Indonesian English teachers in Thai elementary and secondary schools, the researchers conducted a thematic analysis to identify key emotional triggers. Our findings reveal that student-related factors, such as positive interactions and academic achievements, evoke happiness, pride, and satisfaction. Conversely, negative behaviors and comprehension issues lead to frustration, annoyance, and stress. Teacher-related factors, including teaching proficiency, significantly influence their emotional landscape. Additionally, other factors like collegial relationships, school culture, workload, and parental involvement further shape their emotional experiences. The implications of this study are critical for educational psychology, teacher education, and communication within international contexts. For educators, engaging in cultural adaptation and continuous professional development is essential for enhancing emotional resilience and teaching effectiveness. Schools should aim to create inclusive environments that support non-local teachers and offer tailored professional development. Training programs should focus on cultural competence and effective communication strategies to better prepare teachers for international teaching assignments.
Characteristics of An Effective EFL Teacher in Indonesia: Expectations and Realities in A Technology-Enhanced Flipped Classroom Lubis, Arif Husein; Samsudin, Didin
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.v5i2.820

Abstract

Previous literature has articulated the contributing role of personality more than teaching competence to be an effective EFL teacher. However, the ideal qualities of an effective EFL teacher in a technology-enhanced flipped English classroom are not much revealed. This paper seeks to compare the ideal teacher’s attitudes and teaching styles with the teacher’s actual practices in a technology-enhanced flipped English classroom from the students’ perceptions. Eighty-three Indonesian undergraduate EFL students majoring in information technology participated in this research. A questionnaire with a checklist and open-ended items was filled out after the students accomplished a 16-week English course. The results showed that an effective EFL teacher in a technology-enhanced flipped English classroom should possess and exemplify the attitudes of patience, friendliness, and niceness, as perceived by the students. Most students also envisaged that an effective EFL teacher in such a learning context can use various, innovative, easy-to-follow methods and employ English and Indonesian alternately. The realities generally accorded with the students’ expectations. More students favored the use of various kinds of instructional technology by the teacher. However, the teacher was less favored for being too serious, not being open to students, giving unclear instructions for doing the assignments, and giving less guidance to use the educational technology
Extensive Reading in Developing Language Competency for Indonesian EFL Learners Majoring in English Delfi, Syofia; Yamat, Hamidah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (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.v1i2.20

Abstract

Extensive reading might develop EFL learners’English competency because in the process of reading, they keep on reading a lot of reading materials and immerse in the language use. This article is based on literature review for a study “ a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. This article aims to describe how extensive reading contributes to English competency of EFL learners. The review shows that the contribution of extensive reading is in terms of the context of Indonesian EFL learners, learning language for Indonesian EFL learners, and characteristics and the benefit of extensive reading meet the Indonesian EFL Learners’ reading experiences. The more the learners read, the more they acquire the language, and the more they acquire the language, the more they develop their language competency. This process shows how extensive reading contributes to English competency. This review is expected to be meaningful for the study designed.
An Investigation into the Teaching Practices and Material Effects on Student Outcomes: A Case Study from Oman Samaranayake, Sarath Withanarachchi; Kositchaivat, Suneeta; Jantarach, Vachira
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.v7i1.1253

Abstract

Acquisition of an additional language is assumed to involve several internal and external factors for the learner. Among external factors, instructional procedures and materials are vital in helping learners master L2 skills. This study investigates how the instructor’s instructional variables and in-house materials influence tertiary-level Omani students’ academic writing proficiency in Omani technological education. The study used a quasi-experimental research design in which two treatment (N = 60) and comparison (N = 60) groups and two instructors were included. The researchers selected participants for the current study using a random purposive sampling technique. The treatment groups received writing instruction via in-house materials, while the comparison groups were instructed using the prescribed textbook by two instructors for two semesters. The study employed four research instruments (a pretest, mid-semester, final exam, and intervention instrument) to gather data, which were analyzed using descriptive and non-parametric tests (Mann-Whitney U test). The results of an MNOVA test that comprised three components (class, instructor, and comparison or treatment group) revealed statistically significant effects on all three factors; class (F = 6.18, p =.001), instructor (F = 2.83, p =.001), and group (F =1. 15, p =.001), indicating that an instructor’s effective instructional procedures and in-house materials, influenced the study groups’ outcomes. Given the findings, it can be concluded that different instructional strategies and in-house materials can affect students’ academic writing proficiency differently.
Analysis of Original Japanese ‘Uchisoto’ Concept Used by Indonesian Speaker as Tourism Actors in Bali Andriyani, Anak Agung Ayu Dian; Djatmika, Djatmika; Sumarlam, Sumarlam; Rahayu, Ely Triasih
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.v3i2.196

