Pub Date : 2022-10-05DOI: 10.20527/jetall.v5i2.13425
Mauloeddin Afna, Cut Nisa Fadilla
The article overviewed the teaching delivery approaches of TESOL in language teaching classroom research, which employed at SMAN 1 Kota Langsa, Aceh, Indonesia. It was advised Genre Approach (GA) for engaging discussion than a directive task, a genre which is pitching dialogues one to another between teacher and students, and specifying words of selective diction. The article projected the teaching delivery process which is engaging discussion and defines the teacher-students’ communication skill in English. It described the phenomenon by employing a semi-structured interview, which described to aim an increasing approximation to control of written and spoken texts and the activity, teacher role is facilitator and students are benefactors. The result concerned about GA and its applications profiled the series of classroom practices; preparation, screening, validation, and content review. Thus, eventually, GA also help the teacher to validate their own communication competence, their students’ development process and engagement as well.
{"title":"THE GENRE APPROACHES FOR TEACHERS’ STRATEGY TO DELIVER PRODUCTIVE TEACHING-LEARNING IN ENGLISH SUBJECT AT SMAN 1 KOTA LANGSA","authors":"Mauloeddin Afna, Cut Nisa Fadilla","doi":"10.20527/jetall.v5i2.13425","DOIUrl":"https://doi.org/10.20527/jetall.v5i2.13425","url":null,"abstract":"The article overviewed the teaching delivery approaches of TESOL in language teaching classroom research, which employed at SMAN 1 Kota Langsa, Aceh, Indonesia. It was advised Genre Approach (GA) for engaging discussion than a directive task, a genre which is pitching dialogues one to another between teacher and students, and specifying words of selective diction. The article projected the teaching delivery process which is engaging discussion and defines the teacher-students’ communication skill in English. It described the phenomenon by employing a semi-structured interview, which described to aim an increasing approximation to control of written and spoken texts and the activity, teacher role is facilitator and students are benefactors. The result concerned about GA and its applications profiled the series of classroom practices; preparation, screening, validation, and content review. Thus, eventually, GA also help the teacher to validate their own communication competence, their students’ development process and engagement as well.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131697103","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 : 2022-10-05DOI: 10.20527/jetall.v5i2.12872
Sri Lestari
It is believed that teachers have a significant role in helping students improve their reading performance. Hence, it is crucial to develop a good reading attitude of student teachers because they will become teachers in the future. The teacher education program should prepare student teachers as role model readers. Therefore, the curriculum needs to ensure that the courses help the student teachers build their reading habits. One recommended way to improve reading performance is through extensive reading. This study employed descriptive qualitative research to know how extensive reading is implemented in the English teacher education curriculum and how student teachers view the extensive reading practice. The data resources were from the syllabus, the reflection journals, and the interviews. The study revealed that an extensive reading program could be introduced by integrating it into an existing EFL reading course. Although the English language proficiency did not improve significantly, the student teachers got their reading interest improved and learned new pedagogical skills from extensive reading sessions. It can be concluded that extensive reading can be incorporated into the existing EFL curriculum. However, for more beneficial implications for EFL student teachers, pure extensive reading is highly recommended
{"title":"INCORPORATING EXTENSIVE READING INTO THE CURRICULUM OF ENGLISH TEACHER EDUCATION","authors":"Sri Lestari","doi":"10.20527/jetall.v5i2.12872","DOIUrl":"https://doi.org/10.20527/jetall.v5i2.12872","url":null,"abstract":"It is believed that teachers have a significant role in helping students improve their reading performance. Hence, it is crucial to develop a good reading attitude of student teachers because they will become teachers in the future. The teacher education program should prepare student teachers as role model readers. Therefore, the curriculum needs to ensure that the courses help the student teachers build their reading habits. One recommended way to improve reading performance is through extensive reading. This study employed descriptive qualitative research to know how extensive reading is implemented in the English teacher education curriculum and how student teachers view the extensive reading practice. The data resources were from the syllabus, the reflection journals, and the interviews. The study revealed that an extensive reading program could be introduced by integrating it into an existing EFL reading course. Although the English language proficiency did not improve significantly, the student teachers got their reading interest improved and learned new pedagogical skills from extensive reading sessions. It can be concluded that extensive reading can be incorporated into the existing EFL curriculum. However, for more beneficial implications for EFL student teachers, pure extensive reading is highly recommended","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131177438","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 : 2022-10-05DOI: 10.20527/jetall.v5i2.13462
Serla Apriana, A. Lubis, Dedi Sofyan
The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.
