Ethical Lingua Journal of Language Teaching and Literature最新文献

{"title":"Teachers’ Perception toward the Obstacles of E-Learning Classes","authors":"S. Windiarti, N. Fadilah, Eka Dhermawati, B. Pratolo","doi":"10.30605/25409190.v6.117-128","DOIUrl":"https://doi.org/10.30605/25409190.v6.117-128","url":null,"abstract":"This study aims to describe the teacher's perception of the obstacles in the implementation of e-learning in the learning process and the recommendation to solve the problems. This research is a qualitative descriptive study. The research subjects were two teachers who taught at a University in Yogyakarta. The research data collected through in-depth interviews, which were analyzed descriptively by using interactive techniques. The Interactive analysis is done by collecting data, reducing data, presenting data, and drawing conclusions. The results of the data analysis show that two teachers were not too familiar with e-learning, so they still have many obstacles in the teaching process by using e-learning. There are several obstacles, such as obstacles in teaching by using e-learning as devices, teachers' knowledge, time management, and students ’motivation. In order to run e-learning entirely, then these obstacles should be solved first. There are two teachers suggest overcoming the obstacles, such as training for the teachers, and repairing the facilities of the institution.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43360879","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}

{"title":"A Corpus-Based Study of Reformulation Markers: The Case of Native versus Non-Native Research Articles","authors":"Mohammad Alipour","doi":"10.30605/25409190.V6.129-148","DOIUrl":"https://doi.org/10.30605/25409190.V6.129-148","url":null,"abstract":"This study presents a corpus-based study of reformulation markers as a common metadiscourse device in research articles of applied linguistics by native and Iranian non-native writers. Toward this end, qualitative and quantitative analyses of reformulation devices were conducted. The corpora were compiled by downloading articles from academic journals which were selected via convenience sampling. Each corpus included approximately one million words. All the analyses were conducted through employing Murillo’s (2004, 2007) classification which consists of three broad categories: explicit meaning functions (identification, specification, and explanation), conceptual meaning functions (definition and denomination), and implicit meaning functions (conclusion and mathematical operation). After analyzing the data, Chi-square tests were performed to determine whether the results found in the analysis were statistically significant. The results revealed that there were differences between the functions of reformulation markers (RMs) across research articles written by native and non-native writers. In particular, they differ in terms of their types and functions, where non-native writers of applied linguistics research articles (RAs) use RMs much more frequently than native writers of applied linguistics. In light of the findings, recommendations are made for EAP classes as well.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46424941","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}

{"title":"The Betterment of Group Dynamics in Theory of Translation Class through Lesson Study","authors":"Magfirah Thayyib","doi":"10.30605/25409190.v6.86-97","DOIUrl":"https://doi.org/10.30605/25409190.v6.86-97","url":null,"abstract":"The understanding of group dynamics is a challenging field. It is quite often that the interaction and energy between students in the group present in negative pattern or less healthy. Lesson study is considered to be a suitable way to cope with that group dynamics problem. The objectives of this research are to describe the pattern of group dynamics in Theory of Translation class and outline the efforts done for the betterment of group dynamics through Lesson Study. The research was conducted in class 3A of third semester of English Language Education Study Program. The data of group dynamics were obtained from the observers’ sheets. While the data of the efforts done for the betterment of group dynamics were obtained from plan and reflection discussion notes, and a checklist of application. In analyzing the data, the first data were presented descriptively and made into inferences. The second data were grouped and described; then their effectiveness was analyzed qualitatively. Based on the result of the research, it is found that the group dynamics in Theory of Translation class from open class 1 – 4 went through a betterment. The efforts done for the betterment of group dynamics were distributing job and responsibility within group, delivering the whole instruction of group activities in the beginning and checking for students understanding, and providing worksheet for group work and learning media for each group.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49658120","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}

