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Journal of English Language Teaching Innovations and Materials (Jeltim)
Published by Universitas Tanjungpura
ISSN : -     EISSN : 26571617     DOI : http://dx.doi.org/10.26418/jeltim.v2i2.41363
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
JELTIM focuses on publishing research articles on innovations and materials in English language teaching. We can accept genuine works on ELT methodologies, curriculum and syllabus, materials, media, computer-based innovations, internet-based interactions, and blended teaching and learning. We specifically welcome studies that are conducted through development, analysis, evaluation, experiment, survey, experiment, correlation, case study, grounded research, and action research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 62 Documents
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Note from the editor-in-chief: toward a more creative education Ikhsanudin Ikhsanudin
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 2 (2019): October 2019
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v1i2.36969

Abstract

Changes in society need creative changes in education, including in English language teaching and learning. Society 5.0 needs more creative educators and researchers to help learners getting prepared for the future. This journal’s first volume (issues 1 and 2) reports fourteen creative studies and a review. In the next issues, more creative and innovative studies need to be done to open new horizons of language creative uses, innovations in language teaching, and innovations in teaching materials.
Low proficiency students: can we help them to speak confidently? Muriatul Khusmah Musa; Rushita Ismail
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 3, No 1 (2021): April 2021
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v3i1.34964

Abstract

This action research was carried out to find out whether the speaking activities that were done during English lessons could encourage the low proficiency students to speak English confidently. These students admitted that they were afraid of speaking English, particularly in front of their classmates. They had very low self- confidence and felt very anxious when they were asked to speak or present in English. For this research, five speaking tasks were incorporated in the English class with the aim of building up students’ confidence and at the same time encouraging them to speak and participate in the English speaking activities. The five tasks were: self- introduction, fairy tale role-play, open mic, product advertisement campaign and group decision making. These activities were carried out individually as well as in small groups. In short, all the students were given an equal chance to speak English and actively participate as individuals and as group members. Students’ positive responses signify the speaking tasks have helped to reduce their speaking anxiety, build up their confidence in speaking English and improve their speaking skills.
Developing a pop up book supportive to narrative-texts teaching Khoirunnisa Safitri; Sudarsono Sudarsono
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 2 (2019): October 2019
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v1i2.35139

Abstract

This research aims to develop Pop-Up Book as supplementary media to support the teaching of narrative texts and to evaluate whether or not the media are feasible to teach narrative texts to the tenth grade students of SMA Negeri 8 Pontianak. The media consisted of narrative texts with pop-up pictures. They were divided based on the structure of a narrative text. The materials were taken from the students’ textbook that the researcher has simplified. The procedures were adapted from ADDIE Model proposed by Branch and it used three phases, namely, Analyse, Design, and Develop. From analyse phase, it was found that the students needed interesting media that was visually attractive to engage them in the teaching learning process and to support the existing materials. The Design phase covered the aspects, which were the focus of the media, of the materials and the pictures for the media, and the structure of the media. The Development phase concerned the development of the essential parts of the media. According to the evaluation result, the media are considered feasible to be applied by the teachers to teach narrative text reading.
Fluency and communication strategy use in group interactions for occupational purposes Megawati Soekarno; Su-Hie Ting
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 2, No 2 (2020): October 2020
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v2i2.41363

Abstract

Communication strategy use varies with proficiency in the target language and less proficient learners rely on L1 strategies for conversational repair. In an English for Occupational Purposes (EOP) context where the technical register is unfamiliar, little is known on whether communication strategies can enable learners with limited English proficiency to overcome hesitancy in speech. The study examined learners’ use of communication strategies and fluency in group interactions in an EOP context using an integrated problem-solving, interactional and discourse-based framework of communication strategies. A 13-week communication strategy training was conducted focusing on conversational repair strategies (fillers, approximation, code-switching), meaning negotiation strategies (clarification request, comprehension check, confirmation check), response strategies (rephrase, shadowing, reply) and discourse-based strategies (lexical repetition, topic fronting). The results on communication strategy use in three group interaction sessions involving three participants showed that the most frequently used communication strategies were lexical repetition and fillers. The participants’ fluency, as measured in C-units and frequency of fillers, was higher when they interacted on familiar topics. The participants learnt to use discourse-based strategies but not meaning negotiation strategies. The findings suggest that for better negotiation of meaning, the communication strategy training needs to create metacognitive awareness of the interlocutors’ communicative needs.
Using modified guided writing and role-play to motivate students to practice speaking Susan Dewi; Yohanes Gatot Sutapa Yuliana; Melti Oktavianda
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 2, No 1 (2020): April 2020
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v2i1.37833

