Elsya : Journal of English Language Studies
ELSYA Journal of English Language Studies (Theory and Application) is a triannual publication journal for all those involved in English Language Studies, whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as Linguistics, Literature, and Education in English context. ELSYA journal aims to provide a medium for informed discussion of the principles and practice which determine the ways in which English is taught, learnt and explored around the world. It also provides a forum for the exchange of information and ideas among members of the profession worldwide.
Articles
9 Documents
Search results for
, issue
"Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies"
:
9 Documents
clear
<![CDATA[Politeness in Thesis Consultation by WhatsApp: Do Lecturers and Students Apply Different Strategies? ]]>
<![CDATA[Arsen Nahum Pasaribu]]>;
<![CDATA[Erikson Saragih]]>;
<![CDATA[Agustinus Gea]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.6376
<![CDATA[The study of politeness in education setting interaction has increased in last decades. However, the investigation of politeness strategies in lecturer-student interaction using WhatsApp is relatively unexplored. Therefore, this study aims to explore politeness strategies used by a lecturer and students in virtual communication using WhatsApp during thesis consultation. The researcher applied a mixed method: qualitative and quantitative research to discover the politeness phenomena in WhatsApp interaction. The participants of the study were 10 undergraduate students of English Department, University of HKBP Nommensen, and a lecturer as their thesis consultant. The data of the study consist of 50 screenshots of WhatsApp chats thesis consultation. The results show that all four types of politeness strategies were found in lecture-students interaction. The politeness strategies used by the lecturer and students differ greatly. The lecturer dominantly employed bald on-record (30. 93%) with the most imperative sentences realization; on the other hand, the students tend to use positive politeness strategy (23.20%) with the most greetings realization. This demonstrates that lecturers keep their distance when communicating, whereas students attempt to “get closer” during the interaction. The different politeness strategy choices are caused by the different power and social status (position) factors between lecturers and students. The findings of this study also show that the politeness strategies chosen by lecturers and students are not always consistent with previous similar studies.]]>
<![CDATA[Factors Influencing the Use of ICT for English Language Learning of Indonesian EFL University Students ]]>
<![CDATA[Tubagus Zam Zam Al Arif]]>;
<![CDATA[Reli Handayani]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.6882
<![CDATA[This study examines the factors of the Technology Acceptance Model (TAM) that influence the acceptance of ICT use for English language learning of EFL University Students. This study also addresses the possible obstacles that affect and limit the use of ICT by adding motivation and ICT skills as extended TAM variables. This area of research topic is unexplored in the Indonesian context, especially in higher education institution. An analysis of these factors can assist instructors to understand how students learn using ICT and in providing useful advice to them during the learning process. The quantitative method was applied in this study, which included 303 students' teachers of English Education at a state university in Jambi, Indonesia. The instrument used in collecting the data was an online questionnaire. Data collected were analyzed by using Structural Equation Modeling (SEM) with SmartPLS3 program to analyze the proposed hypotheses formed in order to meet the study objectives. The SEM result indicated that the factors of the technology acceptance model are the main factors affecting the ICT use. The study concluded that the influence of motivation and skills for ICT usage was mediated by three main TAM variables, namely perceived ease of use, perceived usefulness, and attitudes.]]>
<![CDATA[Integrating Islamic Values in Teaching English: Lessons Learned from an Integrated Islamic School ]]>
<![CDATA[Alfian Alfian]]>;
<![CDATA[Muhammad Yusuf]]>;
<![CDATA[Uyun Nafiah]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.7322
<![CDATA[Learning English is very closely related to learning western culture, which might contrast with Islamic values, the dominant religion in Indonesia. This study finds merit in finding out the implementation of Islamic values in teaching English at an Integrated Islamic school in Indonesia, where the school chosen curriculum mandated that the subject be integrated with Islamic values since all the students are Muslim. This case study took place at an Integrated Islamic School, and the data were collected through interviewing seven English teachers and conducting a thematic analysis on their lesson plans. All the teachers admitted that integrating Islamic values in the English lesson was essential. Still, the thematic analysis showed that their perceptions about the importance of integrating Islamic values in English learning were not firmly in line with the implementation in the teaching and learning process. The teachers’ lesson plans (In Indonesian: Rencana Pelaksanaan Pembelajaran/RPP) did not depict substantial integration of Islamic values. This study recommends the practical ways of integrating Islamic that could improve teachers' understanding of Islamic values in English learning, additionally pointing out a need to develop the curriculum and teaching materials that incorporate Islamic values. This study offers novel results from the combination of teachers’ real practice and RPP analysis.]]>
<![CDATA[The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review ]]>
<![CDATA[Diana Purwati]]>;
<![CDATA[Ainol Mardhiah]]>;
<![CDATA[Enung Nurhasanah]]>;
<![CDATA[Ramli Ramli]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.7473
<![CDATA[The way in which adults learn is distinctive to how children learn, hence Andragogy differs from Pedagogy and so do the implications. Although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. To fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. Employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. Future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of English as a foreign language. The differences between adults and children learning and directions for further research in teaching English as a Foreign Language (EFL) is also discussed at the end of study.]]>
<![CDATA[Hello English App for Online Learning during the Pandemic: Does it Enhance the Students’ English Vocabulary Development? ]]>
<![CDATA[Imam Sudarmaji]]>;
<![CDATA[Lastry Forsia]]>;
<![CDATA[Indah Permata Sari Siregar]]>;
<![CDATA[Danu Yusuf]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.8017
