Journal of English Education and Linguistics
All topics related to education, teaching english, english and general linguistics, english and applied linguistics, discourse analysis, english and general literature. https://jurnal.stain-madina.ac.id/index.php/je2l/Focus-and-Scope
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<![CDATA[EXAMINING THE PERSONAL FACTORS AFFECTING LICENSURE EXAMINATION PREPARATION ]]>
<![CDATA[Melvi A Briones,LPT]]>;
<![CDATA[Virginia A. Romero]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.52
<![CDATA[Students’ high performance, if not 100% passing rate, in taking the Licensure Examination for Teachers (LET) is the ultimate goal of every Teacher Education Institutions (TEI). Hence, it requires all the necessary preparations not only what the school can provide but also with the examinees’ personal accountability. This paper investigated the present condition of the respondents specifically on their personal preparedness along self-motivation, study skills and habits, and time management. There were 40 (22 BEED and 18 BSED practicum students) of the University of Nueva Caceres College of Education, who were used as the respondents of this study. These students were also preparing for their LET Examination through once a week assessment classes for the entire duration of their practicum. Survey revealed that respondents were exceptionally high in their personal drive along self-motivation but their commitment/goal setting needs to be defined. The use of resources was noted to be very highly used along study skills but health habits was the least given attention. It was further revealed that time management skills of the respondents were very high along deciding and starting their study routine but are struggling with difficult task which are not of their interest but might be highly relevant to their professional examination.]]>
<![CDATA[A Contrastive Analysis of Imperative Sentences in English and Galela Language at Sabatai Tua Village ]]>
<![CDATA[balqis husain]]>;
<![CDATA[Fahmi Djaguna]]>;
<![CDATA[Raveli A Redjeb]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.240
<![CDATA[Aim of this research was analyzing the sorts of imperative sentences in English and Galela Language and describing imperative sentences markers in English and Galela Language. The method of this research was qualitative method by using descriptive design. The method in collecting data was documentation, interview, and observation. The analyzing of the data used contrastive analysis and descriptive. The procedure of analysis was finding the similarities of type and marker. The result of analysis presented that English and Galela language had similarity of type; they were positive and negative, but different in markers. The marker of imperative Sentences in Galela language was signed by word of wa, e, upa, hino, and sufix -si. Hence it can be concluded that imperative sentences in English and Galela language were partly correspondence.]]>
<![CDATA[AN ANALYSIS OF A 1.6 YEAR OLD BOYS’ LANGUAGE ACQUISITION PROCESS (A CASE STUDY ON BILINGUAL FAMILY) ]]>
<![CDATA[Sartika Dewi Harahap Sartika Dewi Harahap]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.241
<![CDATA[In this case, the writer presents how the child (a boy) acquires the language. The natural process of language acquisition takes place since birth. This study will focus on language acquisition process of a 1.6 year old boy who becomes the object of the observation. In a fact, human language skills can be improved through two ways, namely acquisition and learning. The methodology of this research is descriptive qualitative approach. The techniques of collecting data used are documentation and observation. The objectives of descriptive qualitative study are obtained from the utterances of a 1.6 year old boy, his name is Fati. On the discussion part the analysis will focus on syntax, vocabulary and the factors that affect him in acquiring language. As the object, the boy is obtained four languages as simultaneous languages, namely Indonesian, English, Mandailingnese and Javanese. In conclusion, the object of this case is able to produce words and phrases based on he usually heard]]>
<![CDATA[GRAMMATICAL ERRORS IN INDONESIAN-ACEHNESE EFL LEARNERS’ DESCRIPTIVE ESSAYS ]]>
<![CDATA[Zulfikar Zulfikar]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.242
<![CDATA[This study was carried out to analyze the types and the sources of grammatical errors encountered in Acehnese EFL learners’ essays. It focused on finding out the most dominant type of errors and the most plausible explanation for the source of errors the students made in their writing. Twenty (20) learner’s essays were collected to be analyzed by referring to Azar’s error classification as well as Richard’s theory on learners’ sources of the errors. The results showed that the most frequent type of errors in the learners’ essays were incomplete sentences and verb tenses, making up more than a third (36.7%) of the total 392 errors. The findings also showed intralingual errors are the major causes of the learners’ grammatical errors, followed by interference errors and developmental errors respectively. The findings suggest that in teaching essay writing, teachers of Indonesian-Acehnese EFL learners need to adopt and devise more appropriate techniques in both grammar and writing instructions, focusing on complete sentence structure and tenses in order to minimize the possible errors made by the learners in their writing.]]>
<![CDATA[THE ATTITUDE OF ROHINGYA TEENAGERS TOWARDS THEIR LANGUAGE ]]>
<![CDATA[Lonni Nur Iffah Nasution Lonni Nur Iffah Nasution]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.243
