Pub Date : 2022-10-31DOI: 10.37905/jetl.v3i2.18626
Septiansi Akuba, Sartin T. Miolo, Rahmawaty Mamu
The objective of this research is to obtain the empirical data about the correlation between vocabulary achievement of Computer Engineering Network (TKJ) students and their learning habit using computer at SMKN 1 Pulubala. This research use correlation method and quantitative descriptive design to measure the correlation. This research was conducted to 67 Computer Engineering Network (TKJ) students at SMKN 1 Pulubala. After doing the research, the researcher concluded that there is a correlation between vocabulary achievement of Computer Engineering Network (TKJ) students and their learning habit using computer. It can be seen through the result of the correlation calculate using SPSS Computer for Windows show a value of 0.507. Based on the interpretation of the correlation result, it can be concluded that correlation between vocabulary achievement of Computer Engineering Network (TKJ) students and their learning habit using computer has medium correlation. The researcher has also measured the influence of correlation between vocabulary achievement of Computer Engineering Network (TKJ) students and their learning habit using computer found 91.04% in the frequency of learning habit and 80.59% in verb. Keyword: vocabulary, learning habit, correlation
{"title":"Correlation Between Vocabulary Achievement of Computer Engineering Network (TKJ) Students and Their Learning Habit Using Computer at SMKN 1 Pulubala","authors":"Septiansi Akuba, Sartin T. Miolo, Rahmawaty Mamu","doi":"10.37905/jetl.v3i2.18626","DOIUrl":"https://doi.org/10.37905/jetl.v3i2.18626","url":null,"abstract":"The objective of this research is to obtain the empirical data about the correlation between vocabulary achievement of Computer Engineering Network (TKJ) students and their learning habit using computer at SMKN 1 Pulubala. This research use correlation method and quantitative descriptive design to measure the correlation. This research was conducted to 67 Computer Engineering Network (TKJ) students at SMKN 1 Pulubala. After doing the research, the researcher concluded that there is a correlation between vocabulary achievement of Computer Engineering Network (TKJ) students and their learning habit using computer. It can be seen through the result of the correlation calculate using SPSS Computer for Windows show a value of 0.507. Based on the interpretation of the correlation result, it can be concluded that correlation between vocabulary achievement of Computer Engineering Network (TKJ) students and their learning habit using computer has medium correlation. The researcher has also measured the influence of correlation between vocabulary achievement of Computer Engineering Network (TKJ) students and their learning habit using computer found 91.04% in the frequency of learning habit and 80.59% in verb. \u0000 \u0000Keyword: vocabulary, learning habit, correlation","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121613923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.37905/jetl.v3i2.17143
Israwati Yusuf, Usman Pakaya, Indri Wirahmi Bay
Difficulties in delivering and understanding presentations can be due to several factors, especially in the psycholinguistics aspect, and due to errors. This research aimed to investigate the types of pauses and repetition and to describe the factors affecting pauses and repetition produced by English Department students during their proposal presentations. It uses a qualitative descriptive design by applying Dardjowidjojo theories. This research was completed with two data collection instruments: audio-visual material and structured interviews. The types of pauses and repetition obtained by audio-visual material and the factors affecting the pauses and repetition gained by structured interviews. By random purposive sampling, five (5) students were selected as the participants of this research. Some aspects are found in this research the first is Pauses which are divided into silent expiration, silent respiration, fillers, and discourse markers. The second is repetition, divided into repetition of words and sentences. The data analysis showed that psychological constraints, word choice, language interference, and limited English proficiency are the factor affecting pauses and repetition. Briefly, pauses and repetitions were made by all the participants during their proposal presentation.
