Pub Date : 2022-06-27DOI: 10.31849/elsya.v4i2.6337
Yanti Kristina Sinaga, H. Herman, Arwin Tannuary
Songs is one of the most popular creations of human language, but linguistic study of this medium is still limited. One popular trend is to study the slangs in songs, but previous studies often used a single song or albums with little data, thus this study aims to explore the word formation of slangs in a pop album known for its numerous slangs in each song, namely the album Heaven & Hell by Ava Max. This study is descriptive qualitative research. The data is the lyrics of the 15 songs of the album which were analysed with content analysis to identify the slang word formation processes. Of the total 545 slangs, results found five types of processes: contraction, shortening, blending, clipping and compounding. Contraction is the most dominant type by a huge margin (77%), which is significantly different with the majority of previous studies’ conclusion that clipping is the most dominant type. This study offers a new insight by extending the amount of data. Similar studies in the past have mostly conducted this study on less than 200 data of slangs in a single song or a selection of a few songs in an album, while this study included all 15 songs in an album to obtain more than 500 data and found the pattern of dominant types of slang word formation process to be different than what has been reported over the years.
{"title":"Discovering the Pattern of Pop Song Artist’s Word Formation Processes for Slangs","authors":"Yanti Kristina Sinaga, H. Herman, Arwin Tannuary","doi":"10.31849/elsya.v4i2.6337","DOIUrl":"https://doi.org/10.31849/elsya.v4i2.6337","url":null,"abstract":"Songs is one of the most popular creations of human language, but linguistic study of this medium is still limited. One popular trend is to study the slangs in songs, but previous studies often used a single song or albums with little data, thus this study aims to explore the word formation of slangs in a pop album known for its numerous slangs in each song, namely the album Heaven & Hell by Ava Max. This study is descriptive qualitative research. The data is the lyrics of the 15 songs of the album which were analysed with content analysis to identify the slang word formation processes. Of the total 545 slangs, results found five types of processes: contraction, shortening, blending, clipping and compounding. Contraction is the most dominant type by a huge margin (77%), which is significantly different with the majority of previous studies’ conclusion that clipping is the most dominant type. This study offers a new insight by extending the amount of data. Similar studies in the past have mostly conducted this study on less than 200 data of slangs in a single song or a selection of a few songs in an album, while this study included all 15 songs in an album to obtain more than 500 data and found the pattern of dominant types of slang word formation process to be different than what has been reported over the years.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124489734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.31849/elsya.v4i2.8704
Andiopenta Purba
In the face of the scarcity of linguistic studies on Batak Toba language, this study tries to contribute by investigating how Batak Toba students’ local language and mother tongue’s elements are transferred to their English as a foreign language output. Specifically, this study aims to describe the transfer and interference of Batak Toba and Indonesian as first and/or second language and how they influence learners’ English as a third language. The study observed 15 English Education programme students who were selected via snowball sampling and analysed the way the students speak and translate a set of phrases to their respective second and third languages. Results indicated that the students’ first and second languages interferes with their English language performance at the phonological, morphological, and syntactic levels. The novelty of this study is that it offers a detailed investigation of how students whose first language, Batak Toba, and second language, Indonesian, interfere with the foreign language that is a mandatory subject in the country’s formal education system, namely English. Recommendations for teachers, particularly teachers of Indonesian learners whose students are primarily bilingual and multilingual, are discussed.
