Pub Date : 2023-04-15DOI: 10.21462/jeltl.v8i1.1030
H. P. Tiwari
Learning and computing breakthroughs among students are beginning to converge due to the rapid growth of digital technology. Artificial Intelligence (AI) has made an impact on the way we teach English at college level. It has an enormous potential of providing digitalized and completely personalized learning to each English language teacher. This quantitative quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in English language teaching at college level. The participants consisted of 100 bachelor level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. The researcher employed questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. The findings were presented descriptively and the researcher assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire to check the reliability and effectiveness of the prediction. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfil individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.
{"title":"An Optimization-Based Artificial Intelligence Framework for Teaching English at College Level Under Tribhuvan University","authors":"H. P. Tiwari","doi":"10.21462/jeltl.v8i1.1030","DOIUrl":"https://doi.org/10.21462/jeltl.v8i1.1030","url":null,"abstract":"Learning and computing breakthroughs among students are beginning to converge due to the rapid growth of digital technology. Artificial Intelligence (AI) has made an impact on the way we teach English at college level. It has an enormous potential of providing digitalized and completely personalized learning to each English language teacher. This quantitative quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in English language teaching at college level. The participants consisted of 100 bachelor level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. The researcher employed questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. The findings were presented descriptively and the researcher assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire to check the reliability and effectiveness of the prediction. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfil individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126361529","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 : 2023-04-15DOI: 10.21462/jeltl.v8i1.1022
M. Mardhatillah, S. Suharyadi
The issue of Differentiated Instruction (DI) has recently attracted the attention of scholars and practitioners because of its immense significance and many opportunities to enhance student learning. In this regard, the current study aims to contribute a small summary of DI in the context of EFL to provide context and illustrate the need to implement DI in the classroom to ensure that students learn languages successfully. Since differentiated instruction puts students at the center of teaching and learning, encourages equality and academic achievement, and acknowledges student diversity, it encourages teachers to be aware of individual needs, interests, skills, English proficiency levels, and students’ preferred learning strategies. Although some challenges may occur such as time-consuming and pressure on teachers in implementing DI, this approach has advantages that can affect students' learning processes, future learning attitudes, and future success. So, the learning process provides many opportunities when the teacher is committed to differentiated instruction.
{"title":"Differentiated Instruction: Challenges and Opportunities in EFL Classroom","authors":"M. Mardhatillah, S. Suharyadi","doi":"10.21462/jeltl.v8i1.1022","DOIUrl":"https://doi.org/10.21462/jeltl.v8i1.1022","url":null,"abstract":"The issue of Differentiated Instruction (DI) has recently attracted the attention of scholars and practitioners because of its immense significance and many opportunities to enhance student learning. In this regard, the current study aims to contribute a small summary of DI in the context of EFL to provide context and illustrate the need to implement DI in the classroom to ensure that students learn languages successfully. Since differentiated instruction puts students at the center of teaching and learning, encourages equality and academic achievement, and acknowledges student diversity, it encourages teachers to be aware of individual needs, interests, skills, English proficiency levels, and students’ preferred learning strategies. Although some challenges may occur such as time-consuming and pressure on teachers in implementing DI, this approach has advantages that can affect students' learning processes, future learning attitudes, and future success. So, the learning process provides many opportunities when the teacher is committed to differentiated instruction.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131609724","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 : 2023-04-15DOI: 10.21462/jeltl.v8i1.1003
M. Fakhrudin, Dzulfikri Dzulfikri, Mutmainah Mustofa
The study aimed to examine the EFL students’ lexical errors in writing recount texts. This study employed a descriptive qualitative method involving 31 students and uses the taxonomy of James’ lexical errors in analyzing the texts. The findings revealed that there was a total of 161 lexical errors in the students’ recount writings. Likewise, it was claimed that misselection became the most frequent lexical error, with 73 errors. The next was suffix type with 35 errors and calque with 10 errors. Furthermore, the results showed that most students felt difficult to select the appropriate lexical types in writing recount texts and most of the formal errors resulted from the intralingual error. Thus, the study recommends that the teachers teach vocabulary in contexts rather than words and use English thesaurus or monolingual dictionaries to find the grammatical content, definitions, examples, spelling, or other structures. The study also recommends online lexical analyzers, drillling, and remedy as the other alternative methods of reducing lexical errors in writing.