{"title":"Pauses and Repetition on Students' Proposal Presentation","authors":"Israwati Yusuf, Usman Pakaya, Indri Wirahmi Bay","doi":"10.37905/jetl.v3i2.17143","DOIUrl":"https://doi.org/10.37905/jetl.v3i2.17143","url":null,"abstract":"Difficulties in delivering and understanding presentations can be due to several factors, especially in the psycholinguistics aspect, and due to errors. This research aimed to investigate the types of pauses and repetition and to describe the factors affecting pauses and repetition produced by English Department students during their proposal presentations. It uses a qualitative descriptive design by applying Dardjowidjojo theories. This research was completed with two data collection instruments: audio-visual material and structured interviews. The types of pauses and repetition obtained by audio-visual material and the factors affecting the pauses and repetition gained by structured interviews. By random purposive sampling, five (5) students were selected as the participants of this research. Some aspects are found in this research the first is Pauses which are divided into silent expiration, silent respiration, fillers, and discourse markers. The second is repetition, divided into repetition of words and sentences. The data analysis showed that psychological constraints, word choice, language interference, and limited English proficiency are the factor affecting pauses and repetition. Briefly, pauses and repetitions were made by all the participants during their proposal presentation.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130620625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.37905/jetl.v3i2.18674
M. Halid, Karmila Machmud, A. Abid
This study sought to explore the experience of students majoring in an English Department in taking the IELTS speaking practices, and whether or not they had challenges during the learning process. A qualitative approach was employed, and for collecting data a WhatsApp voice note application was utilized. Three students studying at a university in Gorontalo, Indonesia, agreed to participate voluntarily. The findings revealed that the students experienced different challenges during the IELTS speaking practices, which were grouped into five themes: (1) students prepared themselves in different ways, (2) students viewed IELTS differently, (3) students encountered some problems during the IELTS speaking practices, (4) students had issues in adjusting their answers to the test duration, and (5) students agreed that the IELTS test is important for their future. It was also found that the students still had challenges in practicing the IELTS speaking tests. For instance, they felt nervous, lacked English academic vocabulary, and even worried about using correct English grammar. The study recommends that students need to do more readings and spend a sufficient amount of time practicing with peers, so they could expand their knowledge and structure their responses well. In addition, lecturers can help students by giving authentic IELTS materials and visualizing the example of IELTS speaking tests in the classrooms.
{"title":"Exploring English Majors’ Experience in Taking IELTS Speaking Practices: A Qualitative Study","authors":"M. Halid, Karmila Machmud, A. Abid","doi":"10.37905/jetl.v3i2.18674","DOIUrl":"https://doi.org/10.37905/jetl.v3i2.18674","url":null,"abstract":"This study sought to explore the experience of students majoring in an English Department in taking the IELTS speaking practices, and whether or not they had challenges during the learning process. A qualitative approach was employed, and for collecting data a WhatsApp voice note application was utilized. Three students studying at a university in Gorontalo, Indonesia, agreed to participate voluntarily. The findings revealed that the students experienced different challenges during the IELTS speaking practices, which were grouped into five themes: (1) students prepared themselves in different ways, (2) students viewed IELTS differently, (3) students encountered some problems during the IELTS speaking practices, (4) students had issues in adjusting their answers to the test duration, and (5) students agreed that the IELTS test is important for their future. It was also found that the students still had challenges in practicing the IELTS speaking tests. For instance, they felt nervous, lacked English academic vocabulary, and even worried about using correct English grammar. The study recommends that students need to do more readings and spend a sufficient amount of time practicing with peers, so they could expand their knowledge and structure their responses well. In addition, lecturers can help students by giving authentic IELTS materials and visualizing the example of IELTS speaking tests in the classrooms.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129095597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to identify and describe the phonological rules applied by the students from Instagram Feed Video in pronouncing English sound. The term of phonological rule or called phonological process is refers to the theory of Schane (1973). This study focused on four types only, which were assimilation, dissimilation, deletion, and insertion. The factors that influence the phonological rule or process were discussed during the investigation. This study employed descriptive qualitative method inquiry in describing the case of phonological rule applied in Instagram feed video whether from consonant or vowel sound. The objects of this study were students from Instagram feed videos. The data were obtained from student’s pronunciations in Instagram Feed Videos. Besides Schane’s (1973) theory, this study also utilized the other experts’ ideas as well. This study was conducted at State of Gorontalo University. The research findings showed that the phenomenon of English phonological rule or process are found in four types proposed the focus of this study which are assimilation, dissimilation, deletion, and insertion with the highest number occurrence of assimilation (13). In assimilation it is highly occur on vowel sound. The dissimilation occurs at the three positions of the word; initial, medial, and final position. In deletion, they prefer to delete one of the three adjacent consonant clusters. Meanwhile in insertion, also vowels are the most inserted to break up the strings of consonant cluster. The results revealed that the students tend to make a sound change in producing English sound due to ease their pronunciation, because some of those sound does not exist in their native language sound system, therefore they change the sound with the similar sound that available in their language sound system. The result of this study offers a significant contribution in linguistics, especially in phonology and pronunciation.
