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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.
Arjuna Subject : -
Articles 174 Documents
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Analyzing Learning Strategies of Top-Performing Students in English Speaking Classes at Junior High School in Indonesia Tikiawati Tikiawati; Siti Drivoka Sulistyaningrum; Dila Anggita
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.v9i1.20667

Abstract

This research aimed to investigate learning strategies used by Junior High school to enhance English speaking skill, with a particular focus on identifying the dominant strategy. To achieve this, a descriptive qualitative method was used to examine interaction patterns within the classroom. The participants were comprised of 5 at VIII Grade Junior High School students who achieved the highest scores and willingly provided essential data to address the research questions. Data were collected through multiple sources, including transcribed interviews and observation. The results showed that 1) Students improved their accents by rehearsing and mimicking speech sounds, listening to native speakers, engaging with music, watching English flicks, consulting Google Translate, reading English books, singing English songs, swapping written notes, as well as requesting for opportunities to converse with teacher and peers in English. 2) Students frequently asked for guidance from peers on proper sentence construction, practiced speaking regularly, learnt from English movies, and occasionally referenced a dictionary. These observations suggested a dominant use of cognitive learning strategy, characterized by repetition, summarization, and contextual imagery, and driven by students’ personal preferences or available resources. Meanwhile, Socio-Affective strategy, including interaction with others to aid in learning, ranked second, as students actively collaborated with peers. This research could potentially assist teacher in enhancing student speaking skill by gaining insight into learning behaviors and preferences, facilitating the selection of appropriate teaching strategies.
Development of the Massive Open Online Course (MOOC) Module for English for Academic Purposes Course Rahman Hakim; Rosmania Rima
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.v9i1.24453

Abstract

This study intends to develop Massive Open Online Course (MOOC) Module for English for Academic Purposes Subject at Sultan Ageng Tirtayasa University. The MOOC aims to equip learners, regardless of department, faculty, or participating campus, with the necessary English language skills to succeed in an academic environment. In order to improve the effectiveness of online learning from these courses, an e-learning platform, such as MOOC, that can accommodate a large number of students from departments and faculties, as well as from other campuses that are members of the Study Program Implementing Collaborative Free Learning Curriculum - Independent Campus". The MOOC is developed through Analysis, Design, Development, Implementation and Evaluation (ADDIE) model that is organized systematically to address issues with learning that relate to instructional media that meet students' requirements and personality traits. A questionnaire was used for evaluation, and the elements were taken directly from the Computer System Usability Questionnaire (CSUQ). The ADDIE (Analysis, Design, construction, Implementation, and Evaluation) approach was used to guide the construction of the MOOC in this study, and the results of the usability evaluation add to the body of knowledge already available on MOOCs. The MOOC achieved a very good rating with an average score of 82.66%, indicating it effectively meets these quality standards. The average score of 78.50% translates to a good rating, indicating a positive user experience with the MOOC. When respondents were asked to comment on the MOOC's strengths the capacity to make students' learning easier emerged as the most prevalent.
Ethiopian Students’ Perceptions of Learner-centered Grammar Teaching Methodology in Some Secondary Schools of Oromia Special Zone Surrounding Finfinne Tamirat Tesfaye Diyessa; Abebe Gebretsadik Woldearegawi
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.v9i2.27953

Abstract

The purpose of this study was to investigate students’ perceptions on the advantages of learner-centered approaches and grammar teaching methods in secondary schools. The study utilized descriptive research design, employing a questionnaire and an interview. Two hundred grade 9 students for the questionnaire and six students for an interview were randomly selected. Questionnaire data was analyzed using mean and standard deviation. The interview data was analyzed thematically to support the questionnaire data.  The findings of the study revealed students had positive perceptions on some of the learner-centered-methods of grammar presentation because they believe that these methods help them to become users of the language for communication.  However, they had negative perceptions on some of them. As a result, they were more interested in grammar explanation by their teachers since they were accustomed by lecture method. Implications suggest that teachers should make students active participants by bringing various grammar tasks that arouse students’ interests; they should practice learner-centered methods namely pair work, group work, asking and answering questions and situational dialogue in order to build students’ confidence.
Professional Identity Construction: An Inquiry into the Narratives of Indonesian Teachers of English for Young Learners Hanifia Arlinda; Safrina Noorman; Yanty Wirza
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.v9i1.24243