{"title":"HIGHER-ORDER THINKING SKILLS ON TEACHERS-MADE TESTS BY ENGLISH TEACHERS OF A SENIOR HIGH SCHOOL IN BENGKULU CITY","authors":"Serla Apriana, A. Lubis, Dedi Sofyan","doi":"10.20527/jetall.v5i2.13462","DOIUrl":"https://doi.org/10.20527/jetall.v5i2.13462","url":null,"abstract":"The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131321206","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 : 2022-10-05DOI: 10.20527/jetall.v5i2.13460
Nurkamilah Nurkamilah, Desy Qomariyatil Badriyah
Learner autonomy is a complex construct which becomes the focus of language learning, consisting of four dimensions which later are summed up into three, such as initiating, monitoring, and evaluating. The study aimed to know students’ perception and behaviors on learner autonomy in distance learning. The data was gathered from 187 students in the population, but only 43 returned the questionnaire. The 61 items questionnaire was analyzed and found that in the initiating category, most students perceive the learner autonomy positively and indicate the behavior of dreaming to be a good English speaker. While the monitoring category shows the item of modifying methods to find which suits them best. The third category is reflected in their being eager to find out their English proficiency by taking TOEFL tests and the like, voluntarily. While the behavior which is related to ICT or online learning is their willingness to use English to communicate with strangers on the Internet.
{"title":"STUDENT’S VOICES ON LANGUAGE LEARNER AUTONOMY IN DISTANCE LEARNING","authors":"Nurkamilah Nurkamilah, Desy Qomariyatil Badriyah","doi":"10.20527/jetall.v5i2.13460","DOIUrl":"https://doi.org/10.20527/jetall.v5i2.13460","url":null,"abstract":"Learner autonomy is a complex construct which becomes the focus of language learning, consisting of four dimensions which later are summed up into three, such as initiating, monitoring, and evaluating. The study aimed to know students’ perception and behaviors on learner autonomy in distance learning. The data was gathered from 187 students in the population, but only 43 returned the questionnaire. The 61 items questionnaire was analyzed and found that in the initiating category, most students perceive the learner autonomy positively and indicate the behavior of dreaming to be a good English speaker. While the monitoring category shows the item of modifying methods to find which suits them best. The third category is reflected in their being eager to find out their English proficiency by taking TOEFL tests and the like, voluntarily. While the behavior which is related to ICT or online learning is their willingness to use English to communicate with strangers on the Internet.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124819864","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 : 2022-10-05DOI: 10.20527/jetall.v5i2.12873
Shofiah Nur Azizah, Yusup Supriyono, Agis Andriani
The interconnected between communicative competence and Communicative Language Teaching (CLT) has been recognized as the most common approach to promoting communicative competence in language teaching. Moreover, it has been implemented by many English as a Foreign Language (EFL) countries involved in Indonesia. This study aims to determine the CLT implementation as performed by an EFL teacher in teaching spoken language at Secondary School. To achieve the aim, this study used a descriptive case study as a research design. The participant of the study was an EFL teacher who implements CLT in teaching spoken language. The data were collected through semi-structured interviews, classroom observation, and document analysis. The result of the data collection was analyzed by using Qualitative Data Analysis from Miles, Huberman, and Saldaña (2014). The findings revealed that the CLT implementation has been performed by an EFL teacher through three components. Those are seen from the teacher’s way of deciding the material, being a facilitator in the teaching-learning process, and applying teaching-learning strategies. This research indicates that the use of the CLT approach could facilitate learners to develop communicative competence skills.
