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Journal of English Language Studies
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 25277022     EISSN : 25415131     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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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Articles 8 Documents
 1 
Search results for , issue "Vol 7, No 2 (2022): Available Online in September 2022" : 8 Documents clear
The Establishment of Writing Features in English for Academic Purposes (EAP) and English for Professional Purposes (EPP) and Its Relations to a Discourse Community Dedy Subandowo; Karlygash Adamova
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.16977

Abstract

The debate about English for Specific Purposes (ESP) has been a primary concern of applied linguists in examining the use of English in a specific domain involving English for Academic Purposes (EAP) and English for Professional Purposes (EPP). Not to mention that writing research has been the focus of attention when dealing with these two different settings. The writers of these two events seem to apply special features to perform an identity and their existence in their community. Therefore, it is worth noting that identifying the features of writing from a global perspective in the specification of EAP and EPP domains leads to a better understanding of their distinctive features. EAP and EPP are classified based on the discourse community theory in studying the distinctions. The data classifications analyzed in the present study were collected based on previous studies of Ruiz-Garrido et al.’s (2010) English Professional and Academic Purposes, and the writing features were classified into five categories in general, including genre, people, linguistic features/content, disciplines, accessibility, setting, convention/moves, and goals.
Holistic vs. Analytic Evaluation in Writing Test of Eighth Grade Students Elda Selja Putri; Melyann Melani
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.16422

Abstract

The purpose of this study is to explore the efficacy of holistic and analytic scoring rubrics when applied to the context of writing examinations. Throughout this research, a technique was utilized to compare two grading models based on (a) assessor agreement (reliability) and (b) reasons for the grades given (validity). Teachers were randomly allocated to one of two conditions, where they graded the same student performance using either an analytical or a holistic approach. The design is experimental. Agreement and rank correlation between grades have been compared. A comparison of the students' performance on a writing assignment is made in this study using both holistic and analytic scoring rubrics. The information for this study was gathered from twenty-four students in eighth grade at SMP N 5 Kecamatan Kapur IX. The authors conducted an analysis of the performance of the students on the two rubrics, using psychometric statistics, in order to precisely determine the strengths and weaknesses of the students, and to place them along a continuum of foreign language writing ability. Citation In contrast, analytic scoring rubrics placed examinees on a scale of writing competency that was more specifically defined. As a result, analytic scoring rubrics were more dependable than holistic scoring rubrics when it came to gauging writing for the purpose of achieving goals.
A Critical Queer Discourse Analysis of Sexual Orientation Secrecy Represented in “Love Simon” Anna Riana Suryanti Tambunan; Emia Glory Sembiring
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.15135

Abstract

The objectives of this study were to investigate the influence of sexual orientation secrecy from the utterances of main characters and author’s narration and the realization of the influence of sexual orientation found in Love Simon movie. The study was conducted using a critical discourse analysis approach. The data of this study were taken from the transcript of Love Simon. The data of this study were the main character’s utterances and author’s narration that appeared in Love Simon that can categorize into kinds of sexual orientation secrecy based on romantic secrecy.  The data analysis was taken by identifying, classifying, and analysing the data. The findings indicated 6 kinds of romantic secrecy of sexual orientation that were flouted by the main characters and author’s narration in Love Simon. Based on the research findings, the most frequent utterances were the break-up distress. This proves that the sexual orientation secrecy gives a negative influence on the main character in this movie.
EFL Students’ Beliefs and Practices on Informal Digital English Learning Outside Classrooms Kartilia Riayuningsih; Azhar Aziz Lubis; Dedi Sofyan
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.16536

Abstract

Due to the ease of digital devices and internet access these days, digital learning has become a new learning environment for EFL students to study English outside their formal classrooms. This study thus aimed to find out students’ beliefs and practices on informal digital English learning outside classrooms. It involved 190 students of English Education Study Program at Universitas Bengkulu. The study was descriptive research with survey design involving quantitative and qualitative data. The quantitative data were collected via close-ended items, while the qualitative data were collected via open-ended items. The results of this study suggested that most of the students had higher levels of beliefs on informal digital English learning. Further analysis revealed the practicality, availability, flexibility, autonomy, enjoyment of digital English learning were the reasons for their beliefs. Regarding the practices, most of the students had engaged in informal digital English learning activities. However, in terms of the diversity of digital learning activities, they tended to only engage in receptive digital learning activities. Productive digital activities, particularly involving communication technology, were rarely performed. It also found a significant correlation between students’ beliefs and practices. Accordingly, comparisons with prior studies and pedagogical implications were presented.
Fear of the Monsters in H.P. Lovecraft’s Short Stories “Whisperer in the Darkness” (1930) & “At the Mountain of Madness” (1931): Freudian Psychology of the Uncanny Titis Tri Ningtyas; Ali Mustofa
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.15942

