Social media is a product of information and communication technology that is used by many people around the world, ranging from children to adults. Although not created specifically for educational purposes, social media has drawn the attention of some educators, especially in the field of teaching and learning English. The objectives of this research were to find out the types of social media used by English department students in the fourth semester of UINSI Samarinda and the use of social media in learning English writing. This research was conducted by using a descriptive-qualitative design. The researcher used questionnaires, interviews, and documentation as instruments to collect the data. The primary data in this research was obtained from questionnaires and interviews with the students who were active in using social media in learning English writing. Then, the secondary data contained recordings and documentation obtained from the students as the subjects of this research. The data analysis techniques used were data condensation, data display, conclusion drawing, and verification. To test the validity of the data, the researcher used the credibility technique with the source triangulation method. The result of this research showed that there were seven types of social media used by the students in learning English writing, namely social networking sites (SNS), blogs, micro-blog, wiki, social bookmarking websites, media sharing sites, and RSS (Really Simple Syndication). The students mostly used social media in learning English writing by using some provided features, especially which allow them to interact with their peers, such as personal chat, group chat, comment section, caption, description, story, and bio. Additionally, they also used some of these social media as learning sources to help them in developing their English writing skill.
{"title":"The Use of Social Media in Learning English Writing of Indonesian English Department Students","authors":"Aprilia Elok Puspita Dewi, Umar Fauzan, N. Nadia","doi":"10.21462/jeltl.v7i1.882","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.882","url":null,"abstract":"Social media is a product of information and communication technology that is used by many people around the world, ranging from children to adults. Although not created specifically for educational purposes, social media has drawn the attention of some educators, especially in the field of teaching and learning English. The objectives of this research were to find out the types of social media used by English department students in the fourth semester of UINSI Samarinda and the use of social media in learning English writing. This research was conducted by using a descriptive-qualitative design. The researcher used questionnaires, interviews, and documentation as instruments to collect the data. The primary data in this research was obtained from questionnaires and interviews with the students who were active in using social media in learning English writing. Then, the secondary data contained recordings and documentation obtained from the students as the subjects of this research. The data analysis techniques used were data condensation, data display, conclusion drawing, and verification. To test the validity of the data, the researcher used the credibility technique with the source triangulation method. The result of this research showed that there were seven types of social media used by the students in learning English writing, namely social networking sites (SNS), blogs, micro-blog, wiki, social bookmarking websites, media sharing sites, and RSS (Really Simple Syndication). The students mostly used social media in learning English writing by using some provided features, especially which allow them to interact with their peers, such as personal chat, group chat, comment section, caption, description, story, and bio. Additionally, they also used some of these social media as learning sources to help them in developing their English writing skill.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"123 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":"131840936","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}
The policy in learning has been changed by the government since the Covid 19 cases decreased significantly in Indonesia. Therefore, the implementation of learning in this current era, especially in university level, is conducted limitedly in face to face learning mode known as Pembelajaran Tatap Muka (PTM) terbatas and online learning mode, named Pembelajaran Jarak Jauh (PJJ). These mixed modes of learning are acclaimed as hybrid learning. This transition of learning potentially raises various perceptions among the undergraduate students. Hence, this study aims at investigating the undergraduate students’ perception of hybrid learning system in the pandemic era. The participants of this study were 45 English department undergraduate students at State University of Malang. They were 38 females students and 7 males students from the 2nd, 6th and 8th semesters. This study was carried out through survey research design. Henceforth, the data of this study was gathered by spreading a closed-ended questionnaire via Google Form. The findings revealed that the undergraduate students showed positive perceptions regarding hybrid learning in pedagogical, social, and technical aspects. Notwithstanding, the negative perceptions were found in the technical aspects relating to students’ concentration in deeper learning and students’ difficulties in learning English during hybrid learning. Regardless of the positive and negative perceptions, according to the findings, hybrid learning can be categorized as the effective learning approach as well as the learning solution in this current pandemic era.