{"title":"Exploring Lexical Errors of Indonesian EFL Students in Writing Recount Texts","authors":"M. Fakhrudin, Dzulfikri Dzulfikri, Mutmainah Mustofa","doi":"10.21462/jeltl.v8i1.1003","DOIUrl":"https://doi.org/10.21462/jeltl.v8i1.1003","url":null,"abstract":"The study aimed to examine the EFL students’ lexical errors in writing recount texts. This study employed a descriptive qualitative method involving 31 students and uses the taxonomy of James’ lexical errors in analyzing the texts. The findings revealed that there was a total of 161 lexical errors in the students’ recount writings. Likewise, it was claimed that misselection became the most frequent lexical error, with 73 errors. The next was suffix type with 35 errors and calque with 10 errors. Furthermore, the results showed that most students felt difficult to select the appropriate lexical types in writing recount texts and most of the formal errors resulted from the intralingual error. Thus, the study recommends that the teachers teach vocabulary in contexts rather than words and use English thesaurus or monolingual dictionaries to find the grammatical content, definitions, examples, spelling, or other structures. The study also recommends online lexical analyzers, drillling, and remedy as the other alternative methods of reducing lexical errors in writing.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"2 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120987238","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 : 2023-04-15DOI: 10.21462/jeltl.v8i1.1010
S. Syamsuddin, Rizky Anugrah Putra, Annisah Wulansari
This research investigates how the naming of locations in Palu, Central Sulawesi, Indonesia describes the geographical and social conditions in the local area. After the earthquake and tsunami on September 28 2018, in Palu, considerable geographical studies have desired to discover the causality of this catastrophic natural phenomenon. Nevertheless, behind it all, the Kaili tribe, an indigenous tribe on the mainland of Central Sulawesi, believes that several areas in Palu are unfit for habitation because of the history of natural events that have occurred. They sketch this information using toponymy that modern society has often ignored. Moreover, acculturation and globalization have made people overlook local culture and history. The present study operated a different perspective to reveal that the toponymic naming in the Palu area. Those toponyms are derived from the Kaili language reflecting geographical conditions, history and vegetation. The researcher discovered that based on ethnolinguistic fact, several zones were the hotspots of the worst earthquakes and liquefactions and reflected in several toponyms that today's society has forgotten. Using ethnosemantics tracing, historical, and geographical observation and involving cultural and indigenous figures, the researcher answered this phenomenon based on evidence. The implications and results of the findings of this study will be discussed further in the discussion section.
{"title":"An Ethnosemantic Study of Palu Toponym and Its Association with Natural Hazards","authors":"S. Syamsuddin, Rizky Anugrah Putra, Annisah Wulansari","doi":"10.21462/jeltl.v8i1.1010","DOIUrl":"https://doi.org/10.21462/jeltl.v8i1.1010","url":null,"abstract":"This research investigates how the naming of locations in Palu, Central Sulawesi, Indonesia describes the geographical and social conditions in the local area. After the earthquake and tsunami on September 28 2018, in Palu, considerable geographical studies have desired to discover the causality of this catastrophic natural phenomenon. Nevertheless, behind it all, the Kaili tribe, an indigenous tribe on the mainland of Central Sulawesi, believes that several areas in Palu are unfit for habitation because of the history of natural events that have occurred. They sketch this information using toponymy that modern society has often ignored. Moreover, acculturation and globalization have made people overlook local culture and history. The present study operated a different perspective to reveal that the toponymic naming in the Palu area. Those toponyms are derived from the Kaili language reflecting geographical conditions, history and vegetation. The researcher discovered that based on ethnolinguistic fact, several zones were the hotspots of the worst earthquakes and liquefactions and reflected in several toponyms that today's society has forgotten. Using ethnosemantics tracing, historical, and geographical observation and involving cultural and indigenous figures, the researcher answered this phenomenon based on evidence. The implications and results of the findings of this study will be discussed further in the discussion section.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127216892","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 : 2023-04-15DOI: 10.21462/jeltl.v8i1.1006
Faisal Faisal, Primita Arif Carabella
This small-scale study looks into the English-Language-Education-Program (ELE) students’ perceived views on using Grammarly as an automatic grammar checker in an academic writing process. It adopted a questionnaire instrument Novianti (2020) employed in her study. The interval scale average of 73.3% indicated that most students positively perceived using Grammarly in the academic writing process. They deemed that this application could help them revise their errors in the academic writing process, improve their academic writing, and boost their confidence in academic writing. On the other hand, some students negatively perceived using Grammarly in their academic writing process due to the nature of feedback this application offers. Furthermore, this study considered that factors that might have affected both views were associated with Grammarly’s handy and practical use and non-contextual and irrelevant feedback. This study is a small-scale one, primarily investigating students’ perceptions of the use of Grammarly application in an academic writing process. Future research can expand such dimensions as students’ attitudes in using this application or the impacts of Grammarly on students’ writing anxiety. Moreover, it can investigate students’ perceptions of the use of the application in an academic writing process by employing different instruments and indicators of perception.
