International Journal of English Learning and Applied Linguistics (IJELAL)

CODE-SWITCHING AND CODE-MIXING PHENOMENA IN ENGLISH LEARNING PROCESS AT THE DEPARTMENT OF ENGLISH EDUCATION

Febria Rahmanika, Faurina Anastasia — Sun, 30 Jun 2024 00:00:00 +0700

Based on the preliminary research, the researcher found that English students commonly used codeswitching and code-mixing during the English learning process at the Department of English Education UIN Suska Riau. The researcher aimed: 1) to investigate the types of code-switching and code-mixing, and 2) to find out why the students used those codes in the English learning process. This research used a qualitative descriptive method. The data was collected from the fifth semester of English Education students selected based on purposive sampling technique. The finding of this
study showed that the students uttered three types of code-switching, such as inter-sentential, intrasentential, and tag switching. Then, there are two types of code-mixing uttered by the sample, such as intra-sentential mixing and intra-lexical mixing. Furthermore, the reasons for uttering those codes are; 1) talking about a particular topic, 2) repetition for clarification, 3) the intention of clarifying the speech content for the interlocutor, 4) English as a foreign language, and 5) the student less confidence when speaking.

FOSTERING ORAL PROFICIENCY THROUGH STORY COMPLETION IN LANGUAGE DEVELOPMENT UNIT CLASS

Hidayah Nor, Insan Aulia, Muhammad Arinal Rahman — Sun, 30 Jun 2024 00:00:00 +0700

The purpose of this descriptive qualitative study was to investigate the application of the story completion technique to foster students’ speaking proficiency and to pinpoint the difficulties that arise when doing the activities. An English tutor from Antasari State Islamic University's Language Development Unit, group 31, who works with eighteen students of different majors selected based on the purposive random sampling technique, participated in the study. Semi-structured interviews and observations were used to gather the data then analyzed by using Miles and Huberman’s theory which consisted of data reduction, data display, and drawing the conclusion. The results provide a step-by-step procedure for applying the story completion technique, which includes determining the vocabulary and grammar that students have acquired, choosing an appropriate topic, evaluating students' fluency in the target language, a suitable story topic is chosen, the class is arranged in a circle, the story is started, and it ends after a few sentences. Students then take turns continuing the story, adding one to three sentences at a time. They are also free to add new characters, events, and descriptions to the story, and it continues until a logical conclusion or student intervention occurs. Apart from that, the study brought to light several obstacles, including choosing stories that students can relate to, handling big class sizes, handling time limits, addressing personal issues, as well as evaluating and giving feedback to students. The knowledge gathered from this study helps to clarify how the story completion technique is used to develop speaking skills and offers helpful suggestions to language teachers on how to deal with the difficulties encountered while applying this technique. All things considered; the study's findings have a great deal to offer language teachers throughout the globe in terms of practical advice on how to improve language acquisition using interactive storytelling techniques while resolving typical challenges that arise in bilingual settings.

THE ROLE OF DRAMA FOR GAINING LITERATURE KNOWLEDGE IN ENGLISH COURSE

Shofwatut Tarbiyah, Nizma Amelia Putri, Wahyu Indah Mala Rohmana — Sun, 30 Jun 2024 00:00:00 +0700

This article analyzes how drama can affect learning English and make it more interesting to learn. It is useful to ensure that drama as a medium to improve literary knowledge is well implemented. Drama can be used as an application of lessons in the classroom. This study was conducted at the Global English Course in East Java. The research methods used in this article are qualitative methods through observation and interviews. An interview with one tutor was carried out as the foundation for the analysis. The intention of studying drama is to discover how it is used for gaining literature knowledge. The research results of the study found that drama can improve students’ pronunciation, and speaking skills and enhance confidence. Furthermore, drama can be used as the learning implementation that has been studied throughout the course.

TIME ADJUNCT AND ITS TRANSLATION FOUND IN THE MRS. VETERINARY AND DOCTOR SUHARKO

I Made Juliarta, Putu Eka Suardana — Sun, 30 Jun 2024 00:00:00 +0700

This research study focuses on Time Adjunct and their translations into Indonesian found in the story entitled “Mrs. Veterinary and Doctor Suharko”. This study aims to find out the forms of time adjunct found in the story entitled “Mrs. Veterinary and Doctor Suharko” and the types of translation shifts occurred. The process of analyzing the data started by reading the entire data source, then continued by gaining the data in the form of time adjunct and the last step was identifying the translation shift found. The result of this research indicated that most English time adjunct was translated into Indonesian using the theory of translation shifts proposed by Catford. There are sixteen data of time adjuncts found in the data source.