{"title":"Tackling Difficulties in Translating Culture-bound Metaphor in Nizar Qabbani’s Poetry: A Comparative Study","authors":"Loubna Haddi","doi":"10.30605/25409190.v6.59-71","DOIUrl":"https://doi.org/10.30605/25409190.v6.59-71","url":null,"abstract":"Arabic poetry has long taken precedence over other literary forms. It is the oldest form of literature known in the Arabic language, dating back to year 400 A.D. In the context of translation, poetry poses a few daunting hurdles in attempting to reach equally metaphorical meanings in the target language. This article seeks to illustrate the cultural problems witnessed in translating culture-bound metaphor. For this purpose, poetry by prominent Arab poet Nizar Qabbani is the main reference and the selected case study in the article for the poet’s place and contribution in Arabic poetry. The theoretical framework adopts two translation models— Newmark’s Semantic Translation and Den Broeck’s literal, paraphrase and substitution. In addition to illustrating difficulties emanating from translating culture-bound metaphor, the article will present a comparative analysis of two translations of one poetic text, thereby hopefully serving as a valuable contribution to the area of cultural metaphor translation by providing a range of translation possibilities starting from Dynamic Equivalence or idiomatic translation and continuing through literal and semantic translations. In doing so, the article has tackled strategies in the field of cultural metaphor translation, which will hopefully lead to further research.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49255426","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}

{"title":"The Alternative Assessment of EFL Students’ Oral Competence: Practices and Constraints","authors":"Nikmah Sistia Eka Putri, B. Pratolo, F. Setiani","doi":"10.30605/25409190.v6.72-85","DOIUrl":"https://doi.org/10.30605/25409190.v6.72-85","url":null,"abstract":"This study investigates the current practices and challenges of alternative assessment for the teachers. While oral competence remains a productive skill in learning language process, the concept of alternative assessment or teacher-made assessment (classroom assessment) is another more authentic method of assessments which is different from the traditional ones. This study involved two EFL teachers who had more than five years teaching experience and used to give alternative assessment practice in the same Islamic Boarding School (IBS). An in-depth semi-structured interview and class observation was conducted with these two key aims: (1) to describe how English teachers are currently using alternative assessment practices on EFL students’ oral competence; and (2) to describe the difficulties faced by English teachers in implementing alternative assessment on EFL students’ oral competence. The results revealed that English Teacher in IBS has widely employed several methods such as peer assessment in collaborative work, and class students’ observation. In applying alternative assessment strategies, the teachers focused on oral skills which used many group activities and gave authentic materials as topic. The teachers increased the students’ involvement by giving activities such as role-play, assigning them to memorize short dialogue, drama, conversation, and presentation. The teachers also collected students’ notebooks as additional scores, raised students’ cases or problems to solve, and shared the components that would be assessed. The teachers gave some recommendations in order to use oral presentation to stimulate students’ oral competencies in their class and evaluate or control students to practice English outside of the classrooms as well. English teachers also faced several difficulties in implementing alternative assessment on EFL students’ oral competence, such as students’ lack of vocabulary, students’ weak of pronunciation and grammar which makes the students less confidence and motivation, and some slow-learners. In addition, teachers also had limited time to assess all student competencies.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45672874","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}

{"title":"Computer Mediated Communication and Vocabulary Learning: The Case of Facebook","authors":"G. Nesrine, L. Sara, Sabah Belhadi","doi":"10.30605/25409190.v6.98-116","DOIUrl":"https://doi.org/10.30605/25409190.v6.98-116","url":null,"abstract":"Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language.  Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training on some strategies. Hence, Facebook proved to be not only a source of entertainment, but also an effective informal learning tool of English vocabulary.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41413832","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}

