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Journal of English Teaching, Literature, and Applied Linguistics
Published by Universitas Muhammadiyah Gresik
ISSN : -     EISSN : 26145871     DOI : http://dx.doi.org/10.30587/jetlal.v3i1.785
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Teaching, Literature, and Applied Linguistics is published by the English Education Department, Faculty of Teacher Training and Education University of Muhammadiyah Gresik, twice a year in February and August. The purpose of this journal is to facilitate scientists, researchers, and teachers to publish original research articles or article reviews. The article essentially contains topics on Learning Media, Learning Strategies, Learning Technologies, English Literature, and Applied Linguistics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 3 No 1 (2019)" : 7 Documents clear
Self Efficacy of Pre-Service English Teachers in Using English as a Language Instruction Adria Rosy Starinne; Dyah Kurniawati
Jetlal Vol 3 No 1 (2019)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (405.003 KB) | DOI: 10.30587/jetlal.v3i1.786

Abstract

Field Experience Program or Praktek Pengalaman Lapangan (PPL) are carried out by students to fulfill the requirements for the formation of the education profession. But in the process of PPL, the pre-service English teachers of English Language Education Study Program at the University of PGRI Ronggolawe Tuban often experience problems related to their efficacy when teaching in English as language of instruction.This study aims to determine the efficacy of English Language Education students who run the Field Experience Program (PPL) in using English as the language of instruction, as well as what factors influence their efficacy in using English as the language of instruction. It is a phenomenological qualitative research which the choice of subject or data source was done by purposive sampling which focused on selected informants who were appropriate for in-depth studies (Nana Syaodih, 2007: 101). The subjects are pre-service English teachers who had finished undergoing PPL in the period between November 2017 to January 2018. Data collection techniques used are observation, interviews, and documentation, and using descriptive inductive analysis.The results of this study reveal that self-efficacy of all pre-service English teachers (six students) as subjects in this study in terms of the use of English as the language of instruction during PPL has varied self-efficacy on dimensions of magnitude, strength and generality. Only 1 out of 6 students had negative self-efficacy in all dimensions, and 1 (one) person showed positive self-efficacy in all dimensions; magnitude, strength and generality. While the others vary for all three dimensions. Those six students used both English and Indonesian in teaching English. The reason was because they were not confident (2 people), and for the emphasis on certain material delivered so that it is more easily understood (4 people).This study found that the factors of success experience and psychological factors were the strongest in forming self-efficacy of the 6 PPL pre-service teachers in using English as the language of instruction during field experience program. Furthermore, it is only slightly influenced by other people's success factors and social persuasion. The more experience and the better the psychological condition of students, the more positive their self-efficacy. Two students, namely Mg and Su, have negative self-efficacy due to the lack of teaching experience and poor psychological conditions because they felt uncomfortable and underappreciated in the school where they carried out the field experience program.
ANALYSIS OF SPEAKING ASSESSMENT IN ESP SPEAKING CLASS Ardiyansah, Tri Yuli
Jetlal Vol 3 No 1 (2019)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (336.391 KB) | DOI: 10.30587/jetlal.v3i1.857

Abstract

English for Specific Purposes has grown to become one of the most prominent areas of EFL teaching. ESP provides learning of English skills such as: Speaking, Listening, Reading, and Writing. There are also assessment used in ESP for those four skills. In speaking skill, the instruction of the assessment should be given by the instructors based on the objectives of speaking skill itself. In developing speaking test, the instructors should consider on some aspects such as general objective of the test, specific objective of the test, the type of the test, time allotment and how to score the test. This research used qualitative research because the focuses of this research were to explain the assessment process implied by the instructors and to find the kind of assessment type, material, source and scoring used by the instructors in ESP Speaking Class at University of Muhammadiyah Malang. In this research, the writer used Observation, Interview, and Documents as the research instruments. The result of this research showed that the instructors used most of assessment types based on basic types of speaking assessment (Intensive, Responsive, Interactive, and Extensive) excluding (Imitative). The material and source sometimes can vary depending on the each objective of the syllabus. And in the scoring method, the instructors used analytic and holistic scoring.
Hedging As a Rhetorical Strategy in Political Discourse Andriani, Fenty
Jetlal Vol 3 No 1 (2019)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (667.811 KB) | DOI: 10.30587/jetlal.v3i1.886