印尼的新冠肺炎确诊病例大幅减少后，政府改变了学习政策。因此，在当今时代，特别是在大学阶段，学习的实施仅限于面对面的学习模式，称为PTM terbatas和在线学习模式，称为Pembelajaran Jarak Jauh。这些混合的学习模式被称为混合学习。这种学习的转变可能会引起本科生的不同看法。因此，本研究旨在调查大流行时代大学生对混合学习系统的认知。本研究以45名玛琅州立大学英语系本科生为研究对象。他们是来自第二、第六和第八学期的38名女生和7名男生。本研究采用调查研究设计进行。因此，本研究的数据是通过Google Form分发封闭式问卷来收集的。研究结果显示，大学生对混合学习在教学、社会和技术方面表现出积极的看法。然而，在与学生在深度学习中注意力不集中和学生在混合学习中学习英语困难有关的技术方面发现了负面看法。根据调查结果，无论正面和负面看法如何，混合学习可以被归类为当前大流行时代的有效学习方法和学习解决方案。
{"title":"Undergraduate Students' Perception of Hybrid Learning: Voices from English Language Education Students in Pandemic Era","authors":"Setia Erliza, Puteri Anugrah Septianingsih","doi":"10.21462/jeltl.v7i1.782","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.782","url":null,"abstract":"The policy in learning has been changed by the government since the Covid 19 cases decreased significantly in Indonesia. Therefore, the implementation of learning in this current era, especially in university level, is conducted limitedly in face to face learning mode known as Pembelajaran Tatap Muka (PTM) terbatas and online learning mode, named Pembelajaran Jarak Jauh (PJJ). These mixed modes of learning are acclaimed as hybrid learning. This transition of learning potentially raises various perceptions among the undergraduate students. Hence, this study aims at investigating the undergraduate students’ perception of hybrid learning system in the pandemic era. The participants of this study were 45 English department undergraduate students at State University of Malang. They were 38 females students and 7 males students from the 2nd, 6th and 8th semesters. This study was carried out through survey research design. Henceforth, the data of this study was gathered by spreading a closed-ended questionnaire via Google Form. The findings revealed that the undergraduate students showed positive perceptions regarding hybrid learning in pedagogical, social, and technical aspects. Notwithstanding, the negative perceptions were found in the technical aspects relating to students’ concentration in deeper learning and students’ difficulties in learning English during hybrid learning. Regardless of the positive and negative perceptions, according to the findings, hybrid learning can be categorized as the effective learning approach as well as the learning solution in this current pandemic era.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123544748","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}
The purposes of this study entitled "Geography of the Malay Language Dialect in Kapuas Hulu Regency, West Kalimantan" are: to describe the lexical variation; to map the lexical variation of Malay dialects; to calculate the differences in the variation of the Malay language; to make a lexical isogloss file in Malay. Three data analysis methods: synchronous comparative method, dialectometric formula to calculate the number of lexical differences in the percentage between observation points, and isogloss file to separate the language variation between observation points in percentage. The research indicated five main findings. First, it produced a description of the variation of the Malay language at 9 observation points. Second, the calculation of lexical differences between observation points in the study area, the lowest difference is at observation points 3 – 4 = 9.5, the highest contrast is at observation points 6 – 7 = 43. Third, the dialectometry calculation results found that language variations in the research area consisted of sub-dialects and speech differences. Fourth, the linguistic distance between observation points is the lowest percentage of 9.5% in area 3 – 4. The linguistic distance between observation points in the highest percentage of 43% was found at observation points 6 – 7. Mapping the lexical variation of Malay found indicated 6 subdialect variations. Fifth, the isogloss line that separates the most language variations through the isogloss file separated the observation points 6 and 7 as many as 43 files. The isogloss file is at least 9.5 files separating observation points 3 and 4.
