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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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ENGLISH LANGUAGE LEARNING MOTIVATION OF THAI STUDENTS OF LANTARATPRACHAUTIT SCHOOL Fuji Puspita Damayanti; Dina Rachmawati
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 1 (2022): VOLUME 10, ISSUE 1, APRIL 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i1.p80-87

Abstract

Various factors influence students' motivation to learn a foreign language. As a country that has never been invaded by other countries and in which Thai is the official language and English is the only foreign language taught in schools, the study of students' motivation to learn English is worthwhile researching. The goal of this study was to find out what motivated students to learn English and how that desire manifested in classroom activities. Qualitative case study was employed in this study. Three data gathering procedures were used to acquire data i.e. questionnaire, observation, and semi-structured interview. To determine their motivation, 17 fifth-grade pupils at Lantaratprachautit School in Thailand were recruited to fill out a closed-ended questionnaire which was adapted from Gardner's Attitude/Motivation Test Battery (AMTB). Three students with varying levels of motivation were observed in order to determine how motivation was reflected in the English classroom. In addition, to triangulate the data in this study, a semi-structured interview was undertaken. The majority of the participants were assessed as having poor motivation, which was consistent with their classroom engagement. Finally, students' interest and participation in classroom activities in the English teaching-learning process represented their motivation in English language learning.
CONCEPTUALIZATIONS AND SCHEMATIZATIONS OF HEAD METAPHORS: A CONCEPTUAL METAPHOR THEORY Asnita Sirait; Lia Maulia Indrayani; Rosaria Mita Amalia; Thomson Radesman Lingga
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 1 (2022): VOLUME 10, ISSUE 1, APRIL 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i1.p11-22

Abstract

Human’s head takes the most important part in human’s part of body which leads to the frequent use of  head in language uses. This study therefore aims to investigate how head is conceptualized through the use of metaphor in Corpus of Contemporary American English (COCA) and how the conceptual metaphors are projected through image schemas. The data were obtained  from Corpus of Contemporary American English (COCA) as a rich data sources relevant to the study. This study applied qualitative descriptive study through the framework of the Conceptual Metaphor Theory (CMT)  proposed by Lakoff and Johnson (2008). Sentences which contain head metaphors were selected, analyzed, and categorized to relevant conceptual metaphors through the bridge of mappings to characterize the relationship between two concepts (source and target domains) in the metaphorical process and image schemas.  The findings of the study showed that head is mostly metaphorically used as a container which is conceptualized as a head is a container.The most image schemas used are containment schemas which show in-out,  full-empty,  and surface schemas. The image-schemas have indeed been shown to likely become the basis of numerous metaphorical constructions and have been helpful to understand how people cognize their world.
JUNIOR HIGH SCHOOL STUDENTS’ EXPERIENCES IN GOOGLE CLASSROOM TO PROMOTE AUTONOMY IN ONLINE ENGLISH LEARNING Aulia Putri Yulistia; Wiwiet Eva Savitri
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p88-102

Abstract

Online learning in Education has been increasingly implemented since the pandemic happened. Junior high schools use Google Classroom because it is the potential to enhance the teaching-learning activities, and the students also inevitably have to use it for learning, specifically English subjects. Previous studies claimed that Google Classroom is a useful online learning platform for students and teachers. Learning English online using Google Classroom for reading, writing, and grammar skills is possible. However, the previous studies mainly focused on upper secondary school students and teachers. Hence, thisstudy aims to explore junior high school students’ experiences and learning autonomy in learning English online through Google Classroom during the new regulation of limited face-to-face classes. This study used a qualitative methodology and collected the data through questionnaires and semi-structured interviews. The findings indicated that 7th-grade students with a total of 82 students have positive as well as unpleasant experiences when learning English using Google Classroom. Furthermore, the findings also indicated that junior high school students as reactive autonomous learners could enhance their English learning autonomy when using Google Classroom
ENGLISH TEACHERS AND STUDENTS READINIESS IN UTILIZING MALL IN ENGLISH DISTANCE LEARNING CONTEXT Pande Putu Justiana; Made Hery Santosa; Gede Mahendrayana
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p103-112