Abstract

This study aims at investigating and analyzing two aspects of hedging in the first English spoken political action: (1) types of the devices, and (2) the reasons behind uttering them. The corpus providing the database for the study is Barrack Obama’s first televised interviews after being inaugurated as the president. Selecting him is absolutely for considering that he is the best representative to represent the other native politicians in spoken discourse. The questions and comments in the interviews were centered on the interviewee’s position. A body of 130 sentences from the first interview and 136 sentences from the second one were got for a detailed analysis as the data. For the goals, they were described qualitatively with the so-called ‘intertextuality’ as the assistant to get the valid and reliable findings. Findings have shown that: (i) numerous means of hedging produce numerous pragmatic functions, (ii) conversational and discourse strategies including Grice’s maxim’s are rarely adhered to in spoken political discourse, (iii) hedging is able to stem from the inner conflict between intention and desire, and (iv) As a president, Obama hardly produces a sentence that is free of all kinds of indirectness, indetermination, approximation or vagueness.
Study of Language Style in Hillary Clinton's speech Susatyo, Budi; Wardhono, Agus
Jetlal Vol 3 No 1 (2019)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (501.775 KB) | DOI: 10.30587/jetlal.v3i1.785

Abstract

This study aims to gain an understanding and description of the Language Style used by Hillary Clinton are: to describe the Language style used in Hillary Clinton's speech, entitled: "Hillary Clinton makes history speech" and to determine the Language style used by Hillary Clinton in her speech entitled: "Hillary Clinton makes history speech". The goal of this study is a study of the Language Style in a speech on Youtube com with its subtitle, on March 14, 2018 entitled "Learn English Hillary Clinton makes history speech". The data collection method used in this research is by listening, reading, writing and recording Hillary Clinton's speech texts repeatedly and understanding, identifying, and clarifying the style of language used during the speech. This research is qualitative descriptive research because in this research is explored to the whole speech of Hilary Clinton with the aim of analyzing and determining the type of suitable Language Style. The subject of this study is Hillary Clinton's speech entitled: "Hillary Clinton makes history speech". The use of language style in Hillary Clinton's speech can facilitate understanding. Complex ideas may be conveyed more clearly through figurative language and slogan rethorically. Stored messages can help to 'alert' a message. The use of various syntactic patterns or figurative words can help audiences remember an important element in the message. The messages conveyed can increase the persuasion appeal
Increasing Students’ Awareness in Speaking Participation Muhammad, Ribeh Najib
Jetlal Vol 3 No 1 (2019)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v3i1.2076

Abstract

The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.
Minimizing Students’ Anxiety In Learning Speaking English Rohman, Fazlur
Jetlal Vol 3 No 1 (2019)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v3i1.2437

Abstract

Many students, when they learn speaking English, tend to be silent and just listen what the teacher are saying. They do not have willingness to communicate each other or to the teacher. They just want to speak up when the teacher asks them about something. They have a hunch that they fear if their friends will be laughed them when they will have some mistake in speaking, feel nervous when they have to begin the speaking and their vocabularies are limited. When the students have a situation like that, it can make the students have not been able to speak effectively. These situations are about students’ anxiety. Anxiety is about fear, worry, nervous, and self doubt. When speaking class cannot run well because of students’ anxiety, the activity cannot run as well as the teacher has planned before. It will be out of plan and a serious condition because speaking is a crucial part of communication in which students learn language by interacting during the lesson. Conducting communicative tasks is recommended by the writer because it can minimize students’ anxiety in learning speaking English because it is interesting. The students can feel happy and enjoy the learning activity. The students can explore their language especially in English. There is no restriction on the language used here. Students can practice the language directly in the real life in their classroom activity spontaneously. Interaction between teacher and students and among the students can be created.
Using oral feedback to help students in learn English Nurasid, Eka Priminatha
Jetlal Vol 3 No 1 (2019)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v3i1.2438

Abstract

English is an international language, so its must for us to learning english. Feedback is a part in teaching process, most of teacher use feedback in teaching process, in the process of feedback, teacher can know how the students grow, respond to stress and challenge, and etc. There are 2 kinds of feedback. Written feedback and oral feedback. In this context the writer focus on oral feedback to help students learn english. There is the benefit of oral feedback based on findings which can help student learn englishthat positive feedback, however, can increase the likelihood that students will return to or persist in activity and self-report and higher interest in the activity. It have similiar thing with the third point, when you give a positive feedback the student will return and addiction with your feedback. And make the students more active in the class.

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