Elsya : Journal of English Language Studies

Journal Information
ISSN / EISSN : 2684-7620 / 2684-9224
Published by: LPPM Universitas Lancang Kuning (10.31849)
Total articles ≅ 82

Latest articles in this journal

, Muhammad Fadhli Adbaka
Elsya : Journal of English Language Studies, Volume 4, pp 131-146; https://doi.org/10.31849/elsya.v4i2.9693

The majority of previous research observed phonemes produced individually to examine errors. As a result, based on the concept of minimum pairings, this study offered a novel way of assessing interlingual errors based on the concept of minimal pairings. This study examines the interlingual errors in consonant minimal pairs to see the correlation between the errors and the speaking ability that happened to high school students. There are several consonants which are being used such as /v/, /θ̠/, /ð̠/, /ʃ/, /t̠ʃ/, /ʤ/, /f/, /t/, /d/, /z/, and /s/ as indicators to find the interlingual errors. This study is descriptive qualitative research that examines the interlingual errors produced by high school students when utilizing English minimal pairs of consonants. All of the consonants acted as the test tool for the 19 selected students in the form of 10 minimal pairs. The research found that students did have difficulties when they were pronouncing the consonant minimal pairs such as /d/ & /ð/, /f/ & /v/, and /ʃ/ & /t̠ʃ/. Thus, the difficulties that occurred in the students’ pronunciation also generate speaking ability between students based on the interlingual errors. The findings showed that high school students mostly struggled with their pronunciation when uttering consonants that do not exist in the Indonesian language. In conclusion, interlingual errors play an important role as a method in teaching a foreign language to see the consonant errors happen in high school students when pronouncing the English language.
Andiopenta Purba
Elsya : Journal of English Language Studies, Volume 4, pp 147-156; https://doi.org/10.31849/elsya.v4i2.8704

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.
Elsya : Journal of English Language Studies, Volume 4, pp 157-167; https://doi.org/10.31849/elsya.v4i2.6337

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.
Misnawati Misnawati
Elsya : Journal of English Language Studies, Volume 4, pp 168-177; https://doi.org/10.31849/elsya.v4i2.9755

As a personal research note, this paper presents the summary and review of the course material "Assessment of English Language Learners" from the author's participation in the Massive Open Online Course (MOOC) program offered by the U.S. Department of State as the Online Professional English Network (OPEN). This article is suitable for practical tests for ESL/EFL teachers in classes where students learn English as a second language. It aims to fill the lack of literature on assessing English Language Learners, especially regarding meaningful and purposeful assessment studies in L2 language classes. This paper serves the information as a contribution to 1) determine a meaningful assessment; 2) collect and use data to use the right assessment; 3) select the types of alternative assessment; 4) foster students' motivation and engagement through assessment; and 5) making assessment fun. This paper's contributions will supplement teachers in determining the most appropriate assessment in line with their students' needs. In addition, assessment should act as an evaluation tool and be turned into something fun in the classroom so that students can get many benefits at once, namely learning experiences and learning outcomes. This article is recommended for practical assessments for EFL teachers in English second language learning classes.
Andi Aspian Nur Apsari, , , Alek Alek
Elsya : Journal of English Language Studies, Volume 4, pp 188-196; https://doi.org/10.31849/elsya.v4i2.9549

Using Critical Discourse Analysis as an analysis tool, this study explores gender representation in the national EFL textbook “Bright: An English” for Eighth Grade Junior High School students, a book utilized in Al-Ikhlas Lambuya Junior High School’s learning and teaching process. Fairclough's three-dimensional framework was used to examine the data in this study. The study aims to see how gender roles are communicated and how gender equity is reflected in the textbook. To uncover the power imbalance or disparity between males and females, characteristics such as male and female visual representation, male and female characters, male and female social, domestic duties, male and female semantic roles, and activities were investigated. The research revealed a gender bias in favour of men in particular functions and activities, such as becoming an 'athlete,' engaging in social events, and participating in sports. On the other hand, female dominance is evident in that female students outnumber male students significantly. Nevertheless, the study discovered some equality in terms of pictorial representation, some activities, and roles. Although conventional roles and behaviours are associated with female and male genders in this book, all genders are equally portrayed in terms of social position, power, and domination. Furthermore, no ideology such as anti-feminism or masculinity is discussed in this text.
Nor Ashikin Ab Manan, Noraziah Azizan
Elsya : Journal of English Language Studies, Volume 4, pp 109-123; https://doi.org/10.31849/elsya.v4i2.8160

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.
Ni Nyoman Arsini, Made Hery Santosa, Ni Putu Era Marsakawati
Elsya : Journal of English Language Studies, Volume 4, pp 124-130; https://doi.org/10.31849/elsya.v4i2.8732

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.
Moh. Supardi,
Elsya : Journal of English Language Studies, Volume 4, pp 65-76; https://doi.org/10.31849/elsya.v4i1.8466

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.
Imam Sudarmaji, Lastry Forsia, Indah Permata Sari Siregar, Danu Yusuf
Elsya : Journal of English Language Studies, Volume 4; https://doi.org/10.31849/elsya.v4i1.8017

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.
Sahril Nur, Ismail Anas, Reski Pilu
Elsya : Journal of English Language Studies, Volume 4, pp 77-85; https://doi.org/10.31849/elsya.v4i1.9526

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.
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