Abstract

This current study aims to identify teachers’ and students’ readiness in utilizing MALL during distance teaching and to investigate factors affect the readiness in using MALL in the context of online teaching.  In conducting the study, a mix method with a survey was conducted. The data were collected through questionnaire and interview. This study involved the English teachers and students in SMA Negeri 1 Mengwi. The result of data analysis found that teachers are ready but requires some improvement to use MALL in the context of online teaching. It can be seen from the overall mean score of teachers’ readiness (3.91) (Technology=4.50, Ability to Adapt=4.06 Openness=4.06, People=3.81, Budget=3.50, and Believe=3.25). Meanwhile, the students were categorized as not ready with 3.25 mean score. Mean score from all indicators are also lower than teacher (Technology=3.57, Ability to Adapt=3.45 Openness=3.45, People=3.16, Budget=2.87, and Believe=3.03). There are several factors that support the readiness of teachers and students in implementing MALL. Mainly in terms of technology and budget readiness.
MOTIVATION AND ITS RELATIONSHIP WITH ESSAY WRITING ACHIEVEMENT IN THE HIGHER EDUCATION LEVEL Jeane Theresia Limeranto; Concilianus Laos Mbato
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p113-126

Abstract

Writing is usually considered the most challenging skill to be mastered for Indonesian EFL students. Consequently, they may experience a lack of motivation in the writing process, which might influence their writing achievement. Therefore, this study was conducted to investigate the level of students’ writing motivation, the relationship between their motivation, factors affecting students’ motivation in essay writing and achievement in writing, and the effective strategies they use to improve their writing motivation. This study utilized a mixed-method research design which involved 25 students who took essay writing class. The instruments employed were questionnaire and interviews. The result of quantitative data analysis showed that there was a positive correlation between students’ motivation and their achievement in essay writing (r (23) = .304 p <.05). It indicated that the students who had higher motivation in writing displayed a higher level of writing performance. While qualitative study revealed some factors that impeded students’ writing motivation and writing achievement, namely the lack of teachers’ effective teaching methods and attitudes and the lack of students’ linguistic competence. This study offers useful implications toward teaching and further research.
ENGLISH LEARNING GRAMMAR STRATEGIES : ACHIEVEMENT, OBSTACLES, AND SOLUTION Syafryadin Syafryadin; Iis Sujarwati; Dedi Sofyan
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p166-173

Abstract

English learning grammar strategies can be an issue that students and lecturers face in the university. This study aimed to find out the students’ achievement, obstacles and solution in learning grammar by using English grammar strategies. Mixed method was employed to gain the research objectives. Thirty three students were selected as the respondents of this research. The intruments were grammar test and interview. The data were analyzed by using descriptive statistics for quantitative data and qualitative data were analyzed by using qualitative analysis with several steps, such as data reduction, display and conclusion for qualitative data. The results showed that students got enhancement in terms of their grammar ability. It can be proved by looking at their pretest and postest. Moreover, students faced obstacles in implementing grammar strategies namely poor understanding about grammar, difficult to memorize the rules, grammar anxiety, seldom to work in group, and time limitation. The possible solution can be extra lesson from the lecturer or discussing with their friends, more practice in grammar, giving reinforcement and motivation, working in group, and be smart in managing time for learning grammar.
METADISCOURSE MARKERS IN ENGLISH ESSAYS WRITTEN BY INDONESIAN STUDENTS IN EFL SETTING Rosyida Ekawati; Afiifah Al Rosyiidah
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p%p

