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ELTIN Journal: Journal of English Language Teaching in Indonesia
Published by STKIP Siliwangi Bandung
ISSN : 23391561     EISSN : 25807684     DOI : -
Core Subject : Education,
Education
ELTIN, Journal of English Language Teaching in Indonesia is published twice a year by STKIP Siliwangi, Indonesia. This journal represents the field of English Language Teaching in its widest sense. This journal addresses (applied) linguistics, literary appreciation, language education, and so forth.
Arjuna Subject : -
Articles 214 Documents
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A STUDY ON STUDENTS' MOTIVATION TOWARDS LEARNING ENGLISH LANGUAGE Irza Yuzulia
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 1 (2021): VOLUME 9, ISSUE 1, APRIL 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i1.p10-17

Abstract

Motivation is the main point to determine the students’ desire to learn English. Students’ motivation will be correlated with their performance and achievement during the learning process. The research aimed to find out students’ motivations in learning English and the kinds of motivations they have. The respondents of this study were sixty two third-grader students of senior high school in Pekanbaru. In order to cope with the purposes of the research, this study used qualitative case study design. The data in this study was collected through questionnaire that consists of twenty-five questions and open-ended questions. The answers of the respondents were analyzed descriptively. Based on the result of the study, it is found that the students have high motivation to learn English. They are two types of motivation possessed by the respondents.  Related to Instrinsic motivation, the data showed that  they always attend the English class on time (88.1%), they need to be able to master English (95.2%), and usually learn English in my free time (69%). While, regarding the extrinsic motivation, the data revealed that students’ motivation in learning English due to several reasons such as to answer English tasks correctly (88.1%), to pass National Examination (80.9%), the teacher as the biggest inspiration to learn English (69%) and English will be beneficial for their future career (92.81%). Keywords: Motivation, EFL, English Learning.
THE EFFECT OF TASK PLANNING DURATION ON THE STUDENTS ABILITY OF SPEAKING IN ENGLISH AS A FOREIGN LANGUAGE LEARNING PROCESS Ketut Santi Indriani
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 8, No 2 (2020): Volume 8, Issue 2, October 2020
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v8i2.p123-131

Abstract

This study was to find out the extent to task planning duration is applicable and influenced students’ oral presentation in terms of fluency, complexity and accuracy in English as a second language learning process. This study is a qualitative research method. The data were gathered through observation and documentation. The data was analyzed qualitatively by investigating the level of fluency, complexity and accuracy on students’ speech after being given a specific duration of task planning. Then, analyzed data was presented formally and informally.The subjects in this study were 25 learners of an English course institution in Denpasar, at the level of basic-4. Based on the analysis, it was found that task planning duration affects the fluency and accuracy of oral presentation. The longer the duration of the task planning, the higher level of fluency and accuracy of the language will be used by learners. This is caused by the time owned by the learners to plan ideas that would be presented related to the given topic and to formulate these ideas into correct sentences. However, the length of task planning does not affect the complexity of the language used by learners because of the complexity of the language depends on language competence possessed by learners. Although the duration of task planning was increased, the level of complexity of the language used did not change. Keywords: task planning, oral presentation, language learning
SUNDANESE LANGUAGE ACQUISITION IN CHILDREN WITH INDONESIAN MOTHER LANGUAGE Triyanto Triyanto
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 1 (2021): VOLUME 9, ISSUE 1, APRIL 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i1.p18-29

Abstract

Since childhood, humans acquire language acquisition. Language acquisition by a child is obtained from the immediate environment, namely the family environment and social environment. The language that a child acquires through acquisition is called the mother tongue. However, the mother tongue that a child gets is sometimes not in a single way, but it goes along with other languages because of differences in language in the family environment and language in the social environment, making a child a bilingual speaker. Based on this description, this study aims to examine the acquisition of Sundanese (L2) in a child who speaks an Indonesian mother tongue (L1). The method used is qualitative. Data collection was carried out by listening to the conversation between the MKI (research object) with the family and with other parties in their social environment. Other data collection conducted by interviewing the MKI. The collected data were analyzed using psycholinguistic, syntactic, and phonological theories and then described using a descriptive approach. The results showed that MKI has a performance in Sundanese both receptive performance and productive performance. Productive performance in the form of lexicon, phoneme pronunciation, and sentences. Keywords: language acquisition, bilingual, receptive performance, productive performance
INCORPORATING EDMODO AS LEARNING MANAGEMENT SYSTEM OF SUMMATIVE ASSESSMENT IN EFL CLASSROOM Nadia Fauzatus Sabila; Muhammad Reza Pahlevi; Fauzi Miftakh
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 8, No 2 (2020): Volume 8, Issue 2, October 2020
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v8i2.p%p