Abstract

An encounter with ominous objects or situations that causes one to feel uneasy, frightening, or afraid is known as an uncanny experience. It involves both feelings and situations that make someone uneasy. This article focused on the uncanny feelings in Lovecraft's two well-known short stories, "At the Mountain of Madness" (1930) and "Whisperer in the Darkness" (1931). By employing Sigmund Freud's psychological notion of "the uncanny", the study revealed that the uncanny attracts to readers in a variety of ways. They are simple overriding ideas that have been imprinted in the character's long-suppressed memories and are reinforced by the monstrosity's appearance. It focuses on both the monster's incredible physical characteristics and the characters' insanity or fear as a result of their unconsciousness. Their reality is broken, and the characters are unaware of the condition of the item as a result, supporting Freud's theories on repressed memories in the unconscious that emerge as a psychological defense mechanism.
Modes of Address in the First Edition of Thomas Hardy’s “Poems of 1912-13” Muhammad Dirgantara Esa Valentino Am; Muhammad Agus Hardiansyah
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.13561

Abstract

The use of place and of time as organizing forms in “Poems of 1912-13”, first appeared in Satires and Circumstances (1914), have been discussed by other readers. The modes of address and their expressive significances as one of the sequence’s expressive vehicles, however, have not been. It is important to discuss the modes of address as it deepens the readers’ understanding of the elegiac sequence whose status occupies a prominent place in the poet’s oeuvre. In discussing the modes of address in “Poems of 1912-13,” the descriptive-interpretive close reading method was used. Although the paper’s focus is on the modes of address, other textual features were also analyzed where relevant.   Five modes of address--i.e. the second-person, the third-person, the ‘ventriloquizing’, the ‘composite’, and the ‘unique’--are identified and described. These modes of address, furthermore, are proposed to signify and dramatize Hardy’s hauntedness in the beginning, the ways he comes to terms with that state in the middle, and the peace he arrives at in the end. The second-person mode signifies Hardy’s hauntedness. The third-person mode signifies and dramatizes his first strategy to solve the problem. The ‘ventriloquizing’ mode signifies and dramatizes his second strategy. The ‘composite’ mode signifies and dramatizes his third and final strategy. Finally, the ‘unique’ mode signifies and dramatizes his peaceful state in the end. The paper is concluded by raising the issue of the poet’s later addition to the sequence’s first version and by pointing out further aspects of the sequence to be explored.
A Critical Discourse Analysis of NBC News Entitles' Anti-Asian Hate Incident Reports Nearly Doubled in March, New Data Says' Annisa Indah Sukma; Zakie Asidiky
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.14642

Abstract

This research aimed to critically discover the author's ideology in the text entitled "Anti-Asian hate incident reports nearly doubled in March, new data says." In the analysis, the researchers used a qualitative method along with Fairclough's CDA model. As a result, it implied that Americans looked down on Asian-Americans, Americans took their stress out due to Covid-19 on Asian-Americans, Asian woman were the biggest victim in Asian hate, some Asian-Americans living in the U.S. had low economic levels, and the media had a big role in the development of Asian hate cases.  This research result can help more people understand and reduce racism, at least by understanding that human status is the same regardless of race, gender, economy, or religion.
The Use of Written Corrective Feedback in SMKN 6 Jakarta Students’ English Writings Cherie Gabriella Constantia; Theresia Arianti
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.16461

Abstract

Students who live in a non-English-speaking country or EFL students often face difficulties in mastering English writing. The teachers need to fix it by giving written corrective feedback which would let the students know the linguistic errors they make in written production and improve from their errors. The aims of this research study are to find out what kind of error that EFL students usually make in English writing, the most common type(s) of WCF that teachers use, and the reason why teachers mostly use one type of WCF. This study was carried out by using Descriptive Analysis Qualitative Method since the results of this study were explained descriptively. The participants that were involved in this study are 20 students of tenth graders and 2 English teachers of SMKN 6 Jakarta. The instruments that were used in this study are Table Analysis (RQ1 & RQ2) and Interview (RQ3). In the end of the study, the results showed that Grammatical Error gained the highest number of errors found in the students’ assignments. The study also found that the English teachers frequently use Direct Correction to correct the students because it is easy, useful, and fast to use. It is suggested for the English teachers correct errors based on their contexts in the assignments and future researchers should also conduct cases about WCF which emphasizes the difference of writing errors that are produced by male and female students.

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