{"title":"Geography of the Malay Dialect in Kapuas Hulu Regency West Kalimantan","authors":"Patriantoro Patriantoro","doi":"10.21462/jeltl.v7i1.757","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.757","url":null,"abstract":"The purposes of this study entitled \"Geography of the Malay Language Dialect in Kapuas Hulu Regency, West Kalimantan\" are: to describe the lexical variation; to map the lexical variation of Malay dialects; to calculate the differences in the variation of the Malay language; to make a lexical isogloss file in Malay. Three data analysis methods: synchronous comparative method, dialectometric formula to calculate the number of lexical differences in the percentage between observation points, and isogloss file to separate the language variation between observation points in percentage. The research indicated five main findings. First, it produced a description of the variation of the Malay language at 9 observation points. Second, the calculation of lexical differences between observation points in the study area, the lowest difference is at observation points 3 – 4 = 9.5, the highest contrast is at observation points 6 – 7 = 43. Third, the dialectometry calculation results found that language variations in the research area consisted of sub-dialects and speech differences. Fourth, the linguistic distance between observation points is the lowest percentage of 9.5% in area 3 – 4. The linguistic distance between observation points in the highest percentage of 43% was found at observation points 6 – 7. Mapping the lexical variation of Malay found indicated 6 subdialect variations. Fifth, the isogloss line that separates the most language variations through the isogloss file separated the observation points 6 and 7 as many as 43 files. The isogloss file is at least 9.5 files separating observation points 3 and 4.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122813299","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}
Academic reading comprehension is affected by many factors. This research was focused on understanding academic reading comprehension from the perspectives of interest and metacognitive strategy. This research aimed to find a correlation between students’ interests and metacognitive strategy (before and during reading academic comprehension). The research was conducted at Sanata Dharma University, Yogyakarta. There were 27 students who participated in this research. The survey design using a correlational study was applied to analyze the data from the survey-open and close-ended questionnaires. Pearson coefficient correlation was used in exposing the correctional status. The result of the current study showed that there is a positive moderate correlation between students’ interest and metacognitive strategy in reading academic comprehension. Supported by an open-ended data interpretation, this research found that both interest and metacognitive strategy are correlated especially in terms of self-motivation and self-regulation, mood, and strategy employment in reading academic comprehension. This research would have a great theoretical and practical contribution to the English language department, especially for teachers and students in terms of reading academic comprehension.
{"title":"Indonesian EFL Undergraduate Students' Interest Towards Metacognitive Strategy in Reading Academic Comprehension","authors":"Patrick Adtya Pratama Sinom, Paulus Kuswandono","doi":"10.21462/jeltl.v7i1.728","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.728","url":null,"abstract":"Academic reading comprehension is affected by many factors. This research was focused on understanding academic reading comprehension from the perspectives of interest and metacognitive strategy. This research aimed to find a correlation between students’ interests and metacognitive strategy (before and during reading academic comprehension). The research was conducted at Sanata Dharma University, Yogyakarta. There were 27 students who participated in this research. The survey design using a correlational study was applied to analyze the data from the survey-open and close-ended questionnaires. Pearson coefficient correlation was used in exposing the correctional status. The result of the current study showed that there is a positive moderate correlation between students’ interest and metacognitive strategy in reading academic comprehension. Supported by an open-ended data interpretation, this research found that both interest and metacognitive strategy are correlated especially in terms of self-motivation and self-regulation, mood, and strategy employment in reading academic comprehension. This research would have a great theoretical and practical contribution to the English language department, especially for teachers and students in terms of reading academic comprehension. ","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116450668","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}
Infographics are visual data that are used in public service announcements to convey particular messages to a particular group of people. During the COVID-19 pandemic, the Ministry of Health (MOH) in the Kingdom of Bahrain relied heavily on the use of infographics to communicate different types of information to all its people. The study at hand aimed to analyze the Medical Announcement Infographics (MAIs) published by the Bahraini MOH during the pandemic. Two research questions were posited. The first one investigated the schematic moves in MAIs, and the second one researched the extent to which the Bahraini Medical Announcement infographics on COVID-19 Pandemic met the contextual variables of register. The study utilized Swales’ genre-analysis model and examined the contextual variables of the MIA register and the lexicogrammatical features highlighted in Systemic Functional Linguistics in relation to the Bahraini MOH’s MAIs. The study concluded that the register variables showed variation in the lexical, structural, and illocutionary force choice-making. In addition, MAIs included both obligatory and optional moves that impacted the behavioral attitudes of the people either positively or negatively.
