Pub Date : 2021-10-01DOI: 10.20527/jetall.v4i2.10284
Arin Inayah, Nur Dina
This research is a contrastive analysis of phonemic system between English and Arabic in “Just Missing You” song lyrics. The objectives of the research are finding similarities and differences of phonemes in song lyrics to help students learn to pronounce English with Arabic phonemes. This research focus on 24 consonant and 20 vowel phonemes in English and 28 consonant and 6 vowel phonemes in Arabic. The research method is descriptive contrastive with qualitative approach. The method design contrast the phoneme between English and Arabic in song lyrics based on the type of phonemes, they are articulatory phonetic for consonant and height, part of tongue, and shape of lips for vowel. The result of the research found the similarities between English and Arabic phonemic system in “Just missing you” song lyrics which consist of 18 consonant and 6 vowel phonemes. The differences between English and Arabic phonemic system in “Just Missing You” song lyrics consist of 8 consonants and one vowel.
{"title":"A COMPARATIVE ANALYSIS BETWEEN ENGLISH AND ARABIC PHONEMIC SYSTEM IN \"JUST MISSING YOU\" SONG LYRICS","authors":"Arin Inayah, Nur Dina","doi":"10.20527/jetall.v4i2.10284","DOIUrl":"https://doi.org/10.20527/jetall.v4i2.10284","url":null,"abstract":"This research is a contrastive analysis of phonemic system between English and Arabic in “Just Missing You” song lyrics. The objectives of the research are finding similarities and differences of phonemes in song lyrics to help students learn to pronounce English with Arabic phonemes. This research focus on 24 consonant and 20 vowel phonemes in English and 28 consonant and 6 vowel phonemes in Arabic. The research method is descriptive contrastive with qualitative approach. The method design contrast the phoneme between English and Arabic in song lyrics based on the type of phonemes, they are articulatory phonetic for consonant and height, part of tongue, and shape of lips for vowel. The result of the research found the similarities between English and Arabic phonemic system in “Just missing you” song lyrics which consist of 18 consonant and 6 vowel phonemes. The differences between English and Arabic phonemic system in “Just Missing You” song lyrics consist of 8 consonants and one vowel.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"24 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":"126123286","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.v4i2.9070
Natalia Manuhutu
This study investigated the students’ perceptions concerning the use of Robert Frost’s poetry in writing class at English Literature Department of Musamus University which was obtained through a survey. A total of 17 undergraduate students taking writing class participated in this study. The participants responded to a questionnaire and an open-ended questions concerning the two focal points: (1) how the students perceived the use of Robert Frost’s poetry in teaching writing, (2) the implementation of Frost’s poetry in improving students’ writing short story. The results of the study revealed that the implementation of Frost’s poetry helped them to be easier in writing short story. Most of the participants gave positive response to the use of Frost’s poetry in teaching them to write a short story. In addition, they seemed to prefer learning writing short story by using English poetry in writing classes. The concluding discussion addresses suggestion about the need to consider students’ wants and needs by gauging their perceptions as the student evaluation of teaching in order to keep up the better improvement to the teaching writing the texts and the using of authentic material or media in English Literature Department at Musamus University.