{"title":"English Phonological Process Applied in Instagram Feed Video","authors":"Yuniarti Zaenab Arsala, Hanisah Hanafi, Rahman Taufiqrianto Dako","doi":"10.37905/jetl.v3i2.16822","DOIUrl":"https://doi.org/10.37905/jetl.v3i2.16822","url":null,"abstract":"This study aimed to identify and describe the phonological rules applied by the students from Instagram Feed Video in pronouncing English sound. The term of phonological rule or called phonological process is refers to the theory of Schane (1973). This study focused on four types only, which were assimilation, dissimilation, deletion, and insertion. The factors that influence the phonological rule or process were discussed during the investigation. This study employed descriptive qualitative method inquiry in describing the case of phonological rule applied in Instagram feed video whether from consonant or vowel sound. The objects of this study were students from Instagram feed videos. The data were obtained from student’s pronunciations in Instagram Feed Videos. Besides Schane’s (1973) theory, this study also utilized the other experts’ ideas as well. This study was conducted at State of Gorontalo University. The research findings showed that the phenomenon of English phonological rule or process are found in four types proposed the focus of this study which are assimilation, dissimilation, deletion, and insertion with the highest number occurrence of assimilation (13). In assimilation it is highly occur on vowel sound. The dissimilation occurs at the three positions of the word; initial, medial, and final position. In deletion, they prefer to delete one of the three adjacent consonant clusters. Meanwhile in insertion, also vowels are the most inserted to break up the strings of consonant cluster. The results revealed that the students tend to make a sound change in producing English sound due to ease their pronunciation, because some of those sound does not exist in their native language sound system, therefore they change the sound with the similar sound that available in their language sound system. The result of this study offers a significant contribution in linguistics, especially in phonology and pronunciation.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116183837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers' roles are critical in the teaching and learning process for students. This study aims to determine students' perceptions of teachers' roles in managing online listening classes. The qualitative descriptive method was used to design this study. This research focused on 2018 English Department students who have completed their listening for academic purposes. Questionnaires and interviews were used to collect data. This study showed that teachers took on the following roles when teaching: controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Teachers also got better at running online listening classes.
{"title":"Teachers’ Role in Managing Online Listening Class during Covid-19 Pandemic: An Investigation of Students’ Perception","authors":"Yosua Kuma Widjaja, Nurlaila Husain, Farid Muhamad","doi":"10.37905/jetl.v3i2.16725","DOIUrl":"https://doi.org/10.37905/jetl.v3i2.16725","url":null,"abstract":"Teachers' roles are critical in the teaching and learning process for students. This study aims to determine students' perceptions of teachers' roles in managing online listening classes. The qualitative descriptive method was used to design this study. This research focused on 2018 English Department students who have completed their listening for academic purposes. Questionnaires and interviews were used to collect data. This study showed that teachers took on the following roles when teaching: controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Teachers also got better at running online listening classes.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128657607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.37905/jetl.v3i1.11460
Nur Inda Astuti Mabing, R. Talib, Nurlaila Husain
ABSTRACT Basic teaching skills are complex skills, which must be possessed by an educator and be able to apply them in the learning process. These basic teaching skills include opening and closing lessons, questioning skills, explaining skills, variation skills. The purpose of this study was to determine how the application of basic teaching skills during the teaching practice experience exam. This research was conducted using qualitative methods. The subjects of this study were 5 students teaching practice experience. The data collection technique in this study used an observation sheet by viewing the video exam for students teaching practice experience. Based on the results of video observations by researcher regarding the application of basic teaching skills in the teaching practice experience class, the basic teaching skills are quite good and effective because in general the participants in the teaching practice experience have applied the four basic teaching skills well but not all of the points contained in these skills implemented at the time of teaching. But in this case it can be overcome thanks to the cooperation between teachers and students.
