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Elsya : Journal of English Language Studies
Published by Universitas Lancang Kuning
ISSN : 26847620     EISSN : 26849224     DOI : https://doi.org/10.31849
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 9 Documents
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Search results for , issue "Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies" : 9 Documents clear
Constructivist Referents in Oumar Farouk Sesay’s ‘The Song of the Women of My Land’ Philip Foday Yamba Thulla; Ibrahim Mustapha Fofanah
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.14070

Abstract

The purpose of the research was to examine the constructivist referents in Oumar Farouk Sesay’s poem ‘The Song of the Women of My Land’. This required an analysis and understanding of the referents (terms that clearly and indirectly refer to persons, things or events) and whether the referents were used in the poem to express grief by women. The research questions were as follows: a) Does the poet use referents that suggest the death of traditions that celebrate old women, song bards, and songs from the past more than any other word? b) Is the poet more likely to employ poetic allusions to indicate negative constructivism? and c) Is the poem’s use of prosodic features related to the message? This study used computational and content analysis methods, which incorporate a careful poetry-reading critical approach, to identify and calculate constructivist referents. The referents were then manually broad-coded to include whole lines and verses. The exact words, phrases, and sentences related to the topic were coded and their frequency was determined. These were calculated by counting the number of times a referent appeared. The themes were then selected and interpreted, with a focus on relating them to the poem’s constructivist viewpoint. Finally, the main prosodic elements of the poem, as well as the referents that create them, were established. The results show that most referents by African poets are used to emphasise that traditional culture is dying and that the referents romanticise the fleeting nature of beauty in poetry and the pacifying effects of rural pastimes.
Breaking Textbook Barriers: PowToon Videos in Engaging ICT Learning for Young EFL Learners Fitria Minarni; Mutmainnah Mustofa; Mutia Sari Nursafira
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.14923

Abstract

The significant interest in the development and integration of information and communication technologies (ICT) in the field of education is still marked with an unequal level of performance in many areas. This research explores the researcher-teacher collaboration of creating and using PowToon video in teaching English to achieve the mission of elevating the ICT competence of teachers and students in schools, especially in areas that are underdeveloped or far from the central government. The participants of the study include the sole English teacher of SD Kartika VI-7 Malang and twenty students in the fifth grade. Through four steps (analysing, designing, implementing, evaluating), this descriptive qualitative study collected data from classroom observation, teacher interview, expert analysis of the developed media, and short evaluation questionnaire. Results from the analysis stage confirmed the preliminary results of the English class’s minimal ICT usage. The design stage is where the researchers and the teacher worked together to adapt the textbook materials into interesting PowToon video for the students. The implementation stage is where the teacher used the video validated by three experts of material, media, and language. Finally, the media’s effectiveness is evaluated based on the questionnaire responses given by the students. The research concludes that the validation process of the PowToon ascertained its quality for effective English instruction to motivate student engagement. Although neither PowToon video nor its implementation is particularly new, they are novel, effective, and—arguably most importantly—friendly teaching media for classrooms that have yet to adapt with the rapid technological world.
Searching for Enabling and Constraining Arrangements for Better Teaching Practices: EFL Teachers’ Narratives Neny Isharyanti; Debora Tri Ragawanti
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.13746

Abstract

Teachers’ teaching practices shape and are shaped by the arrangements in their site of practice. Such arrangements, consisting of the (cultural-discursive) “sayings”, (material-economic) “doings”, and (social-political) “relatings” of the actors involved in and the environment of the practice site, can be defined as “Practice Architectures” (Kemmis, 2019). The practice site that this study focuses on is the teaching practicum activity within a three-month in-service teacher professional education program held jointly by the Indonesian Government and a Higher Education Institution (HEI) (Program Profesi Guru Dalam Jabatan/PPG). Using the framework of Practice Architectures, the study aims to identify the arrangements that occurred and/or were provided by the program in enabling or constraining the program’s standard teaching practicum practices. Through thematic analyses of the teachers’ narratives of their teaching practicum experiences, the results show that these arrangements shaped teachers’ practices in teaching practicum, particularly in the design of the PPG program and the requirements of the assessments. The findings call for the government and HEIs to these arrangements in designing teacher professional development programs, such as the PPG program, to improve future teaching practicum experiences in the program that enable standardised and better teaching practices.
Discursive Constructions of Communicative Rationality in Kenyan Presidential Election Petitions of 2022 at the Supreme Court of Kenya Asteria Gabriel Ngaiza; Masatu Julius Malima
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.14010