{"title":"STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF ROBERT FROST’ POETRY IN WRITING CLASS AT MUSAMUS UNIVERSITY","authors":"Natalia Manuhutu","doi":"10.20527/jetall.v4i2.9070","DOIUrl":"https://doi.org/10.20527/jetall.v4i2.9070","url":null,"abstract":"This study investigated the students’ perceptions concerning the use of Robert Frost’s poetry in writing class at English Literature Department of Musamus University which was obtained through a survey. A total of 17 undergraduate students taking writing class participated in this study. The participants responded to a questionnaire and an open-ended questions concerning the two focal points: (1) how the students perceived the use of Robert Frost’s poetry in teaching writing, (2) the implementation of Frost’s poetry in improving students’ writing short story. The results of the study revealed that the implementation of Frost’s poetry helped them to be easier in writing short story. Most of the participants gave positive response to the use of Frost’s poetry in teaching them to write a short story. In addition, they seemed to prefer learning writing short story by using English poetry in writing classes. The concluding discussion addresses suggestion about the need to consider students’ wants and needs by gauging their perceptions as the student evaluation of teaching in order to keep up the better improvement to the teaching writing the texts and the using of authentic material or media in English Literature Department at Musamus University.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"17 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":"130081731","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 paper analysed Ernest Hemingway’s The Short Happy Life of Francis Macomber using New Criticism framework on symbolism. Comparisons of drinks, clothes, and colours paralleled the difference between Francis, a wealthy yet unconfident man, and Wilson, a man of masculinity. The next was the sitting positions of the characters in the car in which front seat symbolised authority and power whereas back seat inferiority and lack of confidence. Car symbolised protection, segregation, and power for Margot, whereas camp, and savannah foresaw Francis’ transformation from a wealthy person of comfort (camp) to a man of manly conviction signified with savannah offering wilderness. This transformation was also attributed to Francis’ overcoming obstacles symbolised with a lion and buffalos. Guns and rifles possessed by male characters indicated their dominance with Margot, the only female, practically left-out, except by the end of the story when she wielded a rifle shooting Francis dead.
{"title":"Symbolism in Hemingway’s The Short Happy Life of Francis Macomber","authors":"Adaninggar Septi Subekti, Aprilia Kristiana Wahyuni","doi":"10.20527/jetall.v4i2.8755","DOIUrl":"https://doi.org/10.20527/jetall.v4i2.8755","url":null,"abstract":"This paper analysed Ernest Hemingway’s The Short Happy Life of Francis Macomber using New Criticism framework on symbolism. Comparisons of drinks, clothes, and colours paralleled the difference between Francis, a wealthy yet unconfident man, and Wilson, a man of masculinity. The next was the sitting positions of the characters in the car in which front seat symbolised authority and power whereas back seat inferiority and lack of confidence. Car symbolised protection, segregation, and power for Margot, whereas camp, and savannah foresaw Francis’ transformation from a wealthy person of comfort (camp) to a man of manly conviction signified with savannah offering wilderness. This transformation was also attributed to Francis’ overcoming obstacles symbolised with a lion and buffalos. Guns and rifles possessed by male characters indicated their dominance with Margot, the only female, practically left-out, except by the end of the story when she wielded a rifle shooting Francis dead.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"2 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":"128439618","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 : 2021-03-30DOI: 10.20527/jetall.v4i2.8915
Moch. Musta’in, Mochamad Asyhar
Abstract: A narrative inquiry as the approach of qualitative research is conducted in this research to know how the implementation of a video as a teaching media of Phonology and what the problems that the students face in using a video as the learning media of Phonology. This research involves 28 students of the second grade. The subject of research is the students of an English department in Education of UNISKA Kediri. The result is that there are four categorized problems that students face. Students felt that; (1) a native speaker in the video speaks too fast; (2) the pronunciation is unclear; (3) there are some new words or terms; (4) it is difficult to imitate the intonation and stressing of a word and sentence. However, the students can solve problems. Besides that, they get some advantages their ability in some aspects and are aware of the current issue; (1) the first is that the video is easy accessible; (2) the second one is that the video also is appropriate with the current issue so the students, beside learn about phonology, also aware of the current issue; (3) the other one is the students can learn and practice whenever with (out) the guidance of the lecturer; (4) the last advantage that we can offer is the students can listen the native speaker easily because they can play back the video when they cannot catch the word or meaning.