{"title":"How First and Second Languages Influence Indonesian Students’ English as a Third Language: Transfer and Interference Analysis","authors":"Andiopenta Purba","doi":"10.31849/elsya.v4i2.8704","DOIUrl":"https://doi.org/10.31849/elsya.v4i2.8704","url":null,"abstract":"In the face of the scarcity of linguistic studies on Batak Toba language, this study tries to contribute by investigating how Batak Toba students’ local language and mother tongue’s elements are transferred to their English as a foreign language output. Specifically, this study aims to describe the transfer and interference of Batak Toba and Indonesian as first and/or second language and how they influence learners’ English as a third language. The study observed 15 English Education programme students who were selected via snowball sampling and analysed the way the students speak and translate a set of phrases to their respective second and third languages. Results indicated that the students’ first and second languages interferes with their English language performance at the phonological, morphological, and syntactic levels. The novelty of this study is that it offers a detailed investigation of how students whose first language, Batak Toba, and second language, Indonesian, interfere with the foreign language that is a mandatory subject in the country’s formal education system, namely English. Recommendations for teachers, particularly teachers of Indonesian learners whose students are primarily bilingual and multilingual, are discussed.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115321837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.31849/elsya.v4i2.8160
N. Manan, N. Azizan
The study was conducted to address the problem of English language speaking anxiety among adult ESL learners by introducing vlogging as one of the learning activities and as an assessment of speaking skills. The main objective of this action research was to establish whether vlogging assignments could assist in alleviating speaking anxiety among adult learners and in determining whether the students' vlogs posted in the class's Facebook group could be used as part of the course's speaking assessment to replace face-to-face presentation. A qualitative research design was adopted in this study. The study employed purposeful sampling, and the participants chosen came from an intact group of thirty adult learners who enrolled in a distance learning programme at a public university in Malaysia. The study was conducted in the students’ ‘English for Communication’ class over a study period of fourteen weeks. The data was collected at the end of the study period through focused group interviews and analysed using the thematic analysis method, and presented descriptively. It was found that vlogging is effective in increasing the students’ English talk time outside class which consequently contributes to increasing their self-confidence and alleviating speaking anxiety. Thus, it can be concluded that vlogging is effective in lessening language speaking anxiety among the participants and can effectively be used as an assessment tool to reduce test-taking anxiety. Facebook group is also found to be a suitable platform for group interactions as it provides a non-threatening learning environment for the learners. The findings of the study have potential implications for English language teaching among adult learners.
{"title":"Vlogging as an Assessment Tool in ELT: A Study Among Adult Learners in a Distance Learning Programme","authors":"N. Manan, N. Azizan","doi":"10.31849/elsya.v4i2.8160","DOIUrl":"https://doi.org/10.31849/elsya.v4i2.8160","url":null,"abstract":"The study was conducted to address the problem of English language speaking anxiety among adult ESL learners by introducing vlogging as one of the learning activities and as an assessment of speaking skills. The main objective of this action research was to establish whether vlogging assignments could assist in alleviating speaking anxiety among adult learners and in determining whether the students' vlogs posted in the class's Facebook group could be used as part of the course's speaking assessment to replace face-to-face presentation. A qualitative research design was adopted in this study. The study employed purposeful sampling, and the participants chosen came from an intact group of thirty adult learners who enrolled in a distance learning programme at a public university in Malaysia. The study was conducted in the students’ ‘English for Communication’ class over a study period of fourteen weeks. The data was collected at the end of the study period through focused group interviews and analysed using the thematic analysis method, and presented descriptively. It was found that vlogging is effective in increasing the students’ English talk time outside class which consequently contributes to increasing their self-confidence and alleviating speaking anxiety. Thus, it can be concluded that vlogging is effective in lessening language speaking anxiety among the participants and can effectively be used as an assessment tool to reduce test-taking anxiety. Facebook group is also found to be a suitable platform for group interactions as it provides a non-threatening learning environment for the learners. The findings of the study have potential implications for English language teaching among adult learners.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124455705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.31849/elsya.v4i2.8732
Ni Nyoman Arsini, M. Santosa, N. Marsakawati
This study addressed the gap of research on the innovative learning medium Wordwall for working adult learners by investigating the perceptions of students of Apollonia Hotel School in Denpasar, Indonesia, regarding how well Wordwall helps in increasing their English vocabulary during online learning. The method used by the researcher was qualitative. Data were collected from 10 respondents who had been selected with qualifications of activeness while studying, and always participated during the process. Data obtained from short questionnaire distributed through Google Form, then analysed using a qualitative descriptive model according to Creswell, (2012). From the data analysis, the researcher found that the students had high enthusiasm in learning vocabulary through the Wordwall application. This application provides various types of creative and interactive vocabulary games. The disadvantage is that this application does not provide a place to explain explanations for students' answers, both right and wrong. Students have the opportunity to learn about context and changes to sentences in games. Based on this analysis, it proves that Wordwall is an effective learning media to help increase students' vocabulary as a future career opportunity. In addition, Wordwall is also effectively used during online learning to provide interesting vocabulary questions. From this study, it is suggested for hospitality lecturers to use Wordwall application because it can help students to be more motivated to learn English vocabulary.