Abstract

How communicative rationality is constructed and shared among interlocutors in a court in the seeking of justice, given the background of distrust in the Kenyan Presidential Election context, gave attention to this study. The study investigated the construction of communicative rationality in the courtyard. The study assessed the types of illocutionary forces and their discursive legal practices and determined how interlocutors redeem the illocutionary logic in the courtyard. A documentary review of the written judgment of Ruto against Odinga in the presidential election of 2022 was used as the data collection method. The analytical frameworks involved Austin's (1962b) Speech Act theory and Searle and Vanderveken's (1985) illocutionary commitments. The findings showed that petitioners chose illocutionary forces to downgrade respondents' claims. The discursive nature of their legal practices was characterized by a lack of fairness, transparency, and integrity of IEBC and its Chairperson. Respondents used illocutionary forces, including denials, for face protection and repair. Their discursive legal practices were characterized by compliance, transparency, and accountability to win the Court's decision. Petitioners and respondents used much propositional content, modes of achievement, and preparatory conditions to construct their validity claims. In achieving justice, the group of Judges must consider interlocutors' presentations of credible statements of truth and acceptable normative statements of legal practices. A group of Judges needs to take precautions against the interlocutors' tricks and manipulation of the Constitution for effective decision-making.
Representation of Power through Politeness Strategies in Bridgerton Season 1 Movie Nur Iva Amalia; Rohmani Nur Indah; Jessica Yunanda Bahtiar
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.14131

Abstract

Power can change how people act, how they think, what they do, and what policies they follow. People can reflect their power through the use of politeness strategies in their speech. This study aims to identify the types of politeness strategies and sub-strategies used in characters of Bridgerton Season 1 and explain how power is represented through politeness strategies. Its scenes and dialogue show qualities of decency and strength that need more exploration using the design of descriptive qualitative method. The pragmatic analysis in this study employed the theory of politeness strategy and the representation concept. The findings showed the use of bald on-record strategy, positive and negative politeness strategies, and off-record strategy. In addition, the representations of each strategy involved reflective, inflectional, and constructionist approaches. In the movie, the royal family, which includes kings, queens, princes, and their heirs, performed a symbol of power that plays a role in how power is used. Notably, the royal family serves as the show's symbol of power, highlighting its link to supremacy and authority. It implied that power is a sovereign thing based on authority and sovereignty. As the implication of this study, the future researchers should use sources of information that cover wider contexts.
TESOL Teachers’ Resilience to Encounter Challenges and Explore Opportunities during COVID-19 Pandemic: A Case Study Navisatul Izzah; Desty Febria
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.14363

Abstract

The pandemic situation was not easy for teachers around the world. While they were forced to continue the learning process, many teachers did not get adequate support from the institutions such as the online learning platform and training related to the implementation of distance learning. There have been studies related to teachers’ resilience such as comparing teachers’ resilience in South Africa and United States, and factors affecting teachers’ resilience in Fiji, India and Malaysia. This study aims to explore teachers’ resilience in Indonesia to encounter challenges and take advantages from the opportunities that pandemic covid-19 offered. This study used a qualitative case study to explore this issue in depth. Three TESOL teachers from three different universities were invited to share about their experiences through semi-structured interview. The findings of this study revealed that TESOL teachers in Indonesia were resilient to teach the students even though there were many challenges such as internet connection issues and less supports from their institutions. The teachers facilitate their students with synchronous and asynchronous online classes. They also innovated their learning using applications such as Quizziz, Kahoot, Slido and Flipgrid. Furthermore, teachers were also resilient to explore opportunities offered by the pandemic-covid-19 such as developing their technology skills in using applications, video conferencing and social media use. . They also actively investigated emerging issues in pandemic covid-19 through conducting independent research. This research concluded that while the pandemic covid-19 brought some difficulties for teachers in Indonesia, teachers refused to give up on the situation, rather they were resilient, developed their skills, and explore the emerging opportunities offered.
A Survey of Indonesian Islamic Senior High School Teachers’ Vocabulary Teaching Strategies /Activities Fauzana Putri; Anik Nunuk Wulyani; Sintha Tresnadewi
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.14678