{"title":"Pre-Service English Teachers’ Ability in Applying Teaching Skills","authors":"Nur Inda Astuti Mabing, R. Talib, Nurlaila Husain","doi":"10.37905/jetl.v3i1.11460","DOIUrl":"https://doi.org/10.37905/jetl.v3i1.11460","url":null,"abstract":"ABSTRACT \u0000 \u0000Basic teaching skills are complex skills, which must be possessed by an educator and be able to apply them in the learning process. These basic teaching skills include opening and closing lessons, questioning skills, explaining skills, variation skills. The purpose of this study was to determine how the application of basic teaching skills during the teaching practice experience exam. This research was conducted using qualitative methods. The subjects of this study were 5 students teaching practice experience. The data collection technique in this study used an observation sheet by viewing the video exam for students teaching practice experience. Based on the results of video observations by researcher regarding the application of basic teaching skills in the teaching practice experience class, the basic teaching skills are quite good and effective because in general the participants in the teaching practice experience have applied the four basic teaching skills well but not all of the points contained in these skills implemented at the time of teaching. But in this case it can be overcome thanks to the cooperation between teachers and students.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131845139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.37905/jetl.v3i1.13939
Made Hening Ayu Ayu Arsari
The pandemic in Indonesia views that Indonesian people are still experiencing “technology stuttering”, especially in the education field, where technology is very rare due to the availability of technology devices. The phenomenon of pandemic situations makes it hard for teachers and students to carry online learning because they do not have adequate skills to implement online learning. It affects the quality teaching process and students outcomes in school, especially in English Language subjects. This research aims to observe the ability of senior high school student’s digital literacy skills in Singaraja, Bali. This research informed by descriptive qualitative employed semi-structured interviews to investigate 21 students. These interviews included the use of digital literacy skills in English Language Learning, and the results of interviews will be discussed in the paper. Digital literacy skills are the student’s ability to search information on the Internet. Moreover, with digital literacy skills, students can select the information carefully. This research shows the student’s ability in low level, and students cannot find information to support their learning process. Also, this research explains the importance of digital literacy skills, especially for ESL students and how to utilize digital literacy for the English language in the post-pandemic situation in Indonesia
{"title":"The Importance of Digital Literacy to Enhance Students' ability in English Language","authors":"Made Hening Ayu Ayu Arsari","doi":"10.37905/jetl.v3i1.13939","DOIUrl":"https://doi.org/10.37905/jetl.v3i1.13939","url":null,"abstract":"The pandemic in Indonesia views that Indonesian people are still experiencing “technology stuttering”, especially in the education field, where technology is very rare due to the availability of technology devices. The phenomenon of pandemic situations makes it hard for teachers and students to carry online learning because they do not have adequate skills to implement online learning. It affects the quality teaching process and students outcomes in school, especially in English Language subjects. This research aims to observe the ability of senior high school student’s digital literacy skills in Singaraja, Bali. This research informed by descriptive qualitative employed semi-structured interviews to investigate 21 students. These interviews included the use of digital literacy skills in English Language Learning, and the results of interviews will be discussed in the paper. Digital literacy skills are the student’s ability to search information on the Internet. Moreover, with digital literacy skills, students can select the information carefully. This research shows the student’s ability in low level, and students cannot find information to support their learning process. Also, this research explains the importance of digital literacy skills, especially for ESL students and how to utilize digital literacy for the English language in the post-pandemic situation in Indonesia","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122136598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.37905/jetl.v3i1.13933
Rafislam Dilapanga, Indri Wirahmi Bay, Jefriyanto Saud
This research aimed to discover the types of polysemy words to determine the meaning of polysemy words in twelve Justin Bieber’s song lyrics. The qualitative-descriptive method was used in this research. The data were collected by downloading the lyrics, reading and understanding the lyrics, and note-taking. The researchers used the theory of Miles and Huberman (1994) to determine the steps of analyzing data. The theory of Asher (2011) was used to classify and analyze the polysemy word into types of polysemy which were accidental polysemy (unrelated meaning) and logical polysemy (related meaning). Furthermore, the theory of Haspelmath (2001) was used to classify and analyze the word classes of polysemy words. As a result, the researchers found 20 polysemy words which were 10 words classified into accidental polysemy, and 10 words classified into logical polysemy. Those polysemy words were mostly in abstract nouns. Lastly, this research was expected to provide valuable information about polysemy for other researchers who would take polysemy as the topic of the research.