Abstract

This study aimed to analyze the implementation of uchi ‘ingrup’ soto‘outgrup’ from dialogue between tourism actors and Japanese tourists in Bali. The research site was characterized by formal situation at one of the largest Japanese travel agencies in Bali and by non-formal situations carried out in the Kuta beach in Badung regency. This case study grappled with linguistic data in the form of dialogues between tourism actors and Japanese tourists that was laden with the Uchisoto concept. The data collection technique included recording techniques, reference and record techniques, and in-depth interview techniques with 25 tourism actors in an unstructured way to get data in their natural contexts. The data transcribed were classified according to the context of the speech situation and then analyzed using domain, taxonomy, compound and cultural analysis. The research results highlighted the errors in implementing the Uchisoto concept because of differences in mindset and culture, within both formal and non-formal situations. This is evident from the level of speech markers used which still respect the leaders in front of customers. Despite these mistakes, tourism actors are able to carry out maximum hospitality so Japanese tourists understand this condition. They understand the different concepts of thinking and minimum understanding of these tourism actors. These findings help tourism actors in the Japanese business to use the Uchisoto concept when communicating with Japanese tourists and for tour guides, travel agencies and also language schools to provide trainings related to Japanese language and business culture.
EFL Pre-service Teachers' Satisfaction of Online English Learning and Their Academic Achievements Murtiningsih, Sri Rejeki; Islamiyati, Alyda Rizka; Hidayatulloh, Sibakhul Milad Malik
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.v8i2.1548

Abstract

The transformation of face-to-face classrooms into online classes during the Pandemic Covid 19 has impacted ELT activities. One of which is the students' satisfaction with the new format of learning. The aim of this study was to investigate the relationship between English Foreign Learning (EFL) Pre-service Teachers’ satisfaction with online English learning and their academic performance. A quantitative study with a correlational design was adopted to investigate the issue. A convenience sample strategy was used to recruit 132 EFL pre-service teachers from a private university in Yogyakarta. An online survey was administered to garner the data as well as students’ GPAs were used as another criteria. The Kendall's Tau correlation value (-value) of this study was 0.023, with a significance value of 0.704 (0.704>0.05). It suggests that the alternative hypothesis has been ruled out. Consequently, the research revealed that there was a statistically insignificant correlation between the level of satisfaction of EFL Pre-service Teachers' experience with online English learning and their academic performance. Even so, teachers and institutions are expected to still maintain the quality of online learning for their students.
Syntactical Development on Second Language Writing: A Case of L2 Child Learner on Immersion Experience Abroad Sundari, Hanna; Febriyanti, Rina Husnaini
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 : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i2.469

Abstract

Development of child language is tremendously complex, remarkable and wondrous. In a second language acquisition context, a child can acquire his second language in either acquiring both languages at the same time or learning the second language after mastering the first one. This present research is concerned to describe the syntactical development particularly for second language writing of an eight-year old child who has experienced immersion abroad for one year in L2-speaking country. The participant is an eight-year old child from Jakarta Indonesia who has experienced immersion environment in Australia for one year. The research will be carried out qualitative naturalistic research design. Not less than 38 documents of participant’s paperwork during her school year were then collected, grouped and analysed. From the findings, it is known that morphological processes on L2 such as affixes and verb changes have emerged. Meanwhile, the findings also show the development on morphemic, phrasal and sentential level on acquiring L2. Some morphemes have been acquired such as the suffix, the changing of verb, the -ing form. Moreover, post-noun prepositional phrases are the most emerged phrases. On sentential level, active declarative sentences are the most frequently appeared. However, some errors and inconsistency also occur indicating the development of her second language.

Page 17 of 20 | Total Record : 193

 15   16   17   18   19 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 1 (2026): Indonesian Journal of English Language Teaching and Applied Linguistics Vol. 10 No. 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics Vol. 7 No. 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics Vol. 7 No. 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 6, No 2 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics Vol. 6 No. 2 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics Vol. 6 No. 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 6, No 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics Vol. 5 No. 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 5, No 1 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 3, No 2 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 2, No 1 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics More Issue