Abstract

Teacher professional identity has emerged as a central topic in educational research since the 1990s in light of the increasing understanding of teachers’ roles in different contexts that influence their attitudes, behaviors, and beliefs in teaching (Beijaard, 2019). The identity construction process of English for Young Learners (EYL) teachers in Indonesia needs to be studied more. Employing the narrative inquiry method (Connelly & Clandinin, 1990), this study investigated the process of teacher professional identity construction of four EYL teachers in four different elementary schools in Bandung, Indonesia, and the extent to which the journey affects their beliefs and practice in teaching EYL. I collected the data using semi-structured online interviews, photovoice, and classroom observation. The results suggest that participants' teacher professional identity (TPI) was shaped by experiencing critical events, participating in professional development programs, involving themselves in a community of practice, experiencing teaching practicum, supporting school culture and environment, and teachers' interest in teaching English to young learners itself. This study has also demonstrated how the participants' construction journey impacts the change of their beliefs and practices in teaching EYL. This study sheds light on the significance of the support from EYL stakeholders in affording opportunities for teachers’ learning and professional development.
Exploring Indonesian EFL Pre-Service Teachers’ Professional Identity: Why should be Civil Servant? Benni Ichsanda Rahman Hz
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.v9i1.24373

Abstract

This study was conducted to examine the professional identity of EFL (English as a Foreign Language) pre-service teachers in Indonesia after the government announced that no new public servants would be accepted for lecturer and teacher positions starting in 2022. The study involved 153 students from an English language education program at a public university in North Sumatra province. Data was collected through closed-ended questionnaires and semi-structured interviews. The information was analyzed using statistical methods for quantitative data and content analysis for qualitative data. The findings revealed that 48% of the respondents had chosen to become civil servant teachers, and 76.60% of those intending to be civil servant teachers preferred to work as Government Employees with Work Agreements (PPKK) teachers in the future. Numerous rationales and suggestions to remain being professional teachers are then discussed and established. 
Navigating Respect and Rapport: A Comparative Analysis of Teacher and Student Politeness Strategies in EFL Classroom Helda Oktaviani; Siti Suharsih; Abdul Azis
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.v9i2.27968

Abstract

This study investigates how politeness strategies are used by teacher and students in the context of learning and teaching English in a tenth-grade high school in Banten's Lebak district. A qualitative research method was applied using field observation, field recording and note-taking as data collection techniques. The data were obtained from recordings of teacher and students' utterances in an EFL class in a tenth-grade high school. The resulting data were transcribed based on the tone of voice and body language used by teacher and students then analyzed using the interactive model and pragmatic equivalence method. The findings showed that teacher and students apply politeness strategies from Brown and Levinson's theory namely, positive politeness strategy, and negative politeness strategy.
Indonesian English Pre-Service PPG Program: Students’ Perception Nariza Ayu Pasha; Cindy Martina Marbun; Fidya Felinda Illahude; Ani Rizkiya; Iin Inawati
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.v9i1.21988

Abstract

With the development of technology, the system, strategies, and evaluation in teaching have also developed. Teachers are encouraged to enroll in a professional development program that can improve their qualities. In Indonesia, teachers who have been teaching in schools and prospective teachers who have just completed their education are recommended to enroll in a teacher certification program. For fresh graduates, the government provides a Pre-Service Teacher Professional Education program. Yet, studies investigating pre-service teachers' perceptions are scarcely reported. This study aims to explore the English pre-service teachers’ perception of joining the PPG program. The participants of this qualitative study were eight students who enrolled in PPG from various universities in Indonesia. Open-ended questionnaires and interviews were used to collect the data. This study used an interpretative inquiry method and Brenhonfebrenner's theory as a framework. The findings showed three factors influencing English pre-service teachers joining PPG: improving their quality and professionalism in teaching (self-improvement), being influenced by parents, lecturers, and colleagues (environmental support), and required by government regulations (government regulation). The implications of this research are expected to contribute to the government in considering policies related to the PPG program, as well as to teachers about continuing professional development.
Digital storytelling to enhance English language students’ understanding of climate change mitigation: A linguistic evidence Perdana, Purnama Rika; Sukmalasari, Ristha; Suharsih, Siti; Yusop, Siti Aishah Md
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.31333