Abstract

This present study aims to find out how an English teacher carries out Edmodo in summative assessment and to find out students’ perceptions doing online assessment through Edmodo in EFL classroom. This basic interpretive study involved thirty students of one of senior high schools in Karawang. The data were collected from the subject of this research directly even via google form and whatsapp by using some instruments, such as: observation sheet, interview guideline, and questionnaire. The present study used semi-structured interview for three interviewees via whatsapp. The researchers also distributed close-ended questionnaire via google form to thirty students. Then, it was analyzed by using Miles and Huberman’s method of data analysis. The finding indicated that the teacher conducts an online assessment using Edmodo with appropriate procedures. Edmodo leads teacher and students’ technological knowledge and Edmodo renders the test practical and motivating. The students perceived Edmodo well as summative assessment although there was a few negative assumption. Most students would prefer to be evaluated through Edmodo instead of the traditional test or paper-based test.  Keywords: keyword Edmodo, online assessment, summative assessment
THE IMPACTS OF OUTCOME-BASED EDUCATION FOR EFL LEARNERS’ LEARNING AUTONOMY IN THE INTRODUCTION TO EDUCATION CLASS Kristian Florensio Wijaya
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 8, No 2 (2020): Volume 8, Issue 2, October 2020
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v8i2.p75-90

Abstract

To enable all EFL learners to engage in teacher-course experiences to be high-quality educators in the future, outcome-based education needs to be implemented by all lecturers in charge of improving the future national educational systems through hands-on, enjoyable, and cooperative learning experiences. Therefore, outcome-based education had been assumed as one of the best answers to rejuvenate the whole educational policies nowadays since the learners will be able to engage more proactively in portraying their status as future educators through mutual cognitive and affective engagement. This study employed a qualitative method to investigate whether outcome-based education had successfully promoted learning autonomy for EFL learners engaging in the introduction to education class. Furthermore, two researcher instruments were also utilized to obtain a higher degree of trustworthiness in this study namely classroom observation and classroom survey. In accord with the gathered data, the findings suggest all EFL lecturers teaching in teacher-course experiences to apply outcome-based education fully to promote a higher degree of enjoyment in learning, engage all learners to be more highly participative in disseminating a wide array of knowledge, and raise more intriguing awareness for the lecturers to be more self-evaluative on their applied teaching-learning practices. Keywords: outcome-based education, EFL learners’ learning autonomy, introduction to education class 
EXPLORING THE CONNECTION AMONG LANGUAGE, CULTURE, IDENTITY AND DIFFERENCE Dodi Widia Nanda
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 1 (2021): VOLUME 9, ISSUE 1, APRIL 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i1.p48-55

Abstract

This paper aims to explore the link among language, culture, identity and difference. It is beneficial to analyse because it contributes on the development of language education. The reason is that language learning and culture are inherent each other. This research’s method is the reflective inquiry as the part of qualitative research. This study scrutinises writer’s personal experiences concerning the link among language, culture, identity and difference. Hence, the research’s subject in this research is the writer’s personal experiences. Specifically, the writer’s experiences are intonation in expressing angriness and interacting with Jakarta people. The related experiences are written and collected by taking notes, and it is directly analysed when the data collected. The study’s result indicates that there has been a robust connection among language, culture, identity and difference. One’s culture and language can signify their identity and difference. Therefore, the connection between language, culture, identity and difference is required to explore in order to elicit significant impact on the development of language learning. Keywords: Language, Culture, Identity, Difference, Language learning
INDONESIAN UNIVERSITY STUDENT'S EMOTIONAL EXPERIENCES OF LEARNING VOCABULARY THROUGH ENGLISH LEARNING ACCOUNTS ON INSTAGRAM Iwan Gunawan; Yousef Bani Ahmad; Praditya Putri Utami
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i2.p109-120

