Journal of English Language Studies
Journal of English Language Studies is a registered journal with p-ISSN 2527-7022 and e-ISSN: 2541-5131. This journal is formally published twice annually – every March and September. It covers articles in the fields of English education (EFL/ESL), linguistics, and literature.
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<![CDATA[Inspiring and Inspired Instructional Interactions through Children Poetry ]]>
<![CDATA[Solis - Setiyani]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6255
<![CDATA[EFL young learners just made a little interaction with children poetry since the teachers seemed never use it as a learning material for them. The study intended to explore the instructional interactions occurred in the classroom by making use of children poetry as the learning material. It is an exploratory study which joined seven sixth graders from two elementary schools in Bandung of the age 11 to 12 years old as the research participants. The researcher used several techniques to obtain the data namely non-participant observations, video recording, document collection, and in-depth interviews. The data analysis was descriptive. Three way interactions were observed in the class, namely students-teacher interaction, student-student interaction, and student-text interaction. By playing appropriate teacher’s role, designing effective classroom activities, and selecting suitable children poetry, EFL young learners can be inspired and inspiring in the instructional interactions.]]>
<![CDATA[Cohesive Conjunctions in Applied Linguistics Research Articles among Iranian and Non-Iranian Researchers: A Comparative Corpus-based Study ]]>
<![CDATA[Ehsan Namaziandost]]>;
<![CDATA[Mehdi Nasri]]>;
<![CDATA[Mohammad Hossein Keshmirshekan]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.5431
<![CDATA[The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.]]>
<![CDATA[Improving the Students’ Skill of Writing Narrative Text through Cooperative Learning Model with Jigsaw Technique ]]>
<![CDATA[Siti Rodhia Harahap]]>;
<![CDATA[Muchlas Suseno]]>;
<![CDATA[Riana Bagaskorowati]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6216
<![CDATA[The purpose of this action research are: 1) Describe the learning process of writing narrative text through cooperative model learning with jigsaw technique, 2) Describe the improvement of writing narrative text through cooperative model learning with jigsaw technique. The research design of this research is action research which use two cycles. Data in this research are qualitative and quantitative data. Qualitative data were obtained from observation sheets, daily observation journals, as well as documentation. Quantitative data is data in the form of numbers from the results of writing tests obtained after the learning process with cooperative model learning with jigsaw technique. While the data sources in this study are sixth graders SD Negeri 01 Tugu Utara Jakarta Utara year 2018-2019. The results showed that 1) the activities of learners in the learning process increased significantly after following the learning by using cooperative model learning with jigsaw technique, the result show 82.0 in the first cycle and 89.3 in the second cycle for activities the learner in the learning process, 2) Students' skills of writing narrative increased significantly after following the learning by using cooperative model learning with jigsaw technique. The average value obtained by learners are; cycle I is 74.18, and cycle II is 83.00.]]>
<![CDATA[Discussion and Think-Pair-Share Strategies on the Enhancement of EFL Students’ Speaking Skill: Does Critical Thinking Matter? ]]>
<![CDATA[Annisaa Eka Warliati]]>;
<![CDATA[Zainal Rafli]]>;
<![CDATA[Darmahusni Darmahusni]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6100
<![CDATA[Previous research has underscored the importance of learning strategies and critical thinking. However, the relationship between both constructs toward the enhancement of the students’ speaking skills in EFL context still receives scant attention. Therefore, this study aims to investigate the influence of learning strategies (i.e. Discussion Strategy and Think-Pair-Share Strategy/TPS) mediated by critical thinking on the speaking skill of the Department of English Education students at a private university in Cirebon. The subject of this research consisted of 60 students divided into two classes (N=30 for experimental class and N=30 for control class). This study employed an experimental research design with a 2X2 factorial design. The findings demonstrated that English speaking skill of the students with Discussion Strategy was higher than those with the TPS strategy. Second, the English speaking skill of the students with high critical thinking level was higher than those with low critical thinking level. Third, there was a relationship between learning strategy and critical thinking toward English speaking skill. Fourth, there was no significant difference between the students’ speaking skills with Discussion strategy than those with Think-Pair-Share strategies in the group of students with low critical thinking level. This study concludes with the recommendations for future research to examine the effectiveness of discussion and think-pair-share strategies on enhancing the students’ critical thinking skills to promote their speaking skills.]]>
