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Journal of English Language Teaching and Linguistics
ISSN : :25031848     EISSN : 25026062     DOI : -
Core Subject : Education,
JELTL (Journal of English Language Teaching and Linguistics), (eISSN: 2502-6062, pISSN:2503-1848), is an International Journal of language learning. It is a peer-reviewed journal of English Language Teaching, Languge & Linguistics, and Literature. The journal is published three times in a year; April, August, and December.
Arjuna Subject : -
Articles 181 Documents
Students’ Learning Engagement in Writing Class: A Task-Based Learning Nurmalinda Maharani Farizka; Asih Santihastuti; Bambang Suharjito
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(2), August 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Students’ degree of interest, attention, and curiosity are some indications of students’ learning engagement which are very important to be noted down by every teacher. Knowing what makes students focused on what they are learning or doing in the class will be a great assistance for teacher in creating meaningful activities which at the end promotes their engagement and motivation. This study was intended to find out students’ learning engagement during a writing class which was designed as a task based learning. The students were assigned to some collaborative activities in composing writings. The researcher observed students’ activities especially during the pre and while writing and found out that one reason among others that made students unable to actively engaged at the beginning of the activity was failing to understand the teacher’s instructions. This problem, however, was solved once they understood the tasks clearly and able to enjoy what they were doing in class. In other words, students’ engagement could happen if the activities are meaningful for them.
Analyzing the Students’ Ability in Writing Opinion Essay using Flash Fiction Lestari Setyowati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (457.328 KB) | DOI: 10.21462/jeltl.v1i1.1

Abstract

The use of literature in language classroom has attracted language teachers to utilize it in the FL classroom. This paper is intended to decribe the students’ ability to write opinion essay by using flash fiction, Frank Stocton’s The Lady or the Tiger. The design used in the study was content analysis design in which the researcher collected the students’ composition after they were assigned to write opinion essay by using flash fiction. The subject of the study was 2013A batch of STKIP PGRI Pasuruan. The data were colected in 30 June 2015 and 7 July 2015. The result shows that students were able to make thesis statement that showed their opinion, but unable to develop the essay well, and state conclusion that reflect the essay. Moreover, two thirds of the students were not able to produce the essay in at least 250 words. The problems of the flash fiction used in the classroom and its limitation are discussed in the paper along with the suggestion for those who are interested to use literary work in FL classroom. Key words: literary works, flash fiction, opinion essay.
Using Local Drama in Writing and Speaking: EFL Learners’ Creative Expression Dwi Astuti Wahyu Nurhayati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.636 KB) | DOI: 10.21462/jeltl.v1i1.13

Abstract

Creating encouragement among students to speak up and to write is not easy. It is seen on their responses of joining speaking and writing class; most students suppose that speaking and writing English are difficult especially to utter and organize their ideas freely. Problems of speaking include inhibition, nothing to say, low participation, mother-tongue use; writing problems include they lack ideas, organizing of ideas, rhetoric or pattern of thought, cohesion and coherence. However to cope with these problems, this study offers the variation performance in delivering ideas or activities through writing a script and conducting a drama. The steps of learning writing are (1) Creative Expression (responding to the ideas that learners produce; (2) Composing Process: planning-writing-reviewing framework using dramatic structure: orientation, complication, sequence of events, resolution and coda; (3) Genre and context of writing (Building Knowledge of Field (BKoF), Modeling of Text (MoT), Joint Construction of Text (JCoT), and Independent Construction of Text (ICoT and Local Drama as their creative expression: Learners use pattern they have developed to write a script). In speaking, before conducting the performance the students are divided into some groups to create the learning community, the steps are: create script based on themes, next consult the script (discuss their creative expreesion), observe the characters play, their characterization, mime, and other aspects, practice the script, and finally perform drama outdoor. As the result they become more self-confidence to utter ideas, expressive including writing a script, drama is considered as an appealing learning strategy which promotes not only goal-oriented learning but also emotional intelligence skills.Key words:  teaching, writing and speaking, drama
English Swear Words by Indonesian Learners Latif Amrullah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (237.585 KB) | DOI: 10.21462/jeltl.v1i1.2

Abstract

Language functions to convey expression and content, either for their self or for others. Some people tend to use swear words in certain conditions and situation to show their feeling or just to express an inconvenience. In other words, swear word is closely related to anger expression. This paper examines the use of English swear words in certain simulated anger situations in order to know what kinds of swear words that the respondents use. The data were gathered through some simulated anger situations which were made by considering certain social dimensions. The respondents are the university students who were taken randomly through different classes. This study shows that certain English swear words are commonly used by the respondents and the social status of respondents governs as an important aspect.
The Effectiveness of Teaching Vocabulary by Using Cartoon Film toward Vocabulary Mastery of EFL Students Munir, Fathul
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.849 KB) | DOI: 10.21462/jeltl.v1i1.20