{"title":"Utilizing Grammarly in an Academic Writing Process: Higher-Education Students’ Perceived Views","authors":"Faisal Faisal, Primita Arif Carabella","doi":"10.21462/jeltl.v8i1.1006","DOIUrl":"https://doi.org/10.21462/jeltl.v8i1.1006","url":null,"abstract":"This small-scale study looks into the English-Language-Education-Program (ELE) students’ perceived views on using Grammarly as an automatic grammar checker in an academic writing process. It adopted a questionnaire instrument Novianti (2020) employed in her study. The interval scale average of 73.3% indicated that most students positively perceived using Grammarly in the academic writing process. They deemed that this application could help them revise their errors in the academic writing process, improve their academic writing, and boost their confidence in academic writing. On the other hand, some students negatively perceived using Grammarly in their academic writing process due to the nature of feedback this application offers. Furthermore, this study considered that factors that might have affected both views were associated with Grammarly’s handy and practical use and non-contextual and irrelevant feedback. This study is a small-scale one, primarily investigating students’ perceptions of the use of Grammarly application in an academic writing process. Future research can expand such dimensions as students’ attitudes in using this application or the impacts of Grammarly on students’ writing anxiety. Moreover, it can investigate students’ perceptions of the use of the application in an academic writing process by employing different instruments and indicators of perception.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130513865","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}
Pragmatic studies have been widely conducted, but speech acts on motivational speeches were rarely investigated. Moreover, functions of illocutionary speech acts are received very limited scholarly attention. These gaps have been encouraging the researchers to conduct the present to analyze speech acts contained in Oprah Winfrey’s motivational speeches with two purposes. First, it is to identify the forms of illocutionary speech acts in Oprah's motivational speech. Second, it also determines the function of illocutionary speech acts in Oprah's motivational speech. It employed a qualitative and quantitative method for the analysis. Then, in collecting data, it used note-taking as an instrument. In this regard, we watched and listened to five motivational videos of Oprah Winfrey’s speeches four times, and then took notes of any utterances containing forms and functions of illocutionary speech acts. Then, for analyzing data, we classified the forms of speech acts using a theory from Searle (1969) and functions of speech acts employing an analytical framework from Leech (1993). The results show various forms and functions in delivering a motivational speech. However, most speech acts in the videos tend to be assertive rather than the others, and concerning functions, they tend to be collaborative. The reason behind these dominances is discussed in this paper.
{"title":"Illocutionary Speech Acts in Oprah Winfrey’s Motivational Speech: A Pragmatic Study","authors":"Warsidi Warsidi, Siti Nurul Syakila, D. Dahniar","doi":"10.21462/jeltl.v8i1.998","DOIUrl":"https://doi.org/10.21462/jeltl.v8i1.998","url":null,"abstract":"Pragmatic studies have been widely conducted, but speech acts on motivational speeches were rarely investigated. Moreover, functions of illocutionary speech acts are received very limited scholarly attention. These gaps have been encouraging the researchers to conduct the present to analyze speech acts contained in Oprah Winfrey’s motivational speeches with two purposes. First, it is to identify the forms of illocutionary speech acts in Oprah's motivational speech. Second, it also determines the function of illocutionary speech acts in Oprah's motivational speech. It employed a qualitative and quantitative method for the analysis. Then, in collecting data, it used note-taking as an instrument. In this regard, we watched and listened to five motivational videos of Oprah Winfrey’s speeches four times, and then took notes of any utterances containing forms and functions of illocutionary speech acts. Then, for analyzing data, we classified the forms of speech acts using a theory from Searle (1969) and functions of speech acts employing an analytical framework from Leech (1993). The results show various forms and functions in delivering a motivational speech. However, most speech acts in the videos tend to be assertive rather than the others, and concerning functions, they tend to be collaborative. The reason behind these dominances is discussed in this paper.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132553332","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 : 2022-12-31DOI: 10.21462/jeltl.v7i3.1042
F. Fadhly, Y. Yuniarti, Fina Apriyani
This study aims to explore the challenges faced by Sundanese EFL learners in pronouncing labiodental consonant sounds, specifically /f/ and /v/, and to propose effective strategies for improvement. The study focuses on collecting data from Sundanese EFL learners at various levels of proficiency using interviews and pronunciation tests. The results indicate that learners face various challenges in pronouncing labiodental consonants, such as substituting similar sounds from their native language and struggling with unfamiliar sound combinations. The study proposes several strategies to overcome these challenges, including drilling exercises, practicing with audio recordings, and promoting learner autonomy.
