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Journal of English Language Studies
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 25277022     EISSN : 25415131     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English Language Studies is a registered journal with p-ISSN 2527-7022 and e-ISSN: 2541-5131. This journal is formally published twice annually – every March and September. It covers articles in the fields of English education (EFL/ESL), linguistics, and literature.
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Articles 174 Documents
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ESP-based Approach for Chinese teaching to Foster overseas Students’ Motivation in China Elmeruche Poumba; Jian Gong
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.20973

Abstract

This paper looks into university overseas students’ motivation and needs analysis in the Chinese language teaching-learning process. Its uniqueness lies in exploring English for Specific Purposes (ESP) based approach implications as much effective teaching model able to help teachers foster the motivation of adult learners in Chinese universities. This research was conducted at the university of Science and Technology in a southern province in China. Data were obtained from ten classroom observations and a questionnaire survey during the fall semester. Master’s foreign students attending Chinese class as a compulsory course are the participants of this research. The results have proved that those international students’ motivation and interests are academically and professionally utilitarian. Thereby, the wide gap between the Chinese language teaching methods at the investigated university and the multifaceted needs of students is remarkable. As a matter of fact, such students expect teachers’ support and specific curriculum implication to help them improve language input and output abilities related to their main fields of study for future academic and professional purposes. To continuously maintain overseas students’ motivation toward Chinese and self-study in Chinese universities, our findings strongly suggest using the ESP-based approach as an affordable model for implementing Chinese teaching content specifically in small classroom sessions twice a week. Using the ESP-based approach in small classroom sessions twice a week is a specific and actionable recommendation.   
A Review of Challenges to Applying Information and Communication Technology in English Language Instruction Erwin Pohan; Didi Suherdi; Pupung Purnawarman
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19515

Abstract

This research aimed to review the literature on teachers' low interest in employing digital tools in their teaching practices. There were 34 pieces of research, and the issues associated with using it in English language training were found. The problems were explored with a systematic review. The results revealed that most teachers had poor confidence, inadequate training, and insufficient time using technology tools in their classrooms. A summary of the argumentation was presented alongside the paper. Then, Preferred Reporting Items for Systematic and Meta-analysis (PRISMA) statements with four stages: identification, screening, eligibility, and included were conducted to certify the review processes. Moreover, the findings suggested that administrations provide teachers with adequate training and time to successfully utilize technology apparatus in English classroom practices by reducing the teachers' workload. Additionally, the teachers could manage, organize their time and skills, and participate in personal online training to solve their problems and improve their capacity to practice technology tools in the classroom.  
Collostructional Analysis on Future Will in Malaysian English Online News Deborah Tirtania Chrisna Pake Seko
Journal of English Language Studies Vol 9, No 2 (2024): Available Online in September 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i2.24198

Abstract

This study aimed to find out the attracted and repelled verbs occur in the construction of future will of Covid-19 vaccine in Malaysia and how these verbs indicate the predictability of vaccination for locals. A specific context of Covid-19 vaccine in Malaysia from February to April in 721 Malaysian English online newspaper were used as the source of data in this study. A sequential explanatory design was used in this research which consisted of simple collexeme analysis to get a list of attracted and repelled verbs in future will and qualitative descriptive to explain how those verbs indicate the predictability of vaccination for Malaysian. This study revealed that aspectual verbs (e.g., start, begin, continue), engender verbs (e.g., benefit, enable, result), and verbs of desire (e.g., need, deliberate) are the top three of attracted verbs classification. Meanwhile, in repelled verbs classification, it is nominated by verbs with predicative complement (e.g., accept, buy, address), verbs of creation and transformation (e.g., raise, assist), and engender verbs as well as aspectual verbs.  Those attracted verbs also indicate the predictability of Covid-19 vaccine in Malaysia was limited to the distribution and how the vaccination program was prepared. This study is also expected to give practical implications on the use of collostructional analysis for further research in grammatical structures and semantical aspects especially on the methodology and data analysis as well as being reference and guidance for any related fields in terms of future will usage.
English-Indonesian Translation in a Selected Chapter of Ferreira’s Critical Theory: Evaluating the Google Translate Output Fuad Abdullah; Bahren Umar Siregar; Vera Nurlia; Muhammad Guruh Nuary
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.23941