{"title":"PROJECTING COMMUNICATIVE LANGUAGE TEACHING (CLT) IMPLEMENTATION IN TEACHING SPOKEN LANGUAGE AT SECONDARY SCHOOL","authors":"Shofiah Nur Azizah, Yusup Supriyono, Agis Andriani","doi":"10.20527/jetall.v5i2.12873","DOIUrl":"https://doi.org/10.20527/jetall.v5i2.12873","url":null,"abstract":"The interconnected between communicative competence and Communicative Language Teaching (CLT) has been recognized as the most common approach to promoting communicative competence in language teaching. Moreover, it has been implemented by many English as a Foreign Language (EFL) countries involved in Indonesia. This study aims to determine the CLT implementation as performed by an EFL teacher in teaching spoken language at Secondary School. To achieve the aim, this study used a descriptive case study as a research design. The participant of the study was an EFL teacher who implements CLT in teaching spoken language. The data were collected through semi-structured interviews, classroom observation, and document analysis. The result of the data collection was analyzed by using Qualitative Data Analysis from Miles, Huberman, and Saldaña (2014). The findings revealed that the CLT implementation has been performed by an EFL teacher through three components. Those are seen from the teacher’s way of deciding the material, being a facilitator in the teaching-learning process, and applying teaching-learning strategies. This research indicates that the use of the CLT approach could facilitate learners to develop communicative competence skills.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"4 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114090414","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 : 2022-10-05DOI: 10.20527/jetall.v5i2.12641
Nadia Gitya Yulianita, D. Purwaningsih
This paper points on the use of design thinking in fundamental translation class. Design thinking is an approach to produce the best solution of a problem. This approach includes five steps, namely empathize, define (the problem), ideate, prototype, and test. The researchers focus on the translation’s acceptability of idioms since this topic is usually problematic to students. Therefore, a case study was conducted in this research. The participants of this research were 20 students of fundamental translation class in English Literature Study Program, Universitas Jenderal Soedirman. The students translated some idioms using design thinking and their translations were randomly selected. Observation was conducted to examine the students’ behaviours in translating idioms. After that, the researchers rated their translations’ acceptability. The results indicate that design thinking’s application in translating idioms produce acceptable translations. Furthermore, this study can be beneficial for translators and translation teachers to gain acceptability in translation.
{"title":"GAINING ACCEPTIBILITY USING DESIGN THINKING IN FUNDAMENTAL TRANSLATION CLASS","authors":"Nadia Gitya Yulianita, D. Purwaningsih","doi":"10.20527/jetall.v5i2.12641","DOIUrl":"https://doi.org/10.20527/jetall.v5i2.12641","url":null,"abstract":"This paper points on the use of design thinking in fundamental translation class. Design thinking is an approach to produce the best solution of a problem. This approach includes five steps, namely empathize, define (the problem), ideate, prototype, and test. The researchers focus on the translation’s acceptability of idioms since this topic is usually problematic to students. Therefore, a case study was conducted in this research. The participants of this research were 20 students of fundamental translation class in English Literature Study Program, Universitas Jenderal Soedirman. The students translated some idioms using design thinking and their translations were randomly selected. Observation was conducted to examine the students’ behaviours in translating idioms. After that, the researchers rated their translations’ acceptability. The results indicate that design thinking’s application in translating idioms produce acceptable translations. Furthermore, this study can be beneficial for translators and translation teachers to gain acceptability in translation.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134270232","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 : 2022-10-05DOI: 10.20527/jetall.v5i2.14330
Eka Puteri Elyani, Yusuf Al Arief, R. Amelia, Inayati Fitriyah Asrimawati
Abstract: Speaking is an important productive skill and students need to master this skill. However, some students are still not accustomed to speak English because of some factors, one of them is the lack of using some media that can help to speak English in the classroom. Some teachers tend to explain the materials directly then do the exercises without any media involved. Media could be the solution in students’ speaking skill. The use of media in the classroom are hoped to give the contribution to students in developing different learning styles and making the process of learning more interesting and enjoyable. Telling story digitally comes as the new frame of telling story to replace telling story traditionally. Through the use of multimedia technology, digital storytelling is a form of telling story that enables students to write their own stories using their own words and record their voices or videos based on the digital images they have. This research employs experimental study on the effectiveness of digital storytelling to teach speaking. The samples were experimental class which treated using digital storytelling and control class which treated using picture-cued storytelling. ANOVA with multifactor analysis was used to analyses the data. This study’s findings show that digital storytelling enhances students’ speaking abilities more than picture-cued storytelling.