{"title":"Polysemy in Justin Bieber's Song Lyrics","authors":"Rafislam Dilapanga, Indri Wirahmi Bay, Jefriyanto Saud","doi":"10.37905/jetl.v3i1.13933","DOIUrl":"https://doi.org/10.37905/jetl.v3i1.13933","url":null,"abstract":"This research aimed to discover the types of polysemy words to determine the meaning of polysemy words in twelve Justin Bieber’s song lyrics. The qualitative-descriptive method was used in this research. The data were collected by downloading the lyrics, reading and understanding the lyrics, and note-taking. The researchers used the theory of Miles and Huberman (1994) to determine the steps of analyzing data. The theory of Asher (2011) was used to classify and analyze the polysemy word into types of polysemy which were accidental polysemy (unrelated meaning) and logical polysemy (related meaning). Furthermore, the theory of Haspelmath (2001) was used to classify and analyze the word classes of polysemy words. As a result, the researchers found 20 polysemy words which were 10 words classified into accidental polysemy, and 10 words classified into logical polysemy. Those polysemy words were mostly in abstract nouns. Lastly, this research was expected to provide valuable information about polysemy for other researchers who would take polysemy as the topic of the research.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121516376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.37905/jetl.v3i1.15122
Ismail Koerniawan Mohammad, Hasanuddin Fatsah, A. Abid
Mastering English facilitates students’ preparation for professional job applications. In the context of tourism school, learning the language, therefore, is a must. The study reported in this article explores the difficulties in speaking English encountered by a group of Indonesian learners of English and how they anticipated their perceived difficulties. A qualitative research approach was employed for data collection and analysis. Participants were from a Tourism Department of a university in the Province of Gorontalo, Indonesia, who voluntarily agreed to join in the interview sessions. Findings showed that most participants struggled to communicate in English, particularly when interacting with foreigners. The difficulties include a lack of vocabulary and comprehension of certain accents. In addition, it was found that in anticipating those difficulties, students employed regular English use practices, gestures, and information technology assistance. The study suggests that frequent meaningful English practices in and outside the English classroom should be facilitated, and the use of relevant technological tools for fostering English language practices be promoted.
{"title":"English Speaking Difficulties Encountered by Tourism Department Students’ in EFL Public Interactions: A qualitative study","authors":"Ismail Koerniawan Mohammad, Hasanuddin Fatsah, A. Abid","doi":"10.37905/jetl.v3i1.15122","DOIUrl":"https://doi.org/10.37905/jetl.v3i1.15122","url":null,"abstract":"Mastering English facilitates students’ preparation for professional job applications. In the context of tourism school, learning the language, therefore, is a must. The study reported in this article explores the difficulties in speaking English encountered by a group of Indonesian learners of English and how they anticipated their perceived difficulties. A qualitative research approach was employed for data collection and analysis. Participants were from a Tourism Department of a university in the Province of Gorontalo, Indonesia, who voluntarily agreed to join in the interview sessions. Findings showed that most participants struggled to communicate in English, particularly when interacting with foreigners. The difficulties include a lack of vocabulary and comprehension of certain accents. In addition, it was found that in anticipating those difficulties, students employed regular English use practices, gestures, and information technology assistance. The study suggests that frequent meaningful English practices in and outside the English classroom should be facilitated, and the use of relevant technological tools for fostering English language practices be promoted.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128227483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.37905/jetl.v3i1.13971
L. D. P. Wardani, Adinia Arum Pratiwi, Supiastutik Supiastutik
Female subjects’ oppressions are a significant aspect of the novel entitled A Game of Thrones, published in 1996 by George R. R. Martin. This article aims to discover the discourse of female subjects’ oppressions and the critical position of the author. The theory of representation by Stuart Hall and the discursive approach by Michel Foucault are used in this research. The contextual background and the narrations in the novel are collaborated in the analysis process to find the discourse of female subjects’ oppressions and the critical position of the author. This research proves that this novel represents the oppression of female subjects in the form of marginalization, powerlessness, violence, and exploitation. Through the narration in the novel and some interviews, Martin, as the author, resists women's oppression.
{"title":"Female Subjects Oppressions in George R. R. Martin’s A Song of Ice and Fire: A Game of Thrones","authors":"L. D. P. Wardani, Adinia Arum Pratiwi, Supiastutik Supiastutik","doi":"10.37905/jetl.v3i1.13971","DOIUrl":"https://doi.org/10.37905/jetl.v3i1.13971","url":null,"abstract":"Female subjects’ oppressions are a significant aspect of the novel entitled A Game of Thrones, published in 1996 by George R. R. Martin. This article aims to discover the discourse of female subjects’ oppressions and the critical position of the author. The theory of representation by Stuart Hall and the discursive approach by Michel Foucault are used in this research. The contextual background and the narrations in the novel are collaborated in the analysis process to find the discourse of female subjects’ oppressions and the critical position of the author. This research proves that this novel represents the oppression of female subjects in the form of marginalization, powerlessness, violence, and exploitation. Through the narration in the novel and some interviews, Martin, as the author, resists women's oppression.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131257956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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