<![CDATA[Implicit Stances Taken by ABC and BBC towards Indonesia Presidential Election: CDA Perspectives ]]>
<![CDATA[Ahmad Idris Asmaradhani]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6226
<![CDATA[In linguistics, stance can be defined as linguistic mechanism used by the speakers/writers to express the feelings, assessments, attitudes, judgments, or commitments about the proposition. This paper is intended to analyze some statements, as the linguistic mechanism, used by ABC and BBC in conveying their stances towards Indonesia Presidential Election. It explores the implicit stances through the uses of lexical choices; nominalization; passivization; and over completeness in the editorials related to (1) the contenders in the election, (2) the uniqueness of the election, (3) the preliminary results: what the contenders said, and (4) issues surrounding the election. Applying van Dijk’s models of CDA to examine the propositions representing the four points in editorials during weeks before and after the election date, analysis was carried out at the selected statements in the texts of their online news. The results showed that the statements constructed by ABC and BBC in the editorials are implicitly taking stances towards a particular side. On the whole, however, most of the statements can be seen as neutral. In terms of van Dijk’s ‘ideological square’ some linguistic features used by ABC and BBC under analyses are dichotomizing one contender into ‘Us’ while the other into ‘Them’ and on the whole as neutral. Based on the novelty of the analysis, prospects for future researches are suggested]]>
<![CDATA[Promoting Students’ Critical Thinking in Writing Persuasive Text through Explicit Direct Instruction (Edi) ]]>
<![CDATA[Susilawati Susilawati]]>;
<![CDATA[Audi Yundayani]]>;
<![CDATA[Chairunnisa Chairunnisa]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.5879
<![CDATA[Critical thinking is regarded as a critical issue to solve. Students should be equipped by critical thinking due to its pivotal position in developing students’ language competence. However, this issue remains unsolved for many obstacles occurring at classroom learning. Explicit Direct Instruction (EDI) is claimed as one of the methods contributing to successful critical thinking development. The present research aimed at portraying how EDI directed students to enhance their critical thinking and EDI implementation in writing persuasive essay. The present research employed qualitative approach with case study method. The subjects involved in this research were 20 of 3rd-year students of a private college in East Jakarta. The instruments used to collect the data were observation, interview, and document analysis. The findings of the research indicated that: 1) EDI assisted the students with the promotion of their critical thinking in the argument analysis by the reinforcement provided by re-teaching and CFU with T-APPLE concept, and 2) EDI was implemented based on the seven components of its lesson design and in conjunction with a variety of learning strategies. To these extents, EDI implementation in writing class has specifically enlighten one of critical writing dimensions. Research on EDI effectiveness quantitatively is adjured.]]>
<![CDATA[Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners. ]]>
<![CDATA[Reza Anggriyashati Adara]]>;
<![CDATA[Nuryadi Nuryadi]]>;
<![CDATA[Rahmat Ade Nasution]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6228
<![CDATA[Investigating demotivation factors of two different groups of EFL learners might provide more insights to reduce demotivation among students. Nevertheless, there is lack of studies toward demotivation, especially ones that analyze demotivation of Indonesian’s EFL students. Adara (2018) analyzed demotivation factors of a group of EFL students in Bekasi. However, her study only focused on one group of learners and did not compare demotivation factors which may affect different group of learners. Therefore, the present study aims to investigate the differences in demotivation factors of two groups of Indonesian EFL learners. Whereas one group consists of 44 English literature college students, another group is 41 students major in communication study. Applying a mixed-method approach to obtain the results, the present study distributed a set of questionnaires adapted from Sakai and Kikuchi (2009) to two groups of college students whereas the interviews were administered to six of them. The results indicate that both groups of learners were mostly demotivated by teachers’ incompetence and teaching styles, lack of intrinsic motivation, and inadequate school facilities. The results of present study suggest the importance of teachers’ roles in providing appropriate teaching approach for learners as well as learning content and materials to avoid students’ demotivation.]]>