ANALYZING THE STRUCTURE AND EFFECTIVENESS OF LESSON PLANS FOR PRE-SERVICE ENGLISH LANGUAGE TEACHERS

Baraat Ismael FaqeAbdulla — Sun, 30 Jun 2024 00:00:00 +0700

Planning is required for a successful teaching-learning process. It is like a series of related activities that scaffold the learner because each step depends on the one before it. Therefore, it is believed that raising effective teachers requires developing their planning skills. The goal of this study is to assess the effectiveness of lesson plans developed by English language student-teachers at Salahaddin University's College of Education. The written lesson plans that the preservice teachers submitted were assessed using a checklist made up of the essential elements of good lesson planning. The sample included 40 lesson plans that were created by preservice teachers. The chosen lesson plans were examined using quantitative content analysis, mainly descriptive statistics, to find out the mean, median, and standard deviation. The findings imply that better guidance and instruction may be needed for preservice teachers to effectively plan lessons. To write better lesson plans, pre-service teachers need teacher training programs. The research's conclusions showed that pre-service teachers are aware of the significance of lesson planning, but they encountered some challenges while doing so. As a result, creating a lesson plan became difficult. Further research will also enable us to learn more about how we can support the effective lesson-planning abilities of our future teachers.

AUGMENTED REALITY REVOLUTIONIZING LANGUAGE SERVICES: AN IN-DEPTH EXPLORATION

Ilhem Bezzaoucha — Sun, 30 Jun 2024 00:00:00 +0700

The rapid evolution of technology is reshaping the landscape of interpreting, with augmented reality (AR) emerging as a potent force driving transformative changes. This paper meticulously explores the profound implications of AR on interpreting practices, aiming to elucidate its transformative potential and influence on the future trajectory of the profession. Through an exhaustive examination of AR technology, current interpreting trends, and envisioned applications of AR in language services, this paper offers a comprehensive understanding of its impact on the interpreting domain. AR represents a paradigm shift in interpreting practices, offering unprecedented opportunities for language professionals to enhance communication and comprehension in multilingual contexts. Unlike virtual reality (VR), which immerses users in entirely synthetic environments, AR overlays digital information onto the physical world, thereby enriching real-world experiences. This paper critically examines current interpreting trends, including the integration of AR into interpretation workflows, and delves into ethical considerations arising from the use of AR in interpreting. By addressing issues related to privacy, accuracy, and the impact on human interpreters' roles, this paper emphasizes the importance of responsible and ethical use of technology in language services.

THE IMPACT OF THE FLIPPED CLASSROOM METHOD ON LEARNING OUTCOMES

Zahra Sadat Roozafzai — Sun, 30 Jun 2024 00:00:00 +0700

The flipped classroom method, a learner-centered approach, holds potential benefits for EFL instruction. This study aims to evaluate the effectiveness of the flipped classroom approach in improving EFL learning outcomes among Iranian undergraduate students. Participants included 120 undergraduate EFL learners from an institute in Isfahan. In a mixed-methods approach, students were randomly divided into experimental and control groups. The experimental group received instruction through the flipped classroom method, while the control group received traditional classroom instruction. Pre- and post-tests were administered to assess the participants' English language reading comprehension, grammar, and vocabulary knowledge. In addition, a thematic analysis was conducted on the students' responses from in-depth interviews to identify and explore emerging patterns and themes within the data. Paired samples t-test was used to analyze the data. The experimental group demonstrated significantly higher scores on the post-test compared to the control group, indicating that implementing the flipped classroom method in Iranian EFL classrooms has the potential to enhance learning outcomes and motivate students. This study provides evidence for the effectiveness of the flipped classroom approach in improving EFL learning outcomes among Iranian undergraduate students. Further research could explore the applicability of this approach in diverse cultural contexts and instructional settings. By adopting innovative, learner-centered methods like the flipped classroom, educators can transform EFL education and promote student success.

ASSOCIATIVE MEANINGS OF KISUKUMA-ENGLISH COLOUR TERMS

Katila S. Hussein, Moses James Olenyo Malande, Leah Mpobela, Ligembe Nestroy — Sun, 30 Jun 2024 00:00:00 +0700

The paper analyzes Kisukuma colour terms focusing on associative meanings encoded in colours.
Data on colours are analyzed using thematic analysis where they are grouped and organized in eight
kisukuma colour terms namely: Yape- white, Yapi- black, Yaza- red, Ndilizu- green Luduhlu/yangayellow, Bhuhulu/bhululu – blue, Matalaka/madaraka- light blue and Yakhu- grey. The study
establishes that kisukuma colour terms are enriched with different associative meanings which have
more positive than negative meanings in sense that the uses of yapi- black and yaza- red are mostly
negative. In contrast, yape-white colour, luduluh- yellow and ndilizu- green colour mostly have
positive associative meanings, bhuhulu/bhululu- blue, Matalaka/madaraka- light blue and yakhugrey had narrow meanings which were positive.