{"title":"Exploring Labiodental Consonant Pronunciation Challenges Faced by Sundanese EFL Learners: Effective Strategies for Improvement","authors":"F. Fadhly, Y. Yuniarti, Fina Apriyani","doi":"10.21462/jeltl.v7i3.1042","DOIUrl":"https://doi.org/10.21462/jeltl.v7i3.1042","url":null,"abstract":"This study aims to explore the challenges faced by Sundanese EFL learners in pronouncing labiodental consonant sounds, specifically /f/ and /v/, and to propose effective strategies for improvement. The study focuses on collecting data from Sundanese EFL learners at various levels of proficiency using interviews and pronunciation tests. The results indicate that learners face various challenges in pronouncing labiodental consonants, such as substituting similar sounds from their native language and struggling with unfamiliar sound combinations. The study proposes several strategies to overcome these challenges, including drilling exercises, practicing with audio recordings, and promoting learner autonomy.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"SE-7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114129126","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}
Language attitude is one of the key factors in foreign language development. In this regard, a plethora of studies has recently provided evidence suggesting that Moroccan students adopt positive attitudes towards learning English as a foreign language for general purposes. These studies focused on students belonging to different streams of study and from different educational levels. However, very few studies have attempted to explore university students’ attitudes toward learning English for specific purposes. Therefore, the present article tries to understand better the status of English for specific purposes in Morocco from different perspectives. It investigates the Moroccan ESP university students’ attitudes toward learning English and attempts to explain the motives behind these attitudes. To meet this end, 125 respondents belonging to various disciplines and from four different Moroccan higher educational institutions completed a survey about the use of English inside and outside school, the importance of this language, and whether these attitudes are driven by instrumental or integrative reasons. Findings revealed that Moroccan ESP university students have positive attitudes towards learning English for specific purposes and want to use it for both instrumental and integrative reasons. In light of these findings, a number of implications are offered.
{"title":"ESP Instruction in Morocco: A Study of University Students’ Attitudes and Perceptions","authors":"Chaimae Farmati, M. Yeou, Bouchaib Benzehaf","doi":"10.21462/jeltl.v7i3.979","DOIUrl":"https://doi.org/10.21462/jeltl.v7i3.979","url":null,"abstract":"Language attitude is one of the key factors in foreign language development. In this regard, a plethora of studies has recently provided evidence suggesting that Moroccan students adopt positive attitudes towards learning English as a foreign language for general purposes. These studies focused on students belonging to different streams of study and from different educational levels. However, very few studies have attempted to explore university students’ attitudes toward learning English for specific purposes. Therefore, the present article tries to understand better the status of English for specific purposes in Morocco from different perspectives. It investigates the Moroccan ESP university students’ attitudes toward learning English and attempts to explain the motives behind these attitudes. To meet this end, 125 respondents belonging to various disciplines and from four different Moroccan higher educational institutions completed a survey about the use of English inside and outside school, the importance of this language, and whether these attitudes are driven by instrumental or integrative reasons. Findings revealed that Moroccan ESP university students have positive attitudes towards learning English for specific purposes and want to use it for both instrumental and integrative reasons. In light of these findings, a number of implications are offered.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115464126","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 article discusses how Indonesian English Language Education Students (ELES) apply space lexicalization in narrative composition. This study also discusses how they understand the concept of space lexicalization. Fifteen master’s degree students in English Language Education are the subjects of this study. A convergent parallel mixed-method research design was utilized in this study. The data of this study are a set of tests on space lexicalization and a writing test. The test on space lexicalization is used to investigate the participants’ understanding of space lexicalization’s concept, while the writing test is utilized to investigate how they apply space lexicalization in narrative writing. The results show that the subjects understand the concept of space lexicalization and they can apply space lexicalization in narrative writing. This shows that Indonesian ELES has acquired space lexicalization in narrative writing, although some of them produce grammatical mistakes and incorrect combinations of spatial words.