{"title":"Hospitality School Students’ Perception on the Use of Wordwall to Enrich Students’ Work-Ready Vocabulary Mastery","authors":"Ni Nyoman Arsini, M. Santosa, N. Marsakawati","doi":"10.31849/elsya.v4i2.8732","DOIUrl":"https://doi.org/10.31849/elsya.v4i2.8732","url":null,"abstract":"This study addressed the gap of research on the innovative learning medium Wordwall for working adult learners by investigating the perceptions of students of Apollonia Hotel School in Denpasar, Indonesia, regarding how well Wordwall helps in increasing their English vocabulary during online learning. The method used by the researcher was qualitative. Data were collected from 10 respondents who had been selected with qualifications of activeness while studying, and always participated during the process. Data obtained from short questionnaire distributed through Google Form, then analysed using a qualitative descriptive model according to Creswell, (2012). From the data analysis, the researcher found that the students had high enthusiasm in learning vocabulary through the Wordwall application. This application provides various types of creative and interactive vocabulary games. The disadvantage is that this application does not provide a place to explain explanations for students' answers, both right and wrong. Students have the opportunity to learn about context and changes to sentences in games. Based on this analysis, it proves that Wordwall is an effective learning media to help increase students' vocabulary as a future career opportunity. In addition, Wordwall is also effectively used during online learning to provide interesting vocabulary questions. From this study, it is suggested for hospitality lecturers to use Wordwall application because it can help students to be more motivated to learn English vocabulary.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124211241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-07DOI: 10.31849/elsya.v4i1.9526
S. Nur, I. Anas, R. Pilu
Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. It aims to build the language teachers’ and students’ awareness of the importance of EE and green pedagogy in ELT. However, research into integrating EE in language education is still scarce. Therefore, this article presents an analysis of multimodal discourse of the EE imperatives in using content and language integrated learning (CLIL) strategy. Grounded in the video data analysis (VDA) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “Bye-Bye Plastic Bags Jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the British Council Indonesia. Based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentally-relevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. In other words, the inclusion of green pedagogy and environmental sustainability initiatives in ELT should be well-acknowledged. The methodological and pedagogical strategies in integrating environmental issues in ELT in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in EE and indirectly build students’ metacognitive skills about environmental care.
{"title":"The Call for Environmentally-Based Language Teaching and Green Pedagogy: Climate Actions in Language Education","authors":"S. Nur, I. Anas, R. Pilu","doi":"10.31849/elsya.v4i1.9526","DOIUrl":"https://doi.org/10.31849/elsya.v4i1.9526","url":null,"abstract":"Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. It aims to build the language teachers’ and students’ awareness of the importance of EE and green pedagogy in ELT. However, research into integrating EE in language education is still scarce. Therefore, this article presents an analysis of multimodal discourse of the EE imperatives in using content and language integrated learning (CLIL) strategy. Grounded in the video data analysis (VDA) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “Bye-Bye Plastic Bags Jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the British Council Indonesia. Based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentally-relevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. In other words, the inclusion of green pedagogy and environmental sustainability initiatives in ELT should be well-acknowledged. The methodological and pedagogical strategies in integrating environmental issues in ELT in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in EE and indirectly build students’ metacognitive skills about environmental care.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123492262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-07DOI: 10.31849/elsya.v4i1.8466
Moh. Supardi, Frans Sayogie
In academic field, argument is an essential factor of understanding statements. In this regard, the present paper aims to analyse National University Debate Contest (NUDC) 2016 using Toulmin model argumentative structure and its relation with the implied meaning from National University Debate Contest. This paper employs descriptive qualitative analysis to examine the logical pattern of arguments through linguistic expressions that occurred in the debate. The data were taken from NUDC in Mercu Buana University focusing on (part 1) the statement of the government proponent (Bina Nusantara University) and the opposite speaker (Brawijaya University). The data were analysed using the Toulmin model of logical argument. The findings showed that the government opposite speaker very often made the rebuttal claim by showing the weaknesses from the government side; while the government proponent speaker has claimed almost in every pattern of argument proposed by Toulmin model. The paper concludes that both speakers’ patterns of argument have utilized Toulmin model such as claims, data, qualifiers, rebutting conditions, and warrants. Even though there are so many grammatical mistake and unwell-organized structure, but the logical structure can be analysed using Toulmin model.