{"title":"The Challenges Faced by the Model Teachers in Implementing Lesson Study","authors":"Sri Damayanti","doi":"10.30605/ETHICALLINGUA.V6I1.1170","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1170","url":null,"abstract":"Previous studies have shown that the implementation of Lesson Study can give a good impact on both teachers and students. Lesson Study can help them binding up as a Learning Community in order to improve their self-development in teaching and learning. In addition, teachers and students prefer Lesson Study to be a sustainable activity in school. However, although Lesson Study has given a positive value on its practices, it does not mean that there are no challenges. The main purpose of this study is trying to reveal the challenges faced by the model teacher while implementing of Lesson Study practices. This study was a descriptive study, where the data were collected by interviewing 11 model teachers who teach in four different schools. The interview is given after conducting Lesson Study practices that cover three phases: PLAN, DO and SEE. The findings reveal that most of the model teachers faced challenges in PLAN phase and DO phase. In PLAN phase, model teachers stated that they find it difficult to develop Chapter Design because they did not understand well how to put their idea. They also find it difficult to adapt what they have written in Chapter Design and their activity when doing Open Class. In DO phase, most of model teachers stated that basically Lesson Study has a big impact in increasing their students’ understanding about learning materials, but the students were not active enough in the teaching and learning process. It means that the model teachers have to do a bigger effort to make their students more active in the classroom activities.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42046246","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}

{"title":"Teachers’ Reflection: Does The Instructional Technology Implementation Transform Learning?","authors":"T. Mulyati","doi":"10.30605/ETHICALLINGUA.V6I1.1115","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1115","url":null,"abstract":"The development of the digital era requires teachers to insert technology into English instruction. Teachers must be able not only to use the internet and computer software but also to implement technology appropriately in the teaching and learning process in order to help students achieve learning objectives. Many teachers have done inserting technology into English instruction. In addition, research on technology integration in English class has been mushrooming since years ago. However, the evaluation dealing with the implementation of technology in English instruction is limited. This research aims at evaluating how teachers use technology in the teaching and learning process. The evaluation focuses on whether the use of technology has enhanced students’ learning experiences or transformed students’ learning experiences. Four levels of the SAMR model (Substitution, Augmentation, Modification, and Redefinition) are used to assess the implementation. Here, the researchers gauged information from six English teachers of the senior high school in Banyuwangi regency concerning how they use technology in the teaching and learning process.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44874768","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}

{"title":"Implementation of Lesson Study in Supporting the Values of Tudang Sipulung as a Local Culture in ESP Classroom","authors":"M. Hasby, M. Muthmainnah","doi":"10.30605/ETHICALLINGUA.V6I1.1135","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1135","url":null,"abstract":"Lesson Study was firstly applied in Palopo City (Indonesia), and Universitas Cokroaminoto Palopo was the only institution, which is entrusted to develop it outside Makassar, as the learning process in 2013 until the present time. The models of cooperative and collaborative learning have indicated the positive thing in improving the material of English for Specific Purposes and reduce the impractical theory-based course, the activities of lesson study are generally run properly and it needs the well-managed scheduled to arrange all the necessary things in it from early to the last cycle of the lesson study. In short, the lesson study is improving the students’ cooperation, collaboration motivation, and initiative in learning ESP course. The sharing and discussion among the lecturers before and after the class is also revitalizing the spirit of traditional local wisdom and values, which is called tudang sipulung, it is clearly seen that the cooperation, collaborative, mutual respects spirit in lesson study is relevant to the local wisdom and supports the local values of tudang sipulung.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41430442","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}

{"title":"Gender Differences in Language Learning Strategies","authors":"S. Sumarni, Noor Rachmawaty","doi":"10.30605/ETHICALLINGUA.V6I1.1169","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1169","url":null,"abstract":"This study investigates the application of language learning strategies by different gender of university students. To do so, memory, cognitive, compensation, metacognitive, affective, and social language learning strategies were investigated. To collect data, the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was administered to male and female student. They, then, were analyzed using descriptive statistics. The findings of the study indicated that students used a wider range of learning strategies and different from those often preferred by their gender. Both female and male often use social strategies while the lowest frequency strategy use both them were different. The results of this study can be useful for language teachers instead of raising their awareness on reducing the gap between the students' language learning strategies and their teaching technique preferences.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43182893","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}