{"title":"BEST PRACTICE: A VIDEO MEDIATED TEACHING OF PHONOLOGY","authors":"Moch. Musta’in, Mochamad Asyhar","doi":"10.20527/jetall.v4i2.8915","DOIUrl":"https://doi.org/10.20527/jetall.v4i2.8915","url":null,"abstract":"Abstract: A narrative inquiry as the approach of qualitative research is conducted in this research to know how the implementation of a video as a teaching media of Phonology and what the problems that the students face in using a video as the learning media of Phonology. This research involves 28 students of the second grade. The subject of research is the students of an English department in Education of UNISKA Kediri. The result is that there are four categorized problems that students face. Students felt that; (1) a native speaker in the video speaks too fast; (2) the pronunciation is unclear; (3) there are some new words or terms; (4) it is difficult to imitate the intonation and stressing of a word and sentence. However, the students can solve problems. Besides that, they get some advantages their ability in some aspects and are aware of the current issue; (1) the first is that the video is easy accessible; (2) the second one is that the video also is appropriate with the current issue so the students, beside learn about phonology, also aware of the current issue; (3) the other one is the students can learn and practice whenever with (out) the guidance of the lecturer; (4) the last advantage that we can offer is the students can listen the native speaker easily because they can play back the video when they cannot catch the word or meaning. ","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130709015","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 : 2020-12-02DOI: 10.20527/jetall.v4i2.8804
Aji Budi Rinekso
Learning style becomes a familiar theory for many English language teachers. With the hypothesis of matching instructions and learning styles resulting on an effective learning, many of the English language teachers apply the learning style theory within their teaching practices. However, recent studies found that learning style is a myth since there were flaws appeared in the learning style instruments and hypothesis. This study presents in-depth discussions about the pros and cons of learning styles. Detailed descriptions about the implication for English language teachers entailed in the end of the discussions. This study concluded that English language teachers may focus on (1) assessing students’ background knowledge and interests, (2) identifying students’ lacks and necessities, (3) provide more engaged teaching media and learning materials, (4) boosting students’ autonomy rather than merely getting involved in the raging debates of learning style.
{"title":"PROS AND CONS OF LEARNING STYLE: AN IMPLICATION FOR ENGLISH LANGUAGE TEACHERS","authors":"Aji Budi Rinekso","doi":"10.20527/jetall.v4i2.8804","DOIUrl":"https://doi.org/10.20527/jetall.v4i2.8804","url":null,"abstract":"Learning style becomes a familiar theory for many English language teachers. With the hypothesis of matching instructions and learning styles resulting on an effective learning, many of the English language teachers apply the learning style theory within their teaching practices. However, recent studies found that learning style is a myth since there were flaws appeared in the learning style instruments and hypothesis. This study presents in-depth discussions about the pros and cons of learning styles. Detailed descriptions about the implication for English language teachers entailed in the end of the discussions. This study concluded that English language teachers may focus on (1) assessing students’ background knowledge and interests, (2) identifying students’ lacks and necessities, (3) provide more engaged teaching media and learning materials, (4) boosting students’ autonomy rather than merely getting involved in the raging debates of learning style.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"124 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123304221","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 : 2020-10-03DOI: 10.20527/JETALL.V3I2.8753
Raisa Fadilla
Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.
{"title":"EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT","authors":"Raisa Fadilla","doi":"10.20527/JETALL.V3I2.8753","DOIUrl":"https://doi.org/10.20527/JETALL.V3I2.8753","url":null,"abstract":"Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133980611","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 : 2019-11-26DOI: 10.20527/jetall.v2i2.7310
H. Helmi
The purpose of this study is to obtain evidence that there is an influence on the use of video on students' skills in writing procedure texts. This research was conducted in July 2019 in class IX of SMP Negeri 27 Banjarmasin. The method used is a quantitative method with a quasi-experiment design. The sampling technique used in this study is a purposive sampling method in which the researcher has had special consideration in choosing a research sample based on data provided by an English subject teacher at the school. The instrument used in this study is a test sheet that has been tested for validity and reliability. The two classes used as subjects in this study are called the experimental class and the control class which for the experimental class is taught through video and the control class is taught using audio media only by using speakers without image or visual display. The class that is an experimental group is a class that has a lower value than the pre-test results, so the researcher wants to prove whether video media can increase that value. The data obtained from the two experimental and control groups were tested for normality and homogeneity first and then the independent sample t-test was conducted. The results show that the significance value (2-tailed) from the analysis of independent sample t-test shows that the value is smaller than 0.05 where the value obtained is 0.00 so based on statistical decision in making provisions if the value is lower than 0.05 then there is a significant difference between the post-test results of students taught by using video and audio media only through speaker facilities in the ninth grade at SMPN 27 Banjarmasin.