{"title":"ENHANCING STUDENTS’ SPEAKING SKILL THROUGH DIGITAL STORYTELLING","authors":"Eka Puteri Elyani, Yusuf Al Arief, R. Amelia, Inayati Fitriyah Asrimawati","doi":"10.20527/jetall.v5i2.14330","DOIUrl":"https://doi.org/10.20527/jetall.v5i2.14330","url":null,"abstract":"Abstract: Speaking is an important productive skill and students need to master this skill. However, some students are still not accustomed to speak English because of some factors, one of them is the lack of using some media that can help to speak English in the classroom. Some teachers tend to explain the materials directly then do the exercises without any media involved. Media could be the solution in students’ speaking skill. The use of media in the classroom are hoped to give the contribution to students in developing different learning styles and making the process of learning more interesting and enjoyable. Telling story digitally comes as the new frame of telling story to replace telling story traditionally. Through the use of multimedia technology, digital storytelling is a form of telling story that enables students to write their own stories using their own words and record their voices or videos based on the digital images they have. This research employs experimental study on the effectiveness of digital storytelling to teach speaking. The samples were experimental class which treated using digital storytelling and control class which treated using picture-cued storytelling. ANOVA with multifactor analysis was used to analyses the data. This study’s findings show that digital storytelling enhances students’ speaking abilities more than picture-cued storytelling. ","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115671098","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 : 2021-10-14DOI: 10.20527/JETALL.V4I2.11688
Kadek Nesya Febi Pramesti
This study aimed to develop infographics as teaching media for 7th students of grade secondary school in learning English. The method used in this study was Design and Development research (DnD) promoted by Richey and Klein (2005) which consist three steps, namely design, development, and evaluation. Initial observation had been done at one of junior high school in North Bali. In that observation, it was found the use of visual media in teaching still monotonous. The visual media that used in the teaching and learning process were only PowerPoint and videos from YouTube. The PowerPoint was mostly used in the teaching and learning activity. The PowerPoint slides were filled with many words related to the material. The teacher only explained the material through PowerPoint without doing other learning activities. The development of infographics was done to support the teacher in using visual media in teaching and learning process. The data collections of this study were carried out by library research, document analysis, and expert judgment. The data analysis of this study used mixed qualitative and quantitative research. The result of this study was infographics are very good media for teaching English to 7th grade junior high school. The design in each infographics was simple and effective as visual media for English teaching and learning activity. The quality of infographics was assessed using expert judgment by two experts. The result of expert judgment was the infographics media were classified as good media and did not need to be revised based on level accomplishment from Agung (2013). Teachers were expected to use various visual media in the class for creating fun and meaningful learning process. The infographics became complementary teaching media and can be used for a long time period.
本研究旨在发展资讯图表作为初七学生学习英语的教学媒介。本研究采用的方法是Richey and Klein(2005)倡导的设计与开发研究(Design and Development research, DnD)，分为三个步骤，即设计、开发和评估。初步观察是在北巴厘岛的一所初中进行的。在那次观察中，我们发现在教学中使用视觉媒体仍然是单调的。在教学过程中使用的视觉媒体只有PowerPoint和YouTube上的视频。在教学活动中主要使用ppt。幻灯片上写满了许多与材料相关的单词。老师只通过ppt讲解材料，没有做其他的学习活动。信息图表的开发是为了支持教师在教学和学习过程中使用视觉媒体。本研究的资料收集是通过图书馆调查、文献分析和专家判断进行的。本研究的数据分析采用定性与定量相结合的研究方法。结果表明:信息图表是初中七年级英语教学的良好媒介。每个信息图表的设计简单有效，是英语教与学活动的视觉媒体。信息图的质量由两位专家通过专家判断进行评估。专家判断的结果是，信息图表媒体被归类为良好媒体，不需要根据Agung(2013)的水平成就进行修订。老师们被期望在课堂上使用各种视觉媒体来创造有趣和有意义的学习过程。信息图表成为一种辅助的教学媒介，可以长期使用。