{"title":"Genre Analysis of Daily COVID-19 Infographic Reports in the Arabian Gulf: The Case of the Kingdom of Bahrain","authors":"M. Albufalasa, Yasser Ahmed Gomaa","doi":"10.21462/jeltl.v7i1.768","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.768","url":null,"abstract":"Infographics are visual data that are used in public service announcements to convey particular messages to a particular group of people. During the COVID-19 pandemic, the Ministry of Health (MOH) in the Kingdom of Bahrain relied heavily on the use of infographics to communicate different types of information to all its people. The study at hand aimed to analyze the Medical Announcement Infographics (MAIs) published by the Bahraini MOH during the pandemic. Two research questions were posited. The first one investigated the schematic moves in MAIs, and the second one researched the extent to which the Bahraini Medical Announcement infographics on COVID-19 Pandemic met the contextual variables of register. The study utilized Swales’ genre-analysis model and examined the contextual variables of the MIA register and the lexicogrammatical features highlighted in Systemic Functional Linguistics in relation to the Bahraini MOH’s MAIs. The study concluded that the register variables showed variation in the lexical, structural, and illocutionary force choice-making. In addition, MAIs included both obligatory and optional moves that impacted the behavioral attitudes of the people either positively or negatively.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114779902","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}
Writing process has been proven to be an effective approach to enhance students’ writing performance. The writing process consists of pre-writing, drafting, revising, and editing. The writing process aids the students in developing ideas while writing, but it was claimed that students also face challenges during the process. Therefore, this current study aimed to investigate the students’ perceptions of the writing process and the challenges. The subjects taken were the first-year students of the English Educational program at the State University of Malang, in which 31 students of IC Writing Class were chosen. The perceptions were investigated through a survey study by distributing online questionnaires via Google Form. The questionnaire was divided into four aspects; pre-writing, drafting, revising, and editing, which aimed at exploring the students’ perceptions during the writing process and its challenges. The findings of the study showed that the students experienced difficulties in the writing process. The most challenging stages they had were the pre-writing and revising stage. The students faced challenges in generating and structuring ideas, respectively. Meanwhile, the students claimed that drafting and editing were less challenging since they followed the preceding stage. Nonetheless, the students also believed that proofreading was a complex process in the editing stage. The results of this study will be beneficial for English teachers and future researchers to vary the teaching methodology and reflect a better analysis.
{"title":"Undergraduate Students’ Perceptions towards the Process of Writing","authors":"Maghfiroh Agustinasari Suprapto, Amira Wahyu Anditasari, Siti Kholija Sitompul, L. Setyowati","doi":"10.21462/jeltl.v7i1.765","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.765","url":null,"abstract":"Writing process has been proven to be an effective approach to enhance students’ writing performance. The writing process consists of pre-writing, drafting, revising, and editing. The writing process aids the students in developing ideas while writing, but it was claimed that students also face challenges during the process. Therefore, this current study aimed to investigate the students’ perceptions of the writing process and the challenges. The subjects taken were the first-year students of the English Educational program at the State University of Malang, in which 31 students of IC Writing Class were chosen. The perceptions were investigated through a survey study by distributing online questionnaires via Google Form. The questionnaire was divided into four aspects; pre-writing, drafting, revising, and editing, which aimed at exploring the students’ perceptions during the writing process and its challenges. The findings of the study showed that the students experienced difficulties in the writing process. The most challenging stages they had were the pre-writing and revising stage. The students faced challenges in generating and structuring ideas, respectively. Meanwhile, the students claimed that drafting and editing were less challenging since they followed the preceding stage. Nonetheless, the students also believed that proofreading was a complex process in the editing stage. The results of this study will be beneficial for English teachers and future researchers to vary the teaching methodology and reflect a better analysis.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129767794","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}
The Corona Virus 19 (COVID-19) outbreak has made learning and teaching shifted to online. Some distinct modifications on teaching and learning need to be conducted, especially between those teaching English in rural and urban areas. This study is objected to eliciting teachers’ attitudes towards online learning of those teaching in rural and urban areas in the EFL context. A survey research design was employed to reach the objective with semi-interview and online questionnaires to collect data, distributed to the research subjects of 44 English teachers of secondary schools in rural and urban areas. The questionnaire was analyzed by finding the mean score of each item to determine tendencies, while the interview was analyzed by grouping the ideas into meaningful categories and was narratively described. The results showed significant differences in teachers' perception of teaching online in rural and urban areas, such as motivation, classroom management, technical support, and school and parents' support. It is then suggested that teaching online in rural and urban areas needs to be treated differently, a consideration for English teachers and the Ministry of Education to keep having ideal online learning and teaching.