{"title":"Space Lexicalization in English Language Education Students’ Narrative Writing","authors":"Naima Khairunisa, Y. Basthomi, M. Anugerahwati","doi":"10.21462/jeltl.v7i3.950","DOIUrl":"https://doi.org/10.21462/jeltl.v7i3.950","url":null,"abstract":"This article discusses how Indonesian English Language Education Students (ELES) apply space lexicalization in narrative composition. This study also discusses how they understand the concept of space lexicalization. Fifteen master’s degree students in English Language Education are the subjects of this study. A convergent parallel mixed-method research design was utilized in this study. The data of this study are a set of tests on space lexicalization and a writing test. The test on space lexicalization is used to investigate the participants’ understanding of space lexicalization’s concept, while the writing test is utilized to investigate how they apply space lexicalization in narrative writing. The results show that the subjects understand the concept of space lexicalization and they can apply space lexicalization in narrative writing. This shows that Indonesian ELES has acquired space lexicalization in narrative writing, although some of them produce grammatical mistakes and incorrect combinations of spatial words.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"43 Pt B 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117352405","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}
In the era before the internet, memes could take the form of posters containing messages, invitations, and even propaganda. Propagandists manipulated those discourses and presented them at public events such as theatres and festivals. It has evolved into computational propaganda using media and popular memes in the modern era. Muslims are effortless targets for offensive memes, which have been going on for the last decade. This prejudice has become a familiar issue for internet users and vandalizes the image of Muslims and links Muslims to all social problems that transpire in society. This study examined Islamophobic theme memes transmitted on international memetic sites. Popular Islamophobic memes were analyzed using critical discourse analysis to break down the phenomenon based on visual, textual, and social motives. The findings demonstrated that the meme creators utilized the hottest issue to induce the ill idea of demonizing Muslim society and tend to alter the information in their favour. Memes with Islamophobia discourse often included provocative sentences that satirize the teachings of Islam accompanied by words that collocate with aspects of terror, terrorism, radical, extremism, violence, and abuse. That discourse influenced opinions and damaged the image of the target meme, and this method was remarkably efficacious, as evidenced by a large amount of support obtained on anonymous sites. In addition, this meme was distributed in anonymous forums, where this forum ensured the privacy of the meme's sender without worrying that his insults in cyberspace would affect the real world.
{"title":"Cornered Islamic Society: A Critical Discourse Analysis on Islamophobic Memes","authors":"Rizky Anugrah Putra","doi":"10.21462/jeltl.v7i3.897","DOIUrl":"https://doi.org/10.21462/jeltl.v7i3.897","url":null,"abstract":"In the era before the internet, memes could take the form of posters containing messages, invitations, and even propaganda. Propagandists manipulated those discourses and presented them at public events such as theatres and festivals. It has evolved into computational propaganda using media and popular memes in the modern era. Muslims are effortless targets for offensive memes, which have been going on for the last decade. This prejudice has become a familiar issue for internet users and vandalizes the image of Muslims and links Muslims to all social problems that transpire in society. This study examined Islamophobic theme memes transmitted on international memetic sites. Popular Islamophobic memes were analyzed using critical discourse analysis to break down the phenomenon based on visual, textual, and social motives. The findings demonstrated that the meme creators utilized the hottest issue to induce the ill idea of demonizing Muslim society and tend to alter the information in their favour. Memes with Islamophobia discourse often included provocative sentences that satirize the teachings of Islam accompanied by words that collocate with aspects of terror, terrorism, radical, extremism, violence, and abuse. That discourse influenced opinions and damaged the image of the target meme, and this method was remarkably efficacious, as evidenced by a large amount of support obtained on anonymous sites. In addition, this meme was distributed in anonymous forums, where this forum ensured the privacy of the meme's sender without worrying that his insults in cyberspace would affect the real world.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133596422","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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