Abstract

The ability to speak in English is one of the requisite skills for vocational high school students majoring in hospitality training. However, most tenth-grade students manifested insufficient skills in speaking English, which resulted in low confidence in speaking. To cope with the challenge, the researchers implemented modified role-play and guided writing to stimulate students in speaking English in classroom action research. The procedure of the research consisted of planning, acting, observing and reflecting. The researchers employed observation, questionnaire, documentation and field notes in collecting the data. The research findings presented that the students’ motivation to practice their speaking had increased significantly. Thus, the researchers conclude that role-play and guided writing can be used as a communicative activity where students can simultaneously practise and improve their proficiency in communicating. The researchers also propose suggestion to fellow English teachers to effectively manage the time as well as engaging media to create an enjoyable atmosphere in the teaching-learning process through role-play and guided writing.
Fun meets knowledge: English enrichment through Camp America Stella Prancisca
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 1 (2019): April 2019
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v1i1.31523

Abstract

American Corner (Amcor) of Tanjungpura University is aware of the need to provide its EFL learners with an English community which facilitate the learners with English speaking atmosphere namely Camp America. Through Camp America program, the participants obtain some crucial learning benefits such as the opportunity of English interactive fun activities in a variety of settings like singing, games, and seminars. Also friendly engaging conversations with native speakers and local fluent English speaking instructors or mentors. Camp America becomes a helpful alternative to tackle limited opportunities of EFL teachers in providing their students with English community and native speakers. Through which the participants can benefit from both recreational English learning and direct engagement with authentic English speaking space that provides participants both target language community and American culture as well as media of enhancing their integrated language skills that they can apply them into a real life practice.
Cover Vol. 1 No. 2 jeltim jeltim
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 2 (2019): October 2019
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v1i2.36970

Abstract

An investigation into metaphor use in learner language: the interaction of word class and L1 Yaser Hadidi; Nastaran Behshad
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 3, No 1 (2021): April 2021
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v3i1.43006

Abstract

This study aims at investigating the use of metaphor in learner language with a focus on interaction of word class and L1. The findings of previous studies on metaphor use in learner language point to the fact that metaphor is found in all word classes in learners’ written production, but that some word classes clearly favor metaphorical usage more than others. In similar fashion, the present investigation looked into the interaction between metaphor, word class, and L1, although within a single register and text type, i.e. argumentative essays produced by 20 novice writers. The model underlying the current study was Conceptual Metaphor Theory by Lakoff and Johnson (1980). Identification of metaphors was carried out based on MIP (Metaphor Identification Procedure) (Pragglejaz Group, 2007), a reliable and explicit tool for marking and identifying metaphorically used words. The hypothesis, based on previous research establishing this finding, was that prepositions top the list in this regard, being by far the most metaphorical word class. The cognitive predispositions made available by the student’s L1 are also of importance in this equation. Similar research would advance our understanding of the role of metaphor teaching, and in what form and to what degree it should be explicitly carried out.
Developing an ELT supplementary student book on saprahan for cookery department Isti Arbaniah; Regina Regina; Nining Ismiyani
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 2 (2019): October 2019
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v1i2.28923

Abstract

The purpose of this research was to develop an ELT supplementary student book on Saprahan for Cookery Department in vocational schools. Saprahan is the local traditional method of serving the dish for guests.  Adopting a developmental method of research, ADDIE instructional design was employed as the phase in developing the materials.  The book is intended to be extensive reading material. From the need analysis, it can be concluded that both the teachers and students need the product. Not only the product can be used in Special Menu or Food and Beverage Service as its supposedly original use, but it may also function as an English subject at school. The result of the design phase showed that the product was designed in a Content-Based Instruction philosophy. Then, the development phase successfully resulted in the production of an ELT supplementary student book on Saprahan with six units explaining general description, procedure, equipment, menus, event, and news of Saprahan. The implementation phase showed that all students were interested in the book and 81% of the students agreed that the book would enhance their learning. Finally, the experts’ assessment in the evaluation phase showed that the product was feasible and effective for students in enriching their knowledge and skills.
English teacher’s difficulties in designing lesson plan based on Indonesian 2013 curriculum Nurfitri Nurfitri; Regina Regina; Ryani Yulian
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 2, No 2 (2020): October 2020
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v2i2.39078

Abstract

The aim of this research was to gain deeper understanding concerning English teacher's difficulties in designing lesson plan based on the 2013 Curriculum. This qualitative case study employed observation, interview and document analysis. The instruments of collecting data consisted of observation checklists, an interview guide and field notes. The subject was one English teacher at SMP Negeri X Singkawang who has implemented the 2013 Curriculum. This research revealed that English teacher encountered difficulties in designing lesson plan based on  2013 curriculum on three stages. In pre design stage, the teacher found the difficulties in term of inability to formulate and design lesson plan due to limited time constraints. In whilst design stage, the English teacher experienced difficulties in assessment with many variables. In post-design stage, the English teacher coped with students’ reluctance in the teaching learning proces since the learning process was not appropriate with the lesson plan and lacked of facilities at school. It is recommended that the teacher should put more efforts to improve professional competencies by participating in activities such as training and workshop and accelerate knowledge improvement, creativity and technology to be able to apply the 2013 curriculum effectively.

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