本研究的目的是获得证据，证明视频的使用对学生写作程序文本的技能有影响。本研究于2019年7月在SMP Negeri 27 Banjarmasin的IX班进行。采用准实验设计的定量方法。本研究使用的抽样技术是一种有目的的抽样方法，在选择研究样本时，研究者根据学校英语学科教师提供的数据进行了特殊的考虑。本研究使用的仪器是一张经过效度和信度测试的测试表。本研究的被试分为实验班和控制班，实验班采用视频教学，控制班采用音频教学，使用扬声器，没有图像和视觉显示。作为实验组的班级是一个比前测结果值更低的班级，所以研究者想要证明视频媒体是否可以增加这个值。首先对实验组和对照组的数据进行正态性和齐性检验，然后进行独立样本t检验。结果表明，独立样本t检验分析的显著性值(双尾)显示，该值小于0.05，所得值为0.00，因此根据统计决策制定规定，如果该值小于0.05，则SMPN 27班加马辛九年级仅使用扬声器设施使用视频和音频媒体教学的学生的后测结果存在显著差异。
{"title":"THE EFFECT OF THE USE OF VIDEO AS A MEDIUM OF LEARNING ENGLISH TO IMPROVE STUDENTS' SKILLS IN WRITING PROCEDURE TEXTS","authors":"H. Helmi","doi":"10.20527/jetall.v2i2.7310","DOIUrl":"https://doi.org/10.20527/jetall.v2i2.7310","url":null,"abstract":"The purpose of this study is to obtain evidence that there is an influence on the use of video on students' skills in writing procedure texts. This research was conducted in July 2019 in class IX of SMP Negeri 27 Banjarmasin. The method used is a quantitative method with a quasi-experiment design. The sampling technique used in this study is a purposive sampling method in which the researcher has had special consideration in choosing a research sample based on data provided by an English subject teacher at the school. The instrument used in this study is a test sheet that has been tested for validity and reliability. The two classes used as subjects in this study are called the experimental class and the control class which for the experimental class is taught through video and the control class is taught using audio media only by using speakers without image or visual display. The class that is an experimental group is a class that has a lower value than the pre-test results, so the researcher wants to prove whether video media can increase that value. The data obtained from the two experimental and control groups were tested for normality and homogeneity first and then the independent sample t-test was conducted. The results show that the significance value (2-tailed) from the analysis of independent sample t-test shows that the value is smaller than 0.05 where the value obtained is 0.00 so based on statistical decision in making provisions if the value is lower than 0.05 then there is a significant difference between the post-test results of students taught by using video and audio media only through speaker facilities in the ninth grade at SMPN 27 Banjarmasin.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128925473","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 : 2019-11-23DOI: 10.20527/jetall.v2i1.7374
Nadya Isnan Furqoni
Providing student with clear feedback is one of the ways that can facilitate students to be able to write well. This study is aimed to find out the difference between students who are taught by using peer feedback and those who are taught by using teacher feedback. This was an experimental research that used quantitative approach. The subjects of this research were students of Writing II of English Department of FKIP Lambung Mangkurat University. Writing II class A1 was the experiment group and Writing II class A2 was the control group. The data of this research were students’ writing achievement in both experiment and control class. The data analyzed by using SPSS (One-Way ANOVA). Ha was found 0.003 which meant that Ha was accepted. It showed that there was difference in students’ writing achievement between students in experiment and control class. It was proved that students who were taught by using peer feedback had higher achievement in writing than students who were taught by using teacher feedback. On the whole, it is suggested for students to improve their ability in proof reading and for the teachers, it is suggested to apply not only teacher feedback technique, but also peer feedback technique to their students in writing class.
