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JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Published by Universitas Siliwangi
ISSN : -     EISSN : 28282930     DOI : https://doi.org/10.37058/jelita
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
JELITA: Journal of Education, Language Innovation, and Applied Linguistics is a peer-reviewed international journal published by LP2M-PMP, Universitas Siliwangi, West Java, Indonesia (E-ISSN: 2828-2930) . The journal presents research and development in education, language innovations, and applied linguistics. JELITA: Journal of Education, Language Innovation, and Applied Linguistics aims to encourage inquiry into the relationship between theoretical and practical studies to develop a principled approach to educational research on the English language, language innovation, and applied linguistics problems. The journal welcomes articles in the following areas of current analysis: Language in Education; English Education; English Language; Educational Sciences; Language Testing and Assessment; Language Innovation; Language Teaching and Learning; English Language Teaching (ELT) and Methodology; Technology Enhanced Language Learning (TELL); ICT for Language Learning; Language in Curriculum Design and Development; English Literature; Literature in ELT; Applied Linguistics; Sociolinguistics; and Critical Discourse Analysis (CDA).
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 18 Documents
 1   2 
Employing Flipped Classroom: A Case Study in Indonesian EFL University Context Ridha Rifa'atus Sya'adah; Rahmat Rahmat; Neni Marlina
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 1, No 2 (2022): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (159.609 KB) | DOI: 10.37058/jelita.v1i2.4451

Abstract

The research in flipped classroom is gaining popularity across countries. However, there is very limited research that describes how to implement flipped classroom method in learning. This study aims to describe how to implement the flipped classroom in TELL classes. The research design of this study is case study. Then, the technique of collecting the data through email interviews. After that, the data was analysed by thematic analysis. As the result of this analysis, it was found that the implementation of flipped classroom is divided into three stages such as pre-class activities of flipped classroom, while class activities of flipped classroom, and post-class activities of flipped classroom. Moreover, while implementing flipped classroom there are such challenges that arise and how to overcome them. Key Words: Flipped Classroom, EFL, Bloom’s Taxonomy, Mastery Learning, Constructivism
To Say or Not To Say: ESL Learners’ Perspective towards Pronunciation Instruction Claerchille Jhulia C. Robin
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 1, No 1 (2022): JELITA
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.457 KB) | DOI: 10.37058/jelita.v1i1.4308

Abstract

This paper addresses the perspective of ESL learners towards pronunciation instruction. It sought to discover how these learners view their speech classes in terms of course design, the language of instruction, preferred learning and teaching style, and their preferred type of feedback. This study utilized a quantitative-qualitative approach to the problem. The respondents were Education students majoring in English who answered a survey questionnaire and underwent an interview. The data from the survey were tabulated using frequency count and the data from the interview were then categorized, transcribed and analysed. Results showed that ESL learners are informed with their course design and they are open to providing suggestions on how the course could be improved. They favour English as the main mode of instruction, with code-switching as a welcome technique in the classroom. They are attuned to their learning style, mixing several styles. They prefer to be taught theory before practice and favour immediate corrective feedback.Keywords: Course design; ESL; feedback; learner perspective; learning and teaching style; pronunciation instruction.
Reading Interest and Reading Comprehension Ability: The Correlational Study in Secondary Education Risti Kurniati; Afrianto Daud; Masyhur Masyhur
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 1 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i1.6547

Abstract

This study aimed to determine whether there is a positive correlation between reading interest and reading comprehension ability of the eleventh-grade students of SMAN 10 Pekanbaru. This study used a quantitative method to obtain data from participants. Using random sampling, the writers took 31 students from class XI MIPA 7 at SMAN 10 Pekanbaru. The data were collected using a questionnaire and reading test. Based on the results of the data analysis, the writer found that the correlation value between the two variables is 0.423, which means that there is a positive correlation between reading interest and students' reading comprehension. In addition, because the value of correlation is 0.423, it can be interpreted that this correlation is at the level of moderate correlation. Furthermore, the value of Sig. (2-tailed) is 0.018, meaning that the value of Sig. (2-tailed) is smaller than 0.05. Based on this, it can be concluded that (Ha) was accepted and (Ho) was rejected. This finding suggests that there is a positive correlation between reading interest and students’ reading comprehension. Keywords: Reading Interest, Reading Comprehension, Correlation.
Vocational School Students’ Perceptions of the Use of Animated Movies in Narrative Text Learning Faishol Khoir Syamsul Huda; Rismiyanto Rismiyanto; Diah Kurniati
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 1 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i1.5383