{"title":"Infographics Development for Secondary School Students in English Learning","authors":"Kadek Nesya Febi Pramesti","doi":"10.20527/JETALL.V4I2.11688","DOIUrl":"https://doi.org/10.20527/JETALL.V4I2.11688","url":null,"abstract":"This study aimed to develop infographics as teaching media for 7th students of grade secondary school in learning English. The method used in this study was Design and Development research (DnD) promoted by Richey and Klein (2005) which consist three steps, namely design, development, and evaluation. Initial observation had been done at one of junior high school in North Bali. In that observation, it was found the use of visual media in teaching still monotonous. The visual media that used in the teaching and learning process were only PowerPoint and videos from YouTube. The PowerPoint was mostly used in the teaching and learning activity. The PowerPoint slides were filled with many words related to the material. The teacher only explained the material through PowerPoint without doing other learning activities. The development of infographics was done to support the teacher in using visual media in teaching and learning process. The data collections of this study were carried out by library research, document analysis, and expert judgment. The data analysis of this study used mixed qualitative and quantitative research. The result of this study was infographics are very good media for teaching English to 7th grade junior high school. The design in each infographics was simple and effective as visual media for English teaching and learning activity. The quality of infographics was assessed using expert judgment by two experts. The result of expert judgment was the infographics media were classified as good media and did not need to be revised based on level accomplishment from Agung (2013). Teachers were expected to use various visual media in the class for creating fun and meaningful learning process. The infographics became complementary teaching media and can be used for a long time period.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125035538","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 : 2021-10-01DOI: 10.20527/JETALL.V4I2.11912
Nanik Mariani
Abstract: This research aims to describe the phonological interference in the students' English pronunciation. This research is descriptively designed. The subjects are the students with the Banjarese background. The instruments used in this research are questionnaires and oral test. Data were contrastively analyzed. The research showed the students’ pronunciation problems due to the use of Banjarese phonology. There are 23 types of phonological interference found in the English pronunciation. The factors of the linguistic phenomena are: (1) the existence of a given sound in English, but absence from the Banjarese. The Banjarese (L-1) has vowels: /a/, /u/, /i/, /e/, and /o/, whereas English (L-2) has vowels: /I/, /e/, /æ/, /ʌ/, /ɒ/, /ʊ/, /ə/ /i:/, /ɜ:/, /ɑ:/, /ɔ:/, /u:/. The L-1 has three diphthongs, namely: /ai/, /au/, and /ui/, while the L-2 has eight diphthongs, namely: /Iə/, /oʊ/, /aɪ/, /aʊ/, /ɔɪ/, /ɪə/, /ʊə/, and /ɔə/. The L-1 has the consonants: /b/, /d/, /g/, /p/, /t/, /k/, /c/, /j/, /s/, /h/, /m/, /n/, /ny/, /ŋ/, /l/, /r/, /w/, and /y/, while the L-2 has the following consonants: /b/, /d/, /g/, /p/, /t/, /k/, /f/, /v/, /ɵ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /m/, /n/, /ŋ/, /l/, /r/, /w/, /j/ and /h/. Second, both languages have the same phonetic segments but differ in their distributions. Third, both languages have voiced stop consonants /p, k, and t/, but they are differently realized in a particular position. One of the phonological rules is what is called ‘aspiration. Thus, the students need to more practice in oral production.