Abstract

English essays commonly use metadiscourse markers to assist and direct readers in understanding the essays. This study aims at identifying and explaining interactive and interactional metadiscourse markers used by male and female students and their roles in the essays. There are 10 essays written by English Department students of second semester at the University of Trunojoyo Madura. The essays were written by male and female students with one of the assigned topics about diet for female and music for male students. This research was conducted as descriptive qualitative research methods, while to show the frequency of metadiscourse markers used by male and female students in the essays, simple quantification was done manually. Results show that both male and female use interactive metadiscourse markers in the essays that consist of transitions, frame markers, and code glosses, while interactional metadiscourse markers consist of hedges, boosters, attitude markers, self-mention, and engagement markers. Male students tend to use metadiscourse markers lower than female students but they use similar pattern of the markers. Only for self-mention items that is used higher by male students. The uses of metadiscourse markers have a significant role in organizing and producing of written essays to achieve certain communicative purposes.
REAP (READ, ENCODE, ANNOTATE, AND PONDER) STRATEGY COMBINED WITH MIND MAPPING TO FACILITATE STUDENTS’ READING COMPREHENSION Paula Eka Ramdhani; Ririn Pusparini
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p139-150

Abstract

REAP (Read, Encode, Annotate, Ponder) strategy is a well-designed learning strategy for teaching students to comprehend a reading text. The aim of this study is not only to present how the REAP strategy is implemented in reading, especially in narrative texts but also it describes how the mind mapping emerged in the REAP strategy to boost students’ interest and makes the reading activity more enjoyable. This study was carried out in the eleventh grade at one of Sidoarjo's private senior high schools which were consisting of thirteen students. Furthermore, the interpretive descriptive qualitative research design through observation and document analysis was used as the base of this study. This study also showed that there are several stages in the implementation of REAP strategy combined with mind mapping for facilitating students’ reading comprehension such as preparing the classroom environment, brainstorming, making group discussion, reading the story, encoding the difficult vocabulary, annotating the important point, pondering the moral value, and presenting students’ mind mapping. The results discovered that in the teaching and learning process, the students were able to comprehend the narrative text successfully. It also made reading activity more alive, activates background knowledge among students, and encourages them to think creatively.
THE ANALYSIS OF CODE MIXING USED BY AGNES MO ON DEDDY CORBUZIER’S PODCAST YOUTUBE CHANNEL Karta Atmaja
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p151-166

Abstract

The objectives of the study are to find out the type of code mixing, the level of code mixing, and the dominant type of code mixing. This study employed content analysis which focused on the type of code mixing based on Hoffman’s theory and level of code mixing based on Suwito’s theory. The researcher found seventy-six data using inter-sentential code mixing and six data intra-lexical code mixing. The data was taken from Deddy Corbuzier’s podcast YouTube channel. The data were divided into Podcast Part I and Part II and were analyzed and documented for each Part using Hoffman’s and Suwito’s theory. The result showed that there were three forms of code mixings that found in the podcast, namely intra-sentential of code mixing, intra-lexical of code mixing and involving a change of pronunciation. In addition, it was also revealed that there are twenty-three data in word level, twenty-four data in phrase level, seven data in baster level, one data in idiom level and twenty-seven data in clause level based on Suwito’s theory. As the result, the most dominant type of code mixing is inter-sentetial code mixing type and the most dominant level of code mixing is code mixing in phrase level.
STUDENTS’ INTRODUCTORY PARAGRAPH IN WRITING ACADEMIC ESSAY Eka Dyah Puspita Sari; Mia Fitria Agustina
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p167-174

Abstract

There are three structures of academic essay: introductory, body, and concluding paragraphs. This research puts its focus on the introductory paragraph. The objective of this research is to analyze students’ introductory paragraph in writing academic essay in forms of the analysis of the general statements and thesis statement. This research was qualitative research and the data was collected from students’ writing. The respondents of this research were third semester students of English literature study program. The result of the analysis shows that most of the students’ essay (90,7%) put general statements on introductory paragraph. It shows good result in practice because students already know the importance of general statements in introductory paragraph. Students comprehend and implement the main function of general statements, i.e. to attract the reader’s attention. In addition, it was also revealed that there were 68,5% of the students’ essay put thesis statement on introductory paragraph. The result is quite satisfying, although there are some of the essays not contain thesis statement. Indeed, thesis statement is important in writing introductory paragraph because it functions to state the specific subdivisions of the topic and/or the “plan” of the paper.

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