<![CDATA[This study deals with language attitude of Rohingya teenagers toward their ethnic language in Medan. A qualitative descriptive research design was applied. The aim of the study is to know the attitudes of Rohingya teenagers towards their ethnic language. The subject of this research are eighteen of the Rohingya teenagers at the age 15-21 years old. The instruments used for this study were observation and interview. The data was analyzed by using interactive models of Miles & Huberman (1984) technique. Based on the data analysis, it was found that Rohingya teenagers realized their language attitude in three ways, i.e: they use Rohingya language at home, they use Rohingya language at religion domain and they use Rohingya language in friendship domain. It was also found that the attitudes of the Rohingya teenagers caused by some reason, i.e: because they are loyal and maintain the Rohingya language, because they are proud and make the Rohingya language as their identity, and because they have awareness of language norms towards Rohingya language.]]>
<![CDATA[Teaching English to Young Learners in India: English Classes Pratham Education ]]>
<![CDATA[Muhammad Ari Saputra Muhammad Ari Saputra]]>;
<![CDATA[Rizky Yolanda]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.244
<![CDATA[There is now a growing tendency among Indonesian people to introduce English to children starting from the early age, through either formal or informal education. This can be seen from the mushrooming of bilingual and international schools where English is used as the language of instruction as well as the increasing number of English courses aimed especially for children. Sometimes people hold a misconception regarding teaching English for young learners, in which they believe that the earlier the kids learn a foreign language, the better it will be. As a matter of fact, this assumption is not completely true. Only when handled with care will the teaching of foreign language to young learners succeed as expected? Otherwise, this will not gain a significant effect on children’s language development. This paper will elaborate some principles on how young learners learn a foreign language, which should be the foundation of the way the teaching English to young learners is conducted. Some theories on how children learn will be drawn on, followed by a discussion on the pedagogical implications. This paper is expected to give insights to English teachers in general and teachers of English for young learners in particular, about the importance of taking into account the aspects related to the way young learners learn in designing their teaching learning process.]]>
<![CDATA[WHATSAPP TO TEACH ENGLISH REMOTELY IN A LOW-TECH CLASS: TEACHER’S PERSPECTIVE ]]>
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.245
<![CDATA[This study aims at addressing English teacher’s perspective about integrating WhatsApp (WA) into a university-level English class in STAIN Mandailing Natal. The data includes interviews with the teacher and observation on class postings in WA group and student-teacher timeline for four meetings. The data were analyzed qualitatively, and interpretively, resulting in three emerging themes about the WA to teach English remotely in low-tech classroom: the implementation of WA for online teaching, managing online learning activities in WA group and teacher’s constrains in applying WA in teaching online. The result of analysis indicates that WA is considered effective to teach English remotely in a limited internet connection classroom. With some adjustments to the instructional design, teaching and learning process could run well. However, due to the lack of students-teacher direct interaction, virtual class could not go as engaging as face-to-face learning in the classroom.]]>
<![CDATA[Teachers’ Strategies in Giving Feedback on Students’ Speaking Performance ]]>
<![CDATA[Nurpianti Nurpianti]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.246
<![CDATA[This research was done because the researcher found several problems in teaching and learning speaking at school. The problems that the researcher found:Due to this phenomenon, the researcher wants to know about Teachers’ strategies in giving feedback on students speaking performance eleventh grade in SMAN 1 Canduang. The design of this research as descriptive qualitative. The informant of the research were the English teacher and the students at the eleventh grade in SMAN 1 Canduang. The researcher focused to class eleventh grade majoring in social 2. While techniques of data collection were observation and interview.The findings reveals that is teachers strategy in giving feedback on students speaking performance: feedback on the content, feedback on form, feedback during oral work, feedback during accuracy work, feedback during fluency work.]]>
<![CDATA[PREPARING FUTURE LEADER OF ANTI-CORRUPTION ]]>
<![CDATA[Khamam Khosiin Khamam Khosiin]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.247
<![CDATA[Cultivating Islamic values from an since early stage such as Amanah, Iffah, Haya’ Iqtishad, and Qana’ah believed to be able to be a person who has berakhlakul karimah , Honest, trustworthy, respectful, open, shy, thrifty and always thankfull.By cultivating these values, it is hoped that our leaders will be prioritized, so he is able to future leaders who are anti-corruption.]]>
<![CDATA[UTILIZING PODCAST TO IMPROVE INFORMATICS MANAGEMENT STUDENTS’ LISTENING COMPREHENSION AND PARTICIPATION AT AMIK MITRA GAMA ]]>
<![CDATA[Eka Melati Eka Melati]]>;
<![CDATA[Yessi Ratna Sari]]>;
<![CDATA[Syamsiah Depalina Siregar]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v1i2.255
<![CDATA[Technology of podcasting becomes a popular teaching media in education nowadays. It gives the students opportunity to study anytime and anywhere. It is flexible, dynamics and powerful to improve students listening comprehension. It gives new challenge in the context of language learning especially listening that as first skill of language acquisition. This was a classroom action research study. It aims at identifying the listening improvement of third semester students of Informatics Management at AMIK Mitra Gama academic year 2019/2020 by using podcasts. The participants were 24 students(3 MMI class). Finding of this study showed that utilizing podcast can improve not only student’s listening comprehension achievement (66.96% in fisrt cycle to 68,29% in second cycle) but also student’s participation (46,67% in cycle 1 to 56,67% in cycle 2). In sum, podcasts can be an attractive media in teaching listening at AMIK Mitra Gama.]]>