Abstract

This article investigates the suitable media to develop students’ vocabulary in elementary level is audio visual media especially cartoon film media, the problems of the study are: (1) How is the students’ score before using cartoon film media? (2) How is the students’ score after using cartoon film media? (3) How is the effectiveness of using cartoon film media on the students’ vocabulary mastery? This research conducts experimental design; the research design used by the researcher is pre-experimental design in the form of one–group pre–test and post– test. The instruments were used are pre–test, treatment, and the post–test. The analysis technique of data analysis used t–test statistical analysis. The use of cartoon film media will be significant if t count > t table. Data analysis shows that t count > t table (5,20 > 1,71), so H0 is rejected or Ha is accepted. Based on the research finding, the researchers conclude that (1) the students’ mastery on vocabulary before taught by using cartoon film media can be seen from the result of pre – test, there are 15 students get excellent result, there are 2 students get good result , there are 4 students get enough result , there are 3 students get less result and 1 student get low result . It means that there are 32% students who get low score. (2) The students’ mastery on vocabulary after taught by using cartoon film media can be seen from the result of post – test, there are 19 students get excellent result , there are 5 students get good result and there is 1 student get enough result . (3) The significant different, between students’ mastery on vocabulary before and after taught by using cartoon film media can be seen from the result of pre – test, it showed that 15 students who get score 80 – 100 where as the result of post – test showed that 19 students who get score 80 – 100. It means that the result of this research showed that t count > t table (5,20 > 1,71). It indicates that cartoon film is suitable to teach vocabulary. So from the result the researchers suggest to the English teacher that cartoon film is effective to teach vocabulary for young learners
Structural Analysis of “Peanut & Sparky”: A Short Story by Arnie Lightning as A Way in Understanding Literature Umar Fauzan
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (357.514 KB) | DOI: 10.21462/jeltl.v1i1.21

Abstract

This study aims at analyzing the structure of Arni Lightning’s  short story Peanut & Sparky plays an essential part in a literary work which explores the plot, setting, characters, conflict and other elements of the story. Instead of that, by conducting this analysis, it could make the narration comprehensible for the readers and also to catcth the meaning which the writer wants to convey. The short story Peanut & Sparky was published in April 2015 in America. This analysis captures the writer’s intention of fabricating the story through its premise,theme, character, moral value, setting. The study reveals that conducting structural analysis is supposed to be a good way in understanding literary works.Key words: Structural, analysis, Short Story,Literature  
A Critical Discourse Analysis of a Selection of Thai and American Music Radio Programs in Terms of the Influence of the Language of American Culture on the Language of Thai Culture Sumanawika Unchit
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(2), August 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (511.5 KB) | DOI: 10.21462/jeltl.v1i2.22

Abstract

This study is concerned with the main linguistic differences and similarities between the Thai and American DJs’ conversations on the radio and the influence of American culture on Thai culture (in terms of language) as seen in those conversations. There were three radio stations chosen for comparison: SEED 97.5 FM, MET 107 FM, and New York PLJ 95.5 FM. DJs’ conversations are analysed from the perspective of code switching, language appraisal, ecology of language, speech genres, and sociolinguistics. The result show both differences and similarities. Thai and American radio feature different points of view and cultural beliefs. However, the three data samples data also show similarities related to the music content.
Boosting 21st Century Skills through Moroccan ELT Textbooks Hassan Ait Bouzid
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(2), August 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.046 KB) | DOI: 10.21462/jeltl.v1i2.24

Abstract

Research shows that the changing realities of the 21st century necessitate a fundamental shift in language education towards promoting 21st Century Skills. This paper investigates the extent to which three Moroccan ELT textbooks currently used in teaching second year Baccalaureate students in public high school provide activities that help learners build skills that match the needs of the 21st century. It also explores the types of activities that are used to promote these skills and eventually suggests some ways in which these skills could be promoted effectively in future textbooks. It draws the attention of teachers, educational policy makers, school inspectors and textbook designers to the importance of incorporating activities that facilitate the acquisition of a set of skills that meet the demands of the 21st century. The study adopts a concurrent triangulation design and used content analysis as a mixed method that combines quantitative and qualitative techniques. Quantitative findings show that textbooks tend to provide very little activities that enable learners to develop their ICT skills. Also, they do not encourage learners to think creatively and develop career and life-skills. Qualitative findings indicate that textbooks tend to present these skills in a traditional way that does not cater for the 21st century context. This paper concludes with suggesting activities that will help future textbooks present 21st Century Skills in ways that will facilitate the transfer of these skills to Moroccan English language learners.
The Relationship between Second Language Acquisition Process and English Language Teaching in Indonesia Pritz Hutabarat
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(2), August 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (336.687 KB) | DOI: 10.21462/jeltl.v1i2.25

Abstract

English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia. Keywords: language learning, language acquisition, ELT
The Approaches to Teaching Literature for EFL Young Learners Fauziah, Fauziah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(2), August 2016
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (530.345 KB) | DOI: 10.21462/jeltl.v1i2.26

Abstract

This paper reports on a case study of the teacher’s approaches to teaching literature for young learners in Bandung. The research is an attempt to respond to controversy among the use of literature as a media in teaching English for young learners in Indonesian context. Besides, several English teachers have no idea on how to use poetry as learning material. An English teacher and nine six-grade students were participated in this interpretive qualitative case study. Three research instruments, which were observation, interview, and document, were used. Classroom observation as a primary instrument was triangulated by using interview and document analysis. The results showed that: 1) there were three phases in teaching; initial, exploration, and evaluation phase; 2) under the guideline to choose related topic to nature of young learners, the Language-Based Approach (LBA) was the main used approach, followed by Reader-Response Approach (RRA) and Information-Based Approach (IBA); and 3) The teacher played important roles in building classroom atmosphere.

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