Abstract

Digital Storytelling (DS) is an innovative learning approach that integrates technology and digital narratives to enhance students’ engagement, critical thinking, and environmental awareness. The study explores the role of Digital Storytelling (DS) in fostering students’ ability to connect real-world issues with academic learning, particularly in language education.  This study employs an exploratory approach using qualitative research. Data is collected through classroom observation, semi-structured interviews, and analysis of students' narratives. The findings reveal that DS effectively enhances students' engagement and cognitive processing by incorporating collaborative storytelling, multimedia elements, and interactive learning experiences. DS encourages students to participate in discussions actively, express their perspectives through digital media, and build deeper connections with complex global issues beyond traditional learning approaches. This study concludes that DS is a powerful educational tool that supports independent learning, fosters meaningful engagement, and aligns with the Merdeka Curriculum’s vision of equipping students with competencies relevant to 21st-century education.
Text Complexity in An Indonesian EFL Textbook: Is it Aligned with the Emancipated Curriculum Goals? Istihari, Istihari; Juniardi, Yudi; Sofiah, Vivi; Abidin, Yanwar
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.29104

Abstract

This study examines the textual complexity of an Indonesian EFL textbook under the Emancipated Curriculum, focusing on lexical density and grammatical intricacy. Ten reading passages from the 10th-grade textbook Bahasa Inggris Work in Progress were analyzed using Halliday’s framework for lexical density and Eggins & Castello’s framework for grammatical intricacy. The findings reveal a lexical density index of 5.67 and a grammatical intricacy index of 1.78, indicating moderate textual complexity. The moderate lexical density and grammatical intricacy reflect a balance of accessibility and challenge, suitable for senior high school students where English becomes a foreign language. However, the complexity may not fully meet the needs of advanced learners. These findings contribute to discussions on curriculum effectiveness and reading comprehension, offering insights for teachers to select and adapt materials based on students’ proficiency levels and learning needs.
Translating Violence: Affect and Graduation Shifts in A Child Called ‘It’ and Its Indonesian Version Larasati, Larasati; Dewi, Haru Deliana
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.29024

Abstract

This study examines the linguistic dimensions of negative affect and graduation in portrayals of violence within both the English original and its Indonesian translation of the novel A Child Called ‘It’. Using a qualitative method with critical discourse analysis framework, this study examines how these linguistic elements transform during the translation process, affecting the depiction's emotional intensity and evaluative language. The novel, renowned for its vivid portrayal of violence against children, provides a foundation for analyzing the consequences of differing levels of emotional expression influenced by the values or norms of its intended audience in translation. This study identifies the emergence of 166 instances of negative affect in the source novel and 167 in its translation, indicating an addition of one negative affect in the translated version representing 0.6% of the overall violence associated with negative affect; eight (8) changes in graduation raise, accounting for 4.81% of the entire violence with negative affect; and 27 changes in graduation lower, constituting 16.26% of the total violence involving negative affect.  Graduation raises and graduation lower are terms derived from appraisal theory, specifically within the graduation subsystem, which deals with the intensity or degree of language expressions. The findings show that the Indonesian translation largely preserves the negative affect and graduation of the source text, albeit with some observed changes in intensity and emotional effect. This study highlights the role of the translator in conveying content that is sensitive and emotionally nuanced, and it underscores the intersection between language, emotion, and the values and norms upheld by the target readers in literary translation. The act of translation is not merely linguistic but also deeply intertwined with the norms and emotional aspect of the target readers. These findings contribute to future research on how texts are adapted to new contexts without losing their essence or impact in translation.

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