Abstract

The current study is designed to investigate vocabulary teaching strategies/activities employed by teachers in Islamic senior high schools by referring to the principle of the Four Strands proposed by Nation (2007). A survey research design was used in line with the study's goal. English teachers who teach in Islamic senior high schools or Madrasah Aliyah, both public and private schools in West Sumatera, were the study's target demographic. The questionnaire and interviews collected the information required to respond to the survey's question. The finding reveals that teachers employ four kinds of strategies/activities following the Four Strands by Nation (2007) in teaching vocabulary to students. The findings of the study suggest that this study might give an insight that more strategies/activities need to be done by teachers to enhance vocabulary learning. The findings of the study provide some implications for future practice in teaching-learning process of teaching vocabulary. In reference to the findings, the recommendations are addressed to EFL teachers and future researchers. Some implications of the study are also discussed.
TPACK Based: A Need Analysis for ELT Materials Development Ravena Devi; Ikhsanudin Ikhsanudin
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.14733

Abstract

Maintaining current levels of knowledge necessitates putting learning into daily life. Currently, the development of technology and information has been very rapid, so it is possible to carry out technology-based learning. The term "TPACK" refers to the integration of conceptual frameworks related to technology, pedagogy, and content knowledge. The aim of this study was to determine if one of Kalimantan Barat schools was prepared to use TPACK in its teaching methodology. Descriptive analysis is the research method that is implemented. The techniques used to collect the data are observation of the school's infrastructure and amenities, interviews with a number of students and one of the English teachers, and student questionnaire responses. The findings revealed that the school and teachers were not prepared to include TPACK in learning and teaching activities. Even though the students were prepared enough for TPACK-based teaching and learning, it could be difficult because the school and teachers were not prepared. The observation reveals a scarcity of learning resources. The interview findings revealed that there are impediments to the use of TPACK in teaching and learning activities, such as a lack of technological skills, difficulty adapting to existing technology, and student indiscipline while utilizing technology in learning activities. Based on the study's findings, it is possible to conclude that certain demands must still be satisfied in order to accomplish TPACK-based learning.
Exploring Challenges of Peer Feedback in an EFL Micro Teaching Class Imanuela Artika Sekar Ayu Cendani; Rina Astuti Purnamaningwulan
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.15651

Abstract

For English as a Foreign Language learners, peer feedback is a useful tool that fosters autonomous learning. Allowing students to give and receive feedback from their peers during Micro Teaching sessions offers an alternative in addition to the input from teachers. It also helps in developing students’ evaluating skill which is a prerequisite of being future teachers. However, if students are still facing difficulties in giving and receiving feedback, the quality of the peer feedback activity cannot be guaranteed. The objective of this study was to investigate the challenges and their underlying factors associated with peer feedback which revealed potential for improvements in the quality of the feedback and the students’ evaluating skills. Data collection was conducted using a case study approach and involved the use of a questionnaire and interviews. A total of eighteen participants partook in the study, with six of them also engaging in interviews. Hesitation in giving comments, changes in power relations, lack of time, and quality differences of the feedback were shown to be the four main challenges in peer feedback. Three primary aspects, which are lack of confidence, ambiguous feedback, and differences in proficiency levels, had an impact on these difficulties. The study's findings indicate that peer feedback should take place within a supportive environment, highlighting the importance of academics providing clear instructions to enhance the effectiveness of the peer feedback process.

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