<![CDATA[The Covid-19 Pandemic made it almost impossible for the students learn face-to-face. The demand of technology for learning online is needed in such situation. The writers chose Hello English App to find out the enhancement of the app on students’ English vocabulary development and the perceptions at the seven-grade level of private junior high school in Indonesia in academic year 2020/2021. This quantitative study with quasi-experimental design involving seventh-grade students. The researcher provided a multiple-choice test consisting of 30 students in experimental and control class respectively through pre-test, treatment and post-test. The researcher employed statistical calculation of the t-test formula with 5% significance level using SPSS 22 based on the score collected from the students’ pre-test and post-test results. It was found out that, the mean score of a post-test in the experimental class was significantly higher than the conventional class. The result of t-test indicated that Hello English has a significance impact on the development of students’ English words. Meanwhile, the questionnaire results showed that most students agreed (>80%) that the Hello English App can assist them in English learning, particularly English words They felt satisfied and enjoyed the learning process when they employed the Hello English App to acquire English words as well. As a conclusion, the app is applicable in mastering students’ English words. It is recommended for learners and teachers as an alternative way during the Pandemic. The result from this research is essential. However, limited time during treatment and participants could not make the findings generalized.]]>
<![CDATA[Formal and Informal Language Expressions Used by English Students of Indonesia in Classroom Presentation-Interaction ]]>
<![CDATA[Nurfitri Sri Muslimawati]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.8293
<![CDATA[Analysing communication strategies remains crucial to overcome communication problems in classroom interaction since it directs the students to receive successful English learning results. One strategy to communicate is applying an appropriate language level of formality in the classroom. However, there have been very limited researches that explore formal and informal languages in the classroom context. This research aims to discuss the characteristics and factors influencing students in using formal and informal expressions in the classroom presentation-interaction. This research applied a qualitative method taking twenty-two students of Universitas Negeri Makassar as participants. The data from classroom observation, voice-recording, and interview were analysed using the discourse analysis approach. The result of the research shows that characteristics of formal and informal language are absolutely opposite, namely complete versus uncompleted sentence, politeness versus familiarity words, and precise versus colloquialism words. The result of the research also shows factors influencing the use of formal and informal language are formal situations, communication purposes, status and age differences, and familiarity. This research also found the relation of using formal language as students' strategies to be polite to the lecturer in classroom interaction. Results of this research are significant for students in shaping good strategies in using formal or informal language expressions to achieve effective communication in classroom interaction.]]>
<![CDATA[The Logical Pattern of Argument: A Case Study of National University Debating Championship ]]>
<![CDATA[Moh. Supardi]]>;
<![CDATA[Frans Sayogie]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.8466
<![CDATA[In academic field, argument is an essential factor of understanding statements. In this regard, the present paper aims to analyse National University Debate Contest (NUDC) 2016 using Toulmin model argumentative structure and its relation with the implied meaning from National University Debate Contest. This paper employs descriptive qualitative analysis to examine the logical pattern of arguments through linguistic expressions that occurred in the debate. The data were taken from NUDC in Mercu Buana University focusing on (part 1) the statement of the government proponent (Bina Nusantara University) and the opposite speaker (Brawijaya University). The data were analysed using the Toulmin model of logical argument. The findings showed that the government opposite speaker very often made the rebuttal claim by showing the weaknesses from the government side; while the government proponent speaker has claimed almost in every pattern of argument proposed by Toulmin model. The paper concludes that both speakers’ patterns of argument have utilized Toulmin model such as claims, data, qualifiers, rebutting conditions, and warrants. Even though there are so many grammatical mistake and unwell-organized structure, but the logical structure can be analysed using Toulmin model.]]>
<![CDATA[University Students’ Perspectives on Lecturer’s Digital Class Organization in Teaching ESP amid Covid-19 Pandemic ]]>
<![CDATA[Reski Ramadhani]]>;
<![CDATA[Hilmi Aulawi]]>;
<![CDATA[Andri Ikhwana]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.8643
<![CDATA[This study aims to investigate students’ perspectives on digital classroom organization implemented during online learning in teaching ESP in the context of higher education level at Garut Technology of Institute. To evaluate the organization of digital class utilization in language learning and determine the barriers and opportunities during the process, a mixed-method design with a close-ended questionnaire and an open-ended questionnaire was employed to reveal the students’ perspectives. 90 informatics engineering students studying English for Specific Purposes (ESP) were recruited in this study. The findings revealed that the students positively argued that their lecturer is capable of organizing and implementing various digital platforms during online learning. Most of the students are still motivated and engaged in learning even though it is conducted virtually. Besides, the platforms used by the lecturer synchronously and asynchronously are deemed to be effectively able to replace the face-to-face offline media since it keeps the lecturer and students interacting with one another. Some of the barriers come from the stability of internet access, students’ data, available devices, and particular technical issues. The implications suggest that both lecturers and students should prepare to adopt the digital classroom since it will be the new direction in language teaching.]]>
<![CDATA[The Call for Environmentally-Based Language Teaching and Green Pedagogy: Climate Actions in Language Education ]]>
<![CDATA[Sahril Nur]]>;
<![CDATA[Ismail Anas]]>;
<![CDATA[Reski Pilu]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31849/elsya.v4i1.9526
<![CDATA[Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. It aims to build the language teachers’ and students’ awareness of the importance of EE and green pedagogy in ELT. However, research into integrating EE in language education is still scarce. Therefore, this article presents an analysis of multimodal discourse of the EE imperatives in using content and language integrated learning (CLIL) strategy. Grounded in the video data analysis (VDA) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “Bye-Bye Plastic Bags Jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the British Council Indonesia. Based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentally-relevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. In other words, the inclusion of green pedagogy and environmental sustainability initiatives in ELT should be well-acknowledged. The methodological and pedagogical strategies in integrating environmental issues in ELT in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in EE and indirectly build students’ metacognitive skills about environmental care.]]>