Abstract

This study aims to explore the perception of vocational school students in learning narrative texts by using animated movies. This study is qualitative research with the questionnaire and interview as the instruments of collecting data. The participants of this study were 36 students of a state vocational school in Pati regency, Indonesia majoring in the Financial & Institutional Accounting Program. The results of the questionnaire show that in general, 81.57% of the participants have a positive perception of the use of animated movies in learning narrative texts. Meanwhile, 18.43% of the participants have a negative perception. The results of interviews conducted with five students also reveal that most of the students agree on the use of animated movies because they help and support the learning process and are very easy to understand. From this research on the use of animated movies, teachers are suggested to use this media in teaching narrative texts. Keywords: Perception; Narrative Texts; Animated Movie.
Investigating EFL Kindergarten Teachers’ Media and Challenges in Teaching Vocabulary Muhammad Kurniawan Rahmadan; Mukhlash Abrar Abrar; Failasofah Failasofah; Masbirorotni Masbirorotni
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 1 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i1.5229

Abstract

These qualitative research purposes are to investigate EFL kindergarten teachers' media and challenges in teaching vocabulary. This research design was a qualitative method with a case study approach. The data was collected through interviews and audio-visuals with three participants from private kindergarten schools. The data was analyzed by thematic analysis. The findings revealed that they are similar to the media used by teachers. Most of them used printed properties and technology. Printed and properties are books and flashcards. Technology is software games, educational videos, television computer devices, songs, and games. The results of the study also indicated that the teachers faced some challenges when teaching vocabulary in the classroom, including challenges from students (noisy students, inclusive students, and students' mood), schools/institutions (lack of facility), and teachers themselves (classroom management and teachers' mood). Keywords: Challenges; EFL Teachers; Media; Vocabulary; Young Learners.
Orthographic Nativization of Hispanic Content Words in Waray Visayan Robertgie Laprodes Piañar
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 1 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i1.6435

Abstract

This linguistic study investigates the orthographic nativization of Hispanic borrowed words in Waray Visayan written discourse. The textual source is a news article from Isumat News Portal written in Waray Visayan titled COVID Laboratory ha EVRMC magtitikang na an operasyon. Through a descriptive research method, the words are lexically analyzed as to content words, English equivalents, root words, Spanish equivalents, native affixes, and nativization processes. The analysis reveals that the Hispanic nouns, verbs, and adjectives borrowed by the Waray Visayan article are nativized through full lexical adoption, changing or replacement of letters, orthographic mutation, and adding of native prefixes and suffixes. Thus, the Spanish loanwords have been Filipinized in the Waray linguistic community where sociocultural, economic, and religious activities exist. This further shows that the Spanish words have found unique structure and expression in the Waray Visayan written discourse, not only in literary narratives like the study of Quebec (2021), but also in non-fiction, news article in particular. In effect, it is recommended to conduct the same study with a bigger number of corpora in both written and spoken discourses in Waray Visayan and across the Philippine languages to explore the reach of Hispanic word borrowing and nativization and to investigate other linguistic changes as they undergo nativization. Keywords: Lexical analysis; word borrowing; nativization; Hispanic words; Waray Visayan language.
Teaching Vocabulary Using Flash Cards in Indonesian ESP Classroom: A One-Shot Case Study Rani Linggar Purga Hardiyanti; Rozanah Katrina Herda
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 1 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i1.6466

Abstract

It can be denied that teaching vocabulary to ESP students is challenging since they need treatment to learn it on the right target. 21st-century learning requires the students, no exception the ESP students, to fulfill the demands of the 4Cs (Collaboration, Communication, Creativity, and Critical Thinking), which makes students show language competence in the right target. This quantitative study with a one-shot case study aims to explore the knowledge level regarding vocabulary learning using Flash Cards and reveal the students' activities during learning using Flash Cards. Thirty-one participants from one vocational high school were involved in this study. The researchers used two types of instruments, namely, test and observation. The results of this study showed that students’ scores in vocabulary testing indicating their knowledge of language word level were categorized ‘good’ by the mean score of 73.97. Additionally, they showed enthusiasm in learning vocabulary using Flash Card. The role of Flash Cards in teaching vocabulary in ESP classrooms benefits students in grasping the meaning of L2 words that can be used or applied in the language context. Keywords: Teaching Vocabulary; ESP; Flash Card.
A Habitual Action of Listening to Songs in a Writing Class Suciana Wijirahayu; Adji Saputra Sutiwan
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 1 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i1.6539

Abstract

The behaviour of learners in listening to English songs will create a habit, or activity carried out periodically or repeatedly. Learners who always listen to English songs form habitual actions that may affect their language learning process, especially vocabulary acquaintance. The habit of listening to English songs offers occasions to learn the language. The learners who have the habit of listening to English songs will have more vocabulary since they are used to listening to many words in the lyrics. Mastery of vocabulary in writing is essential. Writing is one of the complex language skills because it involves the ability of writing techniques and language skills. With poor vocabulary mastery, students find it difficult to string words together to make a sentence because they lack the vocabulary to represent their writing. Students with good vocabulary mastery were able and easy to string words. They can determine diction for their writing. Keywords: vocabulary mastery; habit of listening to the song.

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