{"title":"“The Absence of Student-Teacher Emotional Closeness\", Rural and Urban English Teachers’ Voices during Covid-19 Pandemic","authors":"M. Taufik, Muhammad Burhanuddin Effendy","doi":"10.21462/jeltl.v7i1.707","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.707","url":null,"abstract":"The Corona Virus 19 (COVID-19) outbreak has made learning and teaching shifted to online. Some distinct modifications on teaching and learning need to be conducted, especially between those teaching English in rural and urban areas. This study is objected to eliciting teachers’ attitudes towards online learning of those teaching in rural and urban areas in the EFL context. A survey research design was employed to reach the objective with semi-interview and online questionnaires to collect data, distributed to the research subjects of 44 English teachers of secondary schools in rural and urban areas. The questionnaire was analyzed by finding the mean score of each item to determine tendencies, while the interview was analyzed by grouping the ideas into meaningful categories and was narratively described. The results showed significant differences in teachers' perception of teaching online in rural and urban areas, such as motivation, classroom management, technical support, and school and parents' support. It is then suggested that teaching online in rural and urban areas needs to be treated differently, a consideration for English teachers and the Ministry of Education to keep having ideal online learning and teaching.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122514666","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 aims at investigating the intercultural adequacy of the cultural content of a Moroccan EFL textbook in developing students’ Cultural Intelligence (CQ). The activities of the textbook were analyzed using the model of Cultural Intelligence (CQ) to identify the adequacy of the intercultural activities in helping students develop their CQ, to detect, assimilate, reason, and act on cultural cues appropriately in situations characterized by cultural diversity. The scale of the same model, the CQ scale, was used to elicit the perspectives of 112 high school teachers regarding the intercultural adequacy of the cultural content in the textbook to compare the results of the two instruments. The results of the analysis of the textbook’s content revealed that the Cognitive CQ is the most present factor of CQ in the textbook activities, but the activities present are not sufficient to develop the students' Cognitive CQ nor the other three CQ factors as illustrated by the CQ model. The elicited perspectives of teachers support the findings of the textbook’s content analysis and suggestions for improvement are enlisted.
{"title":"Cultural Content in Moroccan EFL Textbooks and Cultural Intelligence (CQ) Development","authors":"Oumaima Elghazali","doi":"10.21462/jeltl.v7i1.752","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.752","url":null,"abstract":"This study aims at investigating the intercultural adequacy of the cultural content of a Moroccan EFL textbook in developing students’ Cultural Intelligence (CQ). The activities of the textbook were analyzed using the model of Cultural Intelligence (CQ) to identify the adequacy of the intercultural activities in helping students develop their CQ, to detect, assimilate, reason, and act on cultural cues appropriately in situations characterized by cultural diversity. The scale of the same model, the CQ scale, was used to elicit the perspectives of 112 high school teachers regarding the intercultural adequacy of the cultural content in the textbook to compare the results of the two instruments. The results of the analysis of the textbook’s content revealed that the Cognitive CQ is the most present factor of CQ in the textbook activities, but the activities present are not sufficient to develop the students' Cognitive CQ nor the other three CQ factors as illustrated by the CQ model. The elicited perspectives of teachers support the findings of the textbook’s content analysis and suggestions for improvement are enlisted.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128570983","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}
Nadia Khumairo Ma'shumah, Arif Nur Syamsi, Isra F. Sianipar, Muhammad Rauuf Oktavian Nur
In translation practice, the quality of the translated manuscript is influenced by the translators’ competencies by bringing culture, languages, social life, and language psychology (psycholinguistics) into account. Thus, the rendering process of taboo words frequently poses problems in translation. This study aimed at probing the emergence and transformation of taboo words as the impact of the translation of Indonesian novels to English. This study used two material objects. They were an original Indonesian novel, ‘Cantik Itu Luka’ (CIL, 2020/2002 by Eka Kurniawan published by PT. Gramedia Pustaka Utama as the Source Text (ST) and its English translation entitled ‘Beauty is A Wound’ (BIAW, 2015) translated by Annie Tucker published by Pushkin Press as the Target Text (TT). In conducting this research, researchers were stepping on Slamia (2020) on taboo words classification and Ávila-Cabrera (2015) on the tension of taboo loads for detecting taboo words transformation. Meanwhile, data were generated using documentation techniques through content analysis and scrutinized using descriptive-qualitative methods. This study led to conclusions that the transformations of taboo words were manifested and reflected by toning up or increasing, toning down or decreasing, maintaining, neutralizing, as well as omitting the SL’s taboo word in the TL. Therefore, we also found through the findings that the concept of transformation is not always appropriate for translation due to the deviation of meanings and references as taboo words in the literary text were rich in aesthetic and poetic values. These findings indicate that although translators have the authority to carry out the transformation, it was not always appropriate to be used in some contexts