{"title":"The Logical Pattern of Argument: A Case Study of National University Debating Championship","authors":"Moh. Supardi, Frans Sayogie","doi":"10.31849/elsya.v4i1.8466","DOIUrl":"https://doi.org/10.31849/elsya.v4i1.8466","url":null,"abstract":"In academic field, argument is an essential factor of understanding statements. In this regard, the present paper aims to analyse National University Debate Contest (NUDC) 2016 using Toulmin model argumentative structure and its relation with the implied meaning from National University Debate Contest. This paper employs descriptive qualitative analysis to examine the logical pattern of arguments through linguistic expressions that occurred in the debate. The data were taken from NUDC in Mercu Buana University focusing on (part 1) the statement of the government proponent (Bina Nusantara University) and the opposite speaker (Brawijaya University). The data were analysed using the Toulmin model of logical argument. The findings showed that the government opposite speaker very often made the rebuttal claim by showing the weaknesses from the government side; while the government proponent speaker has claimed almost in every pattern of argument proposed by Toulmin model. The paper concludes that both speakers’ patterns of argument have utilized Toulmin model such as claims, data, qualifiers, rebutting conditions, and warrants. Even though there are so many grammatical mistake and unwell-organized structure, but the logical structure can be analysed using Toulmin model.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117071449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-02DOI: 10.31849/elsya.v4i1.8017
Imam Sudarmaji, Lastry Forsia, Indah Permatasari Siregar, Danu Yusuf
The aims of the research were to examine the effect of Hello English application on students’ English vocabulary development at the seven-grade level of SMP PGRI Selapajang Jaya in academic year 2020/2021 and to know the perceptions of students on utilizing the Hello English App to increase English words. This study applied a quantitative method with quasi-experimental design. The seventh-grade students of SMP PGRI Selapajang Jaya in the academic year 2020/2021 was used as the population; also, the research sample was both classes consisting of 30 students in each class (experimental and control). The researcher provided a multiple-choice test as the instrument. The researcher employed statistical calculating of the t-test formula with 5% significance level utilizing SPSS 22 version. In accordance with the research findings, it discovered the mean score of a post-test in the treatment class was higher than the conventional class (76.67 > 62.50). The result of t-test showed that t0 (4.184) was higher than ttable (2.003); thus, it indicates that Ha is acceptable while Ho is rejectable, and it is concluded that utilizing Hello English has a significance impact on the development of students’ English words at the seventh-grade level of SMP PGRI Selapajang Jaya in academic year 2020/2021. Questionnaire was also applied as another research instrument to measure students’ perception in learning English words employing the Hello English application. As recorded by the questionnaire results, the students agree that the Hello English App can assist them in English learning, particularly English words; also, they felt satisfied and loved the learning process when they employed the Hello English App to acquire English words.
{"title":"Hello English App for Online Learning during the Pandemic: Does it Enhance the Students’ English Vocabulary Development?","authors":"Imam Sudarmaji, Lastry Forsia, Indah Permatasari Siregar, Danu Yusuf","doi":"10.31849/elsya.v4i1.8017","DOIUrl":"https://doi.org/10.31849/elsya.v4i1.8017","url":null,"abstract":"The aims of the research were to examine the effect of Hello English application on students’ English vocabulary development at the seven-grade level of SMP PGRI Selapajang Jaya in academic year 2020/2021 and to know the perceptions of students on utilizing the Hello English App to increase English words. This study applied a quantitative method with quasi-experimental design. The seventh-grade students of SMP PGRI Selapajang Jaya in the academic year 2020/2021 was used as the population; also, the research sample was both classes consisting of 30 students in each class (experimental and control). The researcher provided a multiple-choice test as the instrument. The researcher employed statistical calculating of the t-test formula with 5% significance level utilizing SPSS 22 version. In accordance with the research findings, it discovered the mean score of a post-test in the treatment class was higher than the conventional class (76.67 > 62.50). The result of t-test showed that t0 (4.184) was higher than ttable (2.003); thus, it indicates that Ha is acceptable while Ho is rejectable, and it is concluded that utilizing Hello English has a significance impact on the development of students’ English words at the seventh-grade level of SMP PGRI Selapajang Jaya in academic year 2020/2021. Questionnaire was also applied as another research instrument to measure students’ perception in learning English words employing the Hello English application. As recorded by the questionnaire results, the students agree that the Hello English App can assist them in English learning, particularly English words; also, they felt satisfied and loved the learning process when they employed the Hello English App to acquire English words.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130447413","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 : 2022-01-15DOI: 10.31849/elsya.v4i1.7473
D. Purwati, Ainol Mardhiah, Enung Nurhasanah, R. Ramli
The way in which adults learn is distinctive to how children learn, hence Andragogy differs from Pedagogy and so do the implications. Although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. To fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. Employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. Future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of English as a foreign language. The differences between adults and children learning and directions for further research in teaching English as a Foreign Language (EFL) is also discussed at the end of study.