Abstract

Emotions are indicated as central heart in the term of vocabulary learning context. These are being students’ evaluation toward foreign language learning process that provide worthwhile and important information related to cognition, behaviour and even motivation. In this case, the investigation of emotions which personally experienced by university students has not existed in the forefront, still gets a little bit scientific attention, quite limited in the research agenda of vocabulary learning. Keeping that in mind, this research is aimed to investigate university student’s emotional experiences of learning vocabulary through English learning accounts on Instagram. The respondent of this research was a university student from non-English department in sixth semester who studying in one of universities in Lampung province, Indonesia. In order to occupy this research goal, a narrative inquiry is involved to excavate the experiences of a multifaceted kinds of positive and negative emotions. A semi structure interview through Zoom application is employed to collect the data of this research. All of data are analysed by using Braun and Clarke’s thematic analysis theory with several steps comprised of reading, coding, theming and interpreting. The result of this research reveals that emotions like happiness, satisfaction, inclination, and security may influence his willingness, feeling, motivation, and learning strategy. Meanwhile, emotions of unhappiness, insecurity and dissatisfaction are signified as the source of the obstacles in learning vocabulary through these accounts. As a matter of this fact, it can be said that emotions play a significant role during the process of learning vocabulary since there is no language learning process without the existence of emotions. Keywords: Emotions, English learning accounts, Vocabulary learning
THE USE OF MODIFIED ENGLISH SONG TO IMPROVE VOCABULARY Nuzulur Rohmah; Rohmani Nur Indah
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i2.p121-129

Abstract

Songs have an important role in the development of children learning a second language. The proof is the frequency of songs used in English teaching classes around the world. The author begins why song can be considered a valuable pedagogical tool. In particular, it will discuss how songs can help learners improve vocabulary mastery. This study aimed to see a significant difference in vocabulary acquisition between students who were taught using Modified English Song and those who were not. This study involved 40 students of Al-Falah Pacul-Bojonegoro Superior Junior High School as the object of research. The result revealed a substantial difference in vocabulary mastery between students in the experimental class who were taught using Modified English Song as a medium and those who were not. The experimental class' average post-test score was 86.80, while the control class' average score was 82.80. Because the t-observation value is higher than t-table (2.6539>1.685), the alternative hypothesis is accepted, and the null hypothesis is rejected, according to the t-test result. Finally, the utilization of Modified English Song can help students increase their vocabulary mastery.
THE COMPARATIVE STUDY OF STUDENTS' LEARNING STYLE ON THEIR ACHIEVEMENT IN READING SKILL Muhamad Sofian Hadi; Lidiyatul Izzah; Mutiara Nurul Humaira Hidayat
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i2.p65-74

Abstract

The purpose of this study is to know the difference of students’ learning style on their English achievement in reading skill of the second grades students of SMPI An-Nuqthah Cipete in Tangerang, Banten. This study uses a causal comparative research design and purposive sampling technique. The sample of this study is 34 second grade students of SMPI An-Nuqthah. They are divided into three types of learning style: visual learning style, auditory learning style and kinesthetic learning style. A questionnaire is used to determine each students’ learning style. Students’ learning style and their English achievement in reading skill were analyzed by using percentage and bifilar linear regression analysis. The result of this study revealed that most of students have a visual learning style (50% from 34 students). The adjusted R score = 51.8%, which means that the learning style contributes about 51.8% to the English reading skill of the second grades students of SMPI An-Nuqthah, and another 48.2% are affected by other factors and need further study. According to the results, the students' visual learning style t-test is higher than the value of the t-table. The conclusion of this research is that visual learning style is the best way to make reading comprehension easier.  
POLITENESS PRINCIPLE OF ASSERTIVE ACT IN DEBATE BETWEEN DONALD TRUMP AND JOE BIDEN Denisa Rizkia Haniva; Irman Nurhapitudin; Erfan Muhamad Fauzi
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i2.p130-146

Abstract

In presidential elections, debates are often held between presidential candidates to find out the arguments, vision and mission, as well as policies that will be carried out by presidential candidates in their country. In expressing statements in their debates, speakers often do not realize the important aspects of language that affect the image of presidential candidates in public, namely the aspect of politeness. In language, the politeness aspect is studied in pragmatic studies which study the speaker's speech intention which depends on the context. This research used descriptive qualitative method which emphasizes the description of the data. In this study, each data was analyzed by the politeness maxims contained in the speech, as well as the assertive function contained in the politeness speech. There are five politeness maxims and there are speeches that violate the politeness maxims contained in the speeches of presidential candidate debates, and there are five speech functions of speeches that contain politeness and violate politeness maxims. Each politeness utterances and violates politeness has a different assertive function.Keywords: Politeness Principle, Assertive Act, Politeness Maxim, Presidential Debate

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