摘要:本研究旨在描述学生英语发音中的语音干扰现象。本研究采用描述性设计。研究对象是有孟加拉背景的学生。本研究使用的工具是问卷调查和口语测试。对比分析资料。研究表明，学生的发音问题是由于班加雷斯语语音的使用造成的。在英语发音中有23种语音干扰。造成这种语言现象的因素有:(1)英语中有特定的音，而班加雷斯语中没有。Banjarese (l - 1)元音:/ /,/ /,/ /,/ e /, / o /,而英语元音(l2): / /, / e /, /æ/,/ʌ/,/ɒ/,/ʊ/,/ə/ /我:/,/ɜ:/,/ɑ:/,/ɔ:/ / u: /。l - 1有三个双元音,即:/ ai /, / au /, / ui, l2有八个双元音,即:/ə/,/ oʊ/,/ɪ/,/ʊ/,/ɔɪ/,/ɪə/,/ʊə/,/ɔə/。l - 1有辅音:/ b /, / d /, / g /, / p /, / t /, / k /, / c /, / /, / /, / /, / /, / n /, /纽约/,/ŋ/,/ l /, / r / w /, / y /,而l2以下辅音:/ b /, / d /, / g /, / p /, / t /, / k /, / f /, / v /, /ɵ/,/ð/,/ /,/ z /, /ʃ/,/ʒ/,/ tʃ/,/ʒ/,/ /,/ n /, /ŋ/,/ l /, / r / h / w /, / j /和/ /。第二，两种语言有相同的音段，但在分布上有所不同。第三，两种语言都有浊音顿音/p, k和t/，但它们在特定位置的实现方式不同。语音规则之一就是所谓的“发音”。因此，学生需要在口语制作方面进行更多的练习。
{"title":"INTERFERENCE OF STUDENTS' NATIVE LANGUAGE IN THEIR ORAL PRODUCTION OF ENGLISH","authors":"Nanik Mariani","doi":"10.20527/JETALL.V4I2.11912","DOIUrl":"https://doi.org/10.20527/JETALL.V4I2.11912","url":null,"abstract":"Abstract: This research aims to describe the phonological interference in the students' English pronunciation. This research is descriptively designed. The subjects are the students with the Banjarese background. The instruments used in this research are questionnaires and oral test. Data were contrastively analyzed. The research showed the students’ pronunciation problems due to the use of Banjarese phonology. There are 23 types of phonological interference found in the English pronunciation. The factors of the linguistic phenomena are: (1) the existence of a given sound in English, but absence from the Banjarese. The Banjarese (L-1) has vowels: /a/, /u/, /i/, /e/, and /o/, whereas English (L-2) has vowels: /I/, /e/, /æ/, /ʌ/, /ɒ/, /ʊ/, /ə/ /i:/, /ɜ:/, /ɑ:/, /ɔ:/, /u:/. The L-1 has three diphthongs, namely: /ai/, /au/, and /ui/, while the L-2 has eight diphthongs, namely: /Iə/, /oʊ/, /aɪ/, /aʊ/, /ɔɪ/, /ɪə/, /ʊə/, and /ɔə/. The L-1 has the consonants: /b/, /d/, /g/, /p/, /t/, /k/, /c/, /j/, /s/, /h/, /m/, /n/, /ny/, /ŋ/, /l/, /r/, /w/, and /y/, while the L-2 has the following consonants: /b/, /d/, /g/, /p/, /t/, /k/, /f/, /v/, /ɵ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /m/, /n/, /ŋ/, /l/, /r/, /w/, /j/ and /h/. Second, both languages have the same phonetic segments but differ in their distributions. Third, both languages have voiced stop consonants /p, k, and t/, but they are differently realized in a particular position. One of the phonological rules is what is called ‘aspiration. Thus, the students need to more practice in oral production. ","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128424310","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 : 2021-10-01DOI: 10.20527/jetall.v4i2.8814
N. Islamiah
The aim of this research was to know perception of watching English movie on Youtube at the second semester the second semester of English department Islamic University of Kalimantan of the 2018/2019 academic year. The subject of this research is the students of class regular A. The instrument used in the data collection was a questionnaire that consist of two part, the first part to find out the students who ever watched English movie on Youtube and the second part to know students’ perception use of watching English movie on Youtube. The data were analyzed using statistical and shown in tables of frequency.The finding showed that by watching English movie on Youtube English movie has an influenced for those students in improving their English achievement, then help them to learn new vocabulary and could be one of the effective media in learning English Achievement. Keywords : learning english, English movie, Youtube
{"title":"Perception Of Students In Using Youtube On Learning English","authors":"N. Islamiah","doi":"10.20527/jetall.v4i2.8814","DOIUrl":"https://doi.org/10.20527/jetall.v4i2.8814","url":null,"abstract":"The aim of this research was to know perception of watching English movie on Youtube at the second semester the second semester of English department Islamic University of Kalimantan of the 2018/2019 academic year. The subject of this research is the students of class regular A. The instrument used in the data collection was a questionnaire that consist of two part, the first part to find out the students who ever watched English movie on Youtube and the second part to know students’ perception use of watching English movie on Youtube. The data were analyzed using statistical and shown in tables of frequency.The finding showed that by watching English movie on Youtube English movie has an influenced for those students in improving their English achievement, then help them to learn new vocabulary and could be one of the effective media in learning English Achievement. Keywords : learning english, English movie, Youtube ","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124088929","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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