{"title":"THE EFFECT OF PEER FEEDBACK TECHNIQUE IN TEACHING WRITING ON STUDENTS’ WRITING ACHIEVEMENT OF WRITING II COURSE AT ENGLISH DEPARTMENT FKIP LAMBUNG MANGKURAT UNIVERSITY","authors":"Nadya Isnan Furqoni","doi":"10.20527/jetall.v2i1.7374","DOIUrl":"https://doi.org/10.20527/jetall.v2i1.7374","url":null,"abstract":"Providing student with clear feedback is one of the ways that can facilitate students to be able to write well. This study is aimed to find out the difference between students who are taught by using peer feedback and those who are taught by using teacher feedback. This was an experimental research that used quantitative approach. The subjects of this research were students of Writing II of English Department of FKIP Lambung Mangkurat University. Writing II class A1 was the experiment group and Writing II class A2 was the control group. The data of this research were students’ writing achievement in both experiment and control class. The data analyzed by using SPSS (One-Way ANOVA). Ha was found 0.003 which meant that Ha was accepted. It showed that there was difference in students’ writing achievement between students in experiment and control class. It was proved that students who were taught by using peer feedback had higher achievement in writing than students who were taught by using teacher feedback. On the whole, it is suggested for students to improve their ability in proof reading and for the teachers, it is suggested to apply not only teacher feedback technique, but also peer feedback technique to their students in writing class.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127822027","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 : 2019-11-23DOI: 10.20527/JETALL.V1I2.7367
Marselus Suarta Kasmiran
Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.
{"title":"NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS","authors":"Marselus Suarta Kasmiran","doi":"10.20527/JETALL.V1I2.7367","DOIUrl":"https://doi.org/10.20527/JETALL.V1I2.7367","url":null,"abstract":"Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"280 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114488444","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 is set as an attempt to study Banjarese healing mantras as part of oral literature that needs to be preserved. Mantras are now prone to loss because more and more people no longer believe in them. In this study, the healing mantras are collected through documentation and interview. In terms of documentation, there are three books related to Banjarese Mantras that we examine to collect the data. In terms of interview, the respondents are chosen using purposive sampling from three regencies in South Kalimantan. The interview in this study is semi-structured interview. The collected data are analyzed using Anthropolinguistics approach focusing on structures, functions, and socio-cultural values behind the healing mantras. The results of the study show that structurally Banjarese healing mantras are commonly opened and closed by Arabic words showing Islamic values. Seeing from their functions, Banjarese healing mantras are casted to heal 21 issues regarding to health. In relation to socio-cultural values, the Banjarese healing mantras show that nature and Islamic teaching play important role in Banjarese people’s lives.
{"title":"HEALING MANTRAS OF BANJARESE AND THEIR PORTRAYAL OF SOCIO-CULTURAL VALUES","authors":"Ninuk Krismanti, Agustina Lestary, Jumainah Jumainah","doi":"10.20527/JETALL.V1I2.7369","DOIUrl":"https://doi.org/10.20527/JETALL.V1I2.7369","url":null,"abstract":"This study is set as an attempt to study Banjarese healing mantras as part of oral literature that needs to be preserved. Mantras are now prone to loss because more and more people no longer believe in them. In this study, the healing mantras are collected through documentation and interview. In terms of documentation, there are three books related to Banjarese Mantras that we examine to collect the data. In terms of interview, the respondents are chosen using purposive sampling from three regencies in South Kalimantan. The interview in this study is semi-structured interview. The collected data are analyzed using Anthropolinguistics approach focusing on structures, functions, and socio-cultural values behind the healing mantras. The results of the study show that structurally Banjarese healing mantras are commonly opened and closed by Arabic words showing Islamic values. Seeing from their functions, Banjarese healing mantras are casted to heal 21 issues regarding to health. In relation to socio-cultural values, the Banjarese healing mantras show that nature and Islamic teaching play important role in Banjarese people’s lives.","PeriodicalId":233420,"journal":{"name":"Journal of English Teaching, Applied Linguistics and Literatures (JETALL)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131036277","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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