<![CDATA[Need Analysis of Speaking Skill by Using Simulation for Students of Primary School Teacher Education ]]>
<![CDATA[Dayu Retno Puspita]]>;
<![CDATA[Asih Rosnaningsih]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6197
<![CDATA[There are several types of activities carried out to  improve student speaking skills in English, one of which is simulation. Simulations of speaking skills in learning English must also be tailored to the needs of PGSD students. This study aims to find out and describe the student needs of Primary School Teacher Education in English speaking skills using simulation. Data obtained from questionnaires and interviews. The results of the analysis of learning needs obtained are that students need speaking skills fluently and communicatively in order to prepare them to meet their professional demands as an elementary school teacher later. Needs analysis data designed to reveal a) The current process of speaking English skills in the Muhammadiyah Elementary School Teacher Education Study Program, b) Student needs and difficulties in learning activities using simulation, c) Student needs and desires in speaking skills learning using simulation. Needs analysis reveals that (1) Learning activity activities needed by students are simulations (2) Student's difficulties in speaking skills in learning activities using the most dominant simulation is the lack of confidence and grammar, (3) Desired material in learning activities using simulation in the form of materials relating to elementary school material. The results of this study are expected to be a reference for preparing syllabi and developing teaching material.]]>
<![CDATA[An Investigation into Linguistic Deviation in the Students’ Translation of “The Road Not Taken†by Robert Frost ]]>
<![CDATA[Supeno Supeno]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6247
<![CDATA[Poetic diction has its own characteristic features and anyone engaged in translation of a poem should have a sufficient understanding. According to Leech (1969), what causes linguistic deviation in translating poetry is that the poet manipulates the general language rules in his poem as a means of creating artistic beauty. Since the form and the meaning in a poem are inseparable, a translator of a poem should do his best to transfer these two aspects as otherwise he/she produces some linguistic deviations in the translation. So far little attention has been paid to linguistic deviations in translation of English poems. This study is intended to investigate such matter by analyzing the linguistic deviations in the translations of the poem “The Road Not Taken†by Robert Frost. Ten students of sixth semester of English Education Department of Universitas Wijaya Kusuma Surabaya (UWKS) participated in the study. The result of the analysis showed that although the students have passed two obligatory subjects exams, Vocabulary and Structure, both lexical and grammatical deviations are still two most dominant compared to other aspects. Findings also suggest that the subject of Translation should be more intensified and include literary texts in its weekly meetings.                                                           ]]>
<![CDATA[Conceptual Metaphors and Image Schemas in a News Entitled “Katy Perry and Taylor Swift Officially Bury the Hatchetâ€: A Cognitive Semantic Study ]]>
<![CDATA[Aurelia Reza Hayuwardhani]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6200
<![CDATA[Metaphors in cognitive semantics play important roles as phenomena to be understood. Understanding them require elaboration of both semantics and cognition. A news entitled “Katy Perry and Taylor Swift officially bury the hatchet†is an object that is worth studying in the light of cognitive semantics, especially the metaphors employed. The metaphors are compiled and classified into their types. From the metaphors obtained, the image schemas employed to understand the metaphors are explicated. The discussion on it is attached to the explanation of the metaphorical expressions found in the news. The result shows that there are 11 (eleven) metaphorical expressions with their own classifications noted and different image schemas that background the meaning-making process of the metaphors. Finally, by relying upon the results of the analysis, it can be concluded that there are ways, signified by the implementation of image schemas, to understand metaphors.]]>