{"title":"The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review","authors":"D. Purwati, Ainol Mardhiah, Enung Nurhasanah, R. Ramli","doi":"10.31849/elsya.v4i1.7473","DOIUrl":"https://doi.org/10.31849/elsya.v4i1.7473","url":null,"abstract":"The way in which adults learn is distinctive to how children learn, hence Andragogy differs from Pedagogy and so do the implications. Although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. To fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. Employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. Future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of English as a foreign language. The differences between adults and children learning and directions for further research in teaching English as a Foreign Language (EFL) is also discussed at the end of study.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127567553","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 : 2021-12-17DOI: 10.31849/elsya.v4i1.7322
A. Alfian, M. Yusuf, Uyun Nafiah
Learning English is very closely related to learning western culture, which might contrast with Islamic values, the dominant religion in Indonesia. This study finds merit in finding out the implementation of Islamic values in teaching English at an Integrated Islamic school in Indonesia, where the school chosen curriculum mandated that the subject be integrated with Islamic values since all the students are Muslim. This case study took place at an Integrated Islamic School, and the data were collected through interviewing seven English teachers and conducting a thematic analysis on their lesson plans. All the teachers admitted that integrating Islamic values in the English lesson was essential. Still, the thematic analysis showed that their perceptions about the importance of integrating Islamic values in English learning were not firmly in line with the implementation in the teaching and learning process. The teachers' lesson plans (RPP) did not depict substantial integration of Islamic values. This study recommends the practical ways of integrating Islamic that could improve teachers' understanding of Islamic values in English learning, additionally pointing out a need to develop the curriculum and teaching materials that incorporate Islamic values.
{"title":"Integrating Islamic Values in Teaching English: Lessons Learned from an Integrated Islamic School","authors":"A. Alfian, M. Yusuf, Uyun Nafiah","doi":"10.31849/elsya.v4i1.7322","DOIUrl":"https://doi.org/10.31849/elsya.v4i1.7322","url":null,"abstract":"Learning English is very closely related to learning western culture, which might contrast with Islamic values, the dominant religion in Indonesia. This study finds merit in finding out the implementation of Islamic values in teaching English at an Integrated Islamic school in Indonesia, where the school chosen curriculum mandated that the subject be integrated with Islamic values since all the students are Muslim. This case study took place at an Integrated Islamic School, and the data were collected through interviewing seven English teachers and conducting a thematic analysis on their lesson plans. All the teachers admitted that integrating Islamic values in the English lesson was essential. Still, the thematic analysis showed that their perceptions about the importance of integrating Islamic values in English learning were not firmly in line with the implementation in the teaching and learning process. The teachers' lesson plans (RPP) did not depict substantial integration of Islamic values. This study recommends the practical ways of integrating Islamic that could improve teachers' understanding of Islamic values in English learning, additionally pointing out a need to develop the curriculum and teaching materials that incorporate Islamic values.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117089481","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 : 2021-12-10DOI: 10.31849/elsya.v4i2.7582
Ahmad Sugianto, Ilham Agung Prasetyo, Dewi Aria, Indiwan Seto Wahjuwibowo
Due to its overarching status and power, the English language has dominated and influenced nearly in various means of communication, and one of which is instantiated in advertisements. However, studies concerning the hegemony of the English language represented in an advertisement were found to be under-explored. Thereby, the present study aimed to scrutinise the domination and power of the English language, particularly in Indonesia, represented in one of the advertisements, which is a remake video of a viral video from 2017 to date, entitled ‘Gak Bisa Bahasa Inggris!’ from a Youtube Channel named Pahamy. Semiotic analysis was employed to analyse the advertisement. The findings revealed only five out of eight types of syntagma found comprising descriptive syntagma, bracket syntagma, episodic syntagma, autonomous shot, and scene. The present study concluded that it seemed not possible to have the eight syntagmatic types in a very short advertisement video, and some signs found in the advertisement could be used to shed light on the hegemony of the English language in Indonesia, which might result in either positive or negative effect; hence, any thoughtful consideration and action through multilingual education was advocated to solve or at least mitigate this issue.
由于其至高无上的地位和权力，英语几乎在各种交流方式中占主导地位和影响，其中一个例子就是广告。然而，关于英语在广告中的霸主地位的研究却很少。因此，本研究旨在审视英语的统治地位和力量，特别是在印度尼西亚，其中一个广告代表了英语的统治地位和力量，该广告是2017年至今的一个病毒视频的翻拍视频，题为“Gak Bisa Bahasa Inggris!”视频来自Youtube上一个名为Pahamy的频道。运用符号学分析对广告进行分析。研究结果显示，在八种句法类型中，只有五种包括描述性句法、括号式句法、情景式句法、自主镜头和场景。本研究的结论是，在一个非常短的广告视频中似乎不可能有八种组合类型，广告中的一些迹象可以用来揭示印度尼西亚英语的霸权地位，这可能会产生积极或消极的影响;因此，提倡通过多语言教育进行任何深思熟虑的考虑和行动，以解决或至少减轻这一问题。
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