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Journal of English Language Teaching and Linguistics

jeltl
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Published by Yayasan Visi Intan Permata

ISSN : :25031848 EISSN : 25026062 DOI : -

Core Subject : Education,

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 232 Documents

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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

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.

A Text-Driven, Task-Based Approach to the Design of Materials for Teaching Intercultural Communicative Competence Harper, John
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(1), April 2019
Publisher : Yayasan Visi Intan Permata

Although a large body of research points to the need of providing English as a Foreign Language (EFL) learners with intercultural communicative competence (ICC), questions remain as to exactly how ICC should be incorporated into the EFL curriculum. These questions arise in part due to issues of already-packed curricula which seem not to leave time for the teaching of ICC and in part due to issues of teacher preparedness. Additionally, questions arise concerning which culture should be taught. Taking into account materials used in the English Language Center (ELC) of Shantou University (Guangdong Province, China), this paper argues that a text-driven, task-based method of materials design allows for the inclusion of ICC across the EFL curriculum. It also argues that such a method lends itself to the teaching of ICC through a consideration of a variety of cultures.

Author Index & Subject Index Nurhayati, Dwi Astuti Wahyu
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(2), August 2016
Publisher : Yayasan Visi Intan Permata

Students’ Writing Process for Project Ibunka: A Case Study of EFL Writers Elis Homsini Maolida; Gilang Mustika
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Project Ibunka is an online cross-cultural exchange program that has a text-based bulletin board discussion where the students from various cultures can write about several topics from school life to social issues and give comments to each other. In the context of this study, this program was used as a media to develop students’ writing skill. This study aims to reveal the students’ writing process in the Project. This case study involved 15 English department students who took part in the project for more than twelve weeks. The data were collected through observation and interview and they were analyzed qualitatively. The findings reveal that most students experienced all stages of writing process from pre writing, drafting, revising, editting and publishing. However, the arrangement, the way the students put the stages into practice and how they applied their strategies in each stage were various. In pre writing, for example, the students experienced different mixture of conversation, silent thinking, reading some sources, clustering, and outlining strategies. In drafting, most students focused on writing their ideas and avoided losing the ideas by mixing the language while the others did revision and editting during drafting process. In revising and editting, the students asked for feedback and utilized technologies to help them improve their writing. Eventhough all students published their writing in Project Ibunka, each student had different experience of publishing process. It shows that all writers have their own way and strategy that work for them and what works for a writer may not work for another and vice versa.

The Utility Extent of Linguistics to Language Teaching: An Experimental Evaluation Md. Faruquzzaman Akan; Hassan Mahill Abdallah Hassan; A B M Shafiqul Islam; Abdelrahman Elyass Mohamed Abdelmajd
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(1), April 2017
Publisher : Yayasan Visi Intan Permata

To approach the very questions how and how far linguistics helps language teaching, we have to examine, analyze and evaluate them critically from various view-points. During the Second World War, the importance of linguistics in language teaching was noticed forthwith for the first time. Linguistics and language teaching have the same subject matter to deal with. Though linguistics is the scientific study of language, it has some specific role to play in the process of language teaching from the earlier to the modern times. Stephen Pit Corder (1975:143) says, “… the relevance of theoretical linguistics to language teaching is indirect and it is not the task of a theoretical linguist to say what relevance it may have. This is the field of applied linguistics.” According to the American linguist Noam Chomsky and some others, applied linguistics has a direct relationship with language teaching which is a pragmatic process and cannot take place in a total isolation. It takes help from various related sources and fields such as general, educational and social psychology; sociology, social anthropology and so on. Here, linguistics provides a language teacher with effective tools. However, as Dwight Bollinger says (1975a:22), “Language teaching is not linguistics, any more than medicine is chemistry….” So, the aim of this paper is to show the role of linguistics in teaching both foreign languages and any first languages or mother tongues.

Aspects of Feminist Writing: A Presentation of Common Issues Meenakshi Sharma Yadav; Manoj Kumar Yadav
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(1), April 2018
Publisher : Yayasan Visi Intan Permata

Feminist literary criticism is a literary criticism knowledgeable by feminist theory, or, more broadly, by the politics of feminism. It uses feminist principles and ideology to critique the language of literature. This school of thought seeks to analyze and describe the ways in which literature portrays the narratives of male domination by exploring the economic, social, political, and psychological forces embedded within literature. Feminism emerged as an important force in the western world in 1960s when women realized the attitude of their male colleagues who swore about equality, was actually the strategy used by them to keep women subservient, then a revolution by women to fight against them, and against racism and sexism was felt. This awakening spread over and as a result feminist criticism emerged on as an off –shoot of women’s Liberation Movement. Beginning with the interrogation of male-centric literature that portrayed women in a demeaning and oppressed model, theorist such as Marry Ellman, Kate Millet and Germaine Greer challenged past imaginations of the feminine within literary scholarship. It is very important for us to know that who these women writers are, what did they write and what were the sources of their writings. The present paper focuses on some of the above said important aspects of feminist writings and some of famous feminist writers also.

Activating Background Knowledge: An Effective Strategy to Develop Reading Comprehension Skills Shubhada Kedar Deshpande
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(3), December 2016
Publisher : Yayasan Visi Intan Permata

The present paper is a report on a small classroom based research study. The researcher has tried Activating Background Knowledge as a strategy to improve reading comprehension skills of the students in the First Year B.Com. Classroom in a degree college affiliated to the University of Mumbai. The teacher-researcher assigned two passages dealing with two different social issues and set in two different contexts, i.e., foreign and local, for comprehension to the students in the classroom. The classroom experience indicated that activating and building on the students’ background knowledge did help in facilitating their reading comprehension skills. The paper thus recommends it as an effective strategy to develop the students’ reading comprehension skills.

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

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

A Profile of the Grammatical Variation in British and American English Akan, Md. Faruquzzaman
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(3), December 2017
Publisher : Yayasan Visi Intan Permata

This research paper attempts to focus on the main and major differences and idiosyncrasies of grammar and grammar related issues in British and American English. These differences have a great influence on learning and using the English language. In fact, British and American English are one language having two (slightly) different grammars. Although there is a popular notion about American English to be more simplified and flexible, we have to keep it in mind about the subtleties, complexities and identifications too. American English is now different from its British mother and we could say it is more than another dialect due to its importance as well as control over the world affairs at present. The fall of the then USSR, the US popular media, open market, globalization, the internet etc have made American English more powerful than ever before. But still today, the number of British English users is more than that of American English. Sometimes, it is noticed by and large that the misuse and the misconception in handling these two major varieties of English pose various problems. So, the main concern of this current paper is to remove the possible mistakes and confusions about the two different but related varieties of English, specially in most of the areas of grammar, syntax and the like.

University Students’ Perceptions of the Effects of Teacher Self-Disclosure in the English Language Classroom Mohsine Jebbour
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

The purpose of this study was to elicit university students’ views about the potential effects that teacher self-disclosure may have in the English language classroom. Teacher self-disclosure—defined as the use of personal information to explain the course content to students in the classroom—was implemented in the ‘spoken English’ course in three sessions. The research method for data collection was interviewing 15 first year students attending the course. Thematic analysis was employed to develop common themes from the respondents’ answers. Results suggest that teacher self-disclosure might be used as an effective instructional practice to increase student motivation, develop a positive teacher-student relationship, enhance cognitive learning, and seek students’ attention in the learning process.

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