在翻译实践中，译者的文化、语言、社会生活和语言心理学(心理语言学)等因素都影响着译文的质量。因此，禁忌语在翻译过程中经常出现问题。本文旨在探讨印尼语小说英译过程中禁忌语的产生与转化。这项研究使用了两种物质对象。它们是印度尼西亚原创小说《Cantik Itu Luka》(CIL, 2020/2002)，作者Eka Kurniawan，由PT. Gramedia Pustaka Utama出版为源文本(ST)，其英文翻译名为《Beauty is A Wound》(BIAW, 2015)，由Annie Tucker翻译，由普希金出版社出版为目标文本(TT)。在本研究中，研究人员对禁忌语分类的研究是基于Slamia(2020)和禁忌负荷的张力Ávila-Cabrera(2015)来检测禁忌语转换。同时，通过内容分析使用文档技术生成数据，并使用描述性定性方法进行仔细检查。本研究得出的结论是，在译文中，禁忌语的转换主要表现为调或调、调或调、调或减、保留、中和以及省略语者的禁忌语。因此，我们也通过研究发现，由于文学文本中的禁忌语具有丰富的审美和诗歌价值，因此转换的概念并不总是适合翻译的，因为它会导致意义和指称的偏差。这些发现表明，虽然翻译人员有权进行转换，但在某些情况下并不总是合适的
{"title":"“Why You Gotta Be So Rude?”: The Transformation of Indonesian’s Taboo Words into English","authors":"Nadia Khumairo Ma'shumah, Arif Nur Syamsi, Isra F. Sianipar, Muhammad Rauuf Oktavian Nur","doi":"10.21462/jeltl.v7i1.741","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.741","url":null,"abstract":"In translation practice, the quality of the translated manuscript is influenced by the translators’ competencies by bringing culture, languages, social life, and language psychology (psycholinguistics) into account. Thus, the rendering process of taboo words frequently poses problems in translation. This study aimed at probing the emergence and transformation of taboo words as the impact of the translation of Indonesian novels to English. This study used two material objects. They were an original Indonesian novel, ‘Cantik Itu Luka’ (CIL, 2020/2002 by Eka Kurniawan published by PT. Gramedia Pustaka Utama as the Source Text (ST) and its English translation entitled ‘Beauty is A Wound’ (BIAW, 2015) translated by Annie Tucker published by Pushkin Press as the Target Text (TT). In conducting this research, researchers were stepping on Slamia (2020) on taboo words classification and Ávila-Cabrera (2015) on the tension of taboo loads for detecting taboo words transformation. Meanwhile, data were generated using documentation techniques through content analysis and scrutinized using descriptive-qualitative methods. This study led to conclusions that the transformations of taboo words were manifested and reflected by toning up or increasing, toning down or decreasing, maintaining, neutralizing, as well as omitting the SL’s taboo word in the TL. Therefore, we also found through the findings that the concept of transformation is not always appropriate for translation due to the deviation of meanings and references as taboo words in the literary text were rich in aesthetic and poetic values. These findings indicate that although translators have the authority to carry out the transformation, it was not always appropriate to be used in some contexts","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114794177","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 has investigated Yemeni secondary school students’ articles errors with a reference to Labooza secondary school and AL-Samood secondary school in Radfan district. Data were collected through a writing test that targeted 100 students. The results revealed that 53.6% of students’ uses of the articles were wrong. It also showed that these errors can be subdivided into article omission errors 41.79%, article addition errors 23.88%, and article substitution errors 34.32%. These errors can be attributed to two sources, namely a- interference with students’ mother tongue (interlingual interference), constituting 39.93% and b- students’ insufficient knowledge of English articles as well as poor English teaching (intralingual), constituting 60.07%. As per these findings, these study provides some recommendations to syllabi designers, teachers and students of the Yemeni secondary schools.
{"title":"A Study of Yemeni Secondary School Students’ Article Errors in their English Writing","authors":"Bushra Thabit Ahmed Qasem, S. Ahmed, Sunil Pawar","doi":"10.21462/jeltl.v7i1.742","DOIUrl":"https://doi.org/10.21462/jeltl.v7i1.742","url":null,"abstract":"This study has investigated Yemeni secondary school students’ articles errors with a reference to Labooza secondary school and AL-Samood secondary school in Radfan district. Data were collected through a writing test that targeted 100 students. The results revealed that 53.6% of students’ uses of the articles were wrong. It also showed that these errors can be subdivided into article omission errors 41.79%, article addition errors 23.88%, and article substitution errors 34.32%. These errors can be attributed to two sources, namely a- interference with students’ mother tongue (interlingual interference), constituting 39.93% and b- students’ insufficient knowledge of English articles as well as poor English teaching (intralingual), constituting 60.07%. As per these findings, these study provides some recommendations to syllabi designers, teachers and students of the Yemeni secondary schools.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129250080","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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