Abstract

In this digital era, translation has undergone a radical paradigmatic shift from traditional to automated practices in terms of technological, pedagogical, empirical and economic perspectives, such as the emergence of Machine Translation (MT). Unfortunately, scrutiny accentuating the evaluation of GT output in the English-Indonesian translation setting remains under-researched. Hence, this study aimed at poring over how the English-Indonesian translation in a selected chapter of Ferreira’s critical theory was represented from the GT output. The corpus of this study was a selected chapter of a book entitled International Relations Theory edited by Stephen McGlinchey, Rosie Walters and Christian Scheinpflug (McGlinchey, et. al., 2017), namely chapter 6 in part 1 Critical Theory (Marcos Farias Ferreira) (Ferreira, 2017). The corpus was collected through document analysis and analyzed with Baker’s translation equivalence framework (Baker, 2018) and thematic analysis (TA) (Braun & Clarke, 2006). The findings unveiled that GT output represented English-Indonesian translation in five prominent themes, viz. inappropriate word level equivalence, grammatical equivalence and lexical cohesion in the English-Indonesian translated text, decontextualized pragmatic equivalence in Indonesian as the target language, syntactically disordered English-Indonesian translated words, literally translated Indonesian as the target language, and accepted equivalence of English-Indonesian translation. Pedagogically, this study suggests that a combination strategy of GT-based translation and human translation can be a breakthrough to reach the translation quality, namely accuracy, naturalness and readability.
Implementation of Authentic Assessments in Daarul Qur’an International Primary School Nety Ariyani; Syafrizal Syafrizal; Yudi Juniardi
Journal of English Language Studies Vol 9, No 2 (2024): Available Online in September 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i2.26519

Abstract

This study explores alternative assessment techniques in a grade six English class at Daarul Qur'an Primary School, Tangerang, with an emphasis on real-world applications and continuous improvement. While traditional assessments are still common, the introduction of Indonesia's 2024 Merdeka Curriculum highlights the need for more authentic assessments of language use. Using a descriptive qualitative method, data were gathered through observations, structured interviews, and document analysis. The study incorporates contextual teaching activities, such as video observations, email reading, role-playing, collaborative discussions, and group work, to enhance students' comprehension, pronunciation, vocabulary, and confidence in using English. These activities are designed to support the functional use of English in real-life scenarios. Formative assessments, including role plays, performance-based presentations, portfolios, and peer feedback, provide a comprehensive evaluation of students' progress. These methods foster active participation, creative thinking, and effective communication. The findings demonstrate that authentic assessments create a student-centered learning environment, promoting meaningful engagement and preparing students for practical communication challenges outside the classroom. By emphasizing real-world applications, these assessments lead to lasting learning outcomes and continuous improvement.
Elementary School Students’ Vocabulary Enhancement through YouTube Video-Based Learning Maryam Sorohiti; Anisa Rahma Hidayah; Sri Rejeki Murtiningsih
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.23166

Abstract

The research objectives are: (1) to investigate the students' vocabulary mastery before using YouTube Video-based learning method, (2) to find out the students' vocabulary mastery after using YouTube Video-based learning method, (3) to perceive the difference in the students' mastery before and after using YouTube Video-based learning method. This research was conducted in a private Islamic elementary school in Yogyakarta for fourth-grade students. The method used in this research is quantitative, which uses a test. A pre-test was given to measure the students’ current vocabulary abilities, with results showing M = 6.00 and SD = 0.88415. Then, a treatment was applied using YouTube video-based media to help students with their vocabulary. To measure the aftereffect, the researcher uses a post-test. The post-test showed that M = 8.68. The results of this study indicated that there is an improvement in using YouTube video-based media for vocabulary learning, and it positively impacted the student's vocabulary enhancement. The study implies that elementary school teachers should use YouTube videos when teaching vocabulary and that elementary schools support the efforts, such as good wi-fi connection, projectors, and room speakers.
Analysing Indispensability of Scaffolding Strategies to Enhance the Teaching of English Syntactical Structures to Grade 10 Learners Farisani Thomas Nephawe; Munyadziwa Sylvia Nemakhavhani
Journal of English Language Studies Vol 9, No 2 (2024): Available Online in September 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i2.24837

Abstract

Although numerous research has been conducted on the versatility of the strategies for teaching the English language, studies on the indispensability of scaffolding strategies to enhance the teaching of English syntactical structures are limited. The present study analysed the indispensability of these strategies for improving the synthesis of English syntactical structures at a South African secondary school. A qualitative research approach was adopted to obtain an in-depth understanding of the indispensability of using scaffolding strategies in teaching synthesis of syntactical structures to Grade 10 English First Additional Language (EFAL) learners. The population of this study comprised seven teachers who had more than five years of teaching experience at the secondary school level. Five purposively sampled teachers participated in this study because the researchers did not want to have abnormal findings and discussions. The sample was a true representative of the entire population because learners taught were from the same rural communities and share similar characteristics such as limited exposure to the appropriate use of the English. language. Data were collected using classroom observations and semi-structured face-to-face interviews. Using thematic analysis, a preliminary investigation was conducted on three schoolteachers who were not part of the target respondents and were reluctant to use scaffolding strategies in the classroom. Nonetheless, after applying scaffolding strategies, the respondents performed profoundly. The implication of the present study necessitates the indispensability of scaffolding strategies. This study argues for the constant use of scaffolding strategies in synthesising English syntactical structures.
An Assessment of The English Reading Comprehension Strategies Utilized by Level-One Students at A South African University Vincent Ndishunwani Demana; Mzamani Johannes Maluleke; Ramos Asafo-Adjei; Thifhelimbilu Emmanuel Sikitime; Ernest Kwesi Klu
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.22570

Abstract

The researchers examined the approaches employed by first-year students at a university in South Africa to comprehend English reading material. The study used a combination of quantitative and qualitative research methods, involving 309 first-year students from various departments who were taking the English Communication Skills course. Data was gathered using a self-administered questionnaire, the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey. The researchers used descriptive statistics, such as frequency, percentage, mean, standard deviation, and usage level, to analyze the frequency of each reading strategy. The findings underscore the significance of offering guidance on reading comprehension strategies to assist first-year students in managing the rigorous academic demands of university and to teachers and lecturers in helping their students learn to become constructively responsive and thoughtful readers, which will promote academic reading skills and ultimately enhance academic achievement.
Verbal Aptitude Effect on The Inferential Skill in Reading of The Senior High School Age Deborah Tirtania Chrisna Pake Seko
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.23951

Abstract

As verbal aptitude is viewed as linguistic academic potency, this study aimed to investigate the correlation between students’ verbal aptitude and inferential skill in reading as well as to analyze the possibility for low verbal aptitude students to achieve high score in inferential skill test and identify the factors that influence students’ inferential skill in foreign language learning at senior high school age.   A mixed study with sequential explanatory design in which Pearson Product Moment Correlation and interview were conducted in this study.  The data were gathered from documentation, test, and interview of the selected sample using purposive and random sampling technique.  The result revealed that the rXY is .651 and rtable  at a significant level of 5% is .234, which means that rXY ≥ rtable  with significant correlation 7.21 higher than r-table (1.99495). As a result, there is a strong significant correlation between students’ verbal aptitude and inferential skill in reading. Furthermore, the study also showed that students with low verbal aptitude (11%) can achieve high score in inferential skill but not as high as high verbal aptitude students’ scores. The factors that influence students’ inferential skills are age, motivation and interest, background knowledge, topics’ interest, working memory, language skills, personality, learning styles, and extended English course.
Bridging the Gap: Examining Humor Dynamics Between Secondary School Educators and Students Angela Putri Natalia; Ounu Zakiy Sukaton; Melany Melany
Journal of English Language Studies Vol 9, No 2 (2024): Available Online in September 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i2.26728

Abstract

The utilization of humor in foreign language classrooms has demonstrated positive impacts in terms of memory retention, information processing performance, and students’ positive perception of their teachers While numerous studies have explored humor in education, there's a gap in understanding the differences in humor usage between educators and students within the same classroom context. Addressing this gap can illuminate the dynamics of teacher-student relationships, classroom atmosphere, and student engagement, informing pedagogical practices and enhancing the overall instructional experience. This study aims to explore prevalent types of humor in classrooms, focusing on distinct patterns exhibited by educators and students, and uncovering underlying dynamics to enrich our understanding of humor's role in education. We worked with 27 students from SMPK Bhakti Luhur Malang and data collection involved the use of audio recordings of classroom interactions between students and teachers. Throughout our data, we found that humor is useful as a coping mechanism, a tool in relationship building, and a tool for managing class among others. We also illustrated how teachers and students used different ranges of humor types for different purposes, yet still maintaining a positive class dynamic. We hope that our findings will contribute to further enhancing the use of humor in educational settings. 

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