Journal of English Language and Literature (JELL)
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Reinforcing Indonesian EFL Teacher Self-Efficacy: Accomplishing the Responsibilities and Avoiding Absenteeism
No full textIndonesian EFL teachers are currently facing many oppressive burdens regarding their profession. They are commanded to conduct effective English teaching as part of their pedagogical responsibility including constructing an English milieu at school. In other sides, they are required to cope with non-pedagogical tasks which are likely in a form of administrative things. Moreover, they are mandated to conduct several events and publish papers in accredited journals, of which those tasks can seize up their teaching responsibilities. Such phenomena can tragically cause the presence of teacher burnout that further shrinks their eagerness to perform better. The condition might also influence their self-willingness to commit with teacher absenteeism or even an early retirement as a result of teachers’ handling-capacity overload. Therefore, this study proposes a theoretical contribution that reinforcing teacher self-efficacy can be a penetration to make a robust teachers’ eagerness to perform better pedagogical and non-pedagogical responsibilities. This study is also supplemented with a teacher professional development model as an effort to reinforce teacher self-efficacy. Further, this study is expected to come in useful for Indonesian government to effectively hold certain programs in connection with enhancing Indonesian EFL teacher self-efficacy
On Colonialism, Psychiatric Disorders and the Guyanese Academic: An Interpretation of Jan Lowe Shinebourne’s “Jacob” from The Godmother and Other Stories
No full textIn this paper, I provide an interpretation of Jan Lowe Shinebourne’s short story “Jacob” by situating it amidst two other similar literary cases and contextualizing it with Frantz Fanon’s ideas about colonialism and psychiatric disorders. I analyse Jacob as a Guyanese academic whose loss of his usual ‘consciousness’, when he comes face-to-face with an academic edifice in England, can be accounted for by the anxieties he developed through having a “colonised personality”. To support this idea, I provide a catalogue of Jacob’s memories and reflections and examine how the workings of these suggest that the most plausible reason for his mental breakdown is the interplay of his academic endeavours and variables of his colonial background
Arab in Diaspora and Exile: Reading Edward Said and Mahmoud Darwish Today
No full textThis research tries to investigate the intricate politics of diaspora, exile and recent refugee issue all over the world by looking at Edward Said and Mahmoud Darwish’s memoir. Representation of exile by writing memoir, therefore, is significant as it narrates the experience of displacement and homelessness which resonates others. This article examines how Edward Said and Mahmoud Darwish aesthetically respond to exile and displacement both within the borders of their own nation space and outside. I argue that the idea of home and homelessness, place or out of place “in setting without real connection” dominates the mind of every exile; every refugee and exile can be both physical and psychological. In today’s context, both Edward Said and Mahmoud Darwish’s works express the solidarity and legitimation towards the struggle of distinct temporalities. Every de-territorialized community seeks for an identity and their lost homeland is always t heart. This study shows how Edward Said and Mahmoud Darwish’s identity are blurred where they have been living in Exile and Diaspora. That is why; both of them develop a contrapuntal consciousness in understanding their split identity which represents millions of others. From that point of view, Mahmoud Darwish’s memoir Memory for forgetfulness, August, Beirut, 1982, and Edward Said’s Out of Place: A Memoir can be representation of all recent refugee and exile issue
Equal Effectiveness of Kumon Method of Teaching Mathematics among Boys & Girls
No full textThe study was designed to investigate the effectiveness of Kumon method in comparison with traditional method in the teaching of Mathematics to grade-5. Kumon is a math and reading enrichment program, which provides practice and instruction to each individual. This helps the students to think and work independently. The hypothesis of this experimental study was that in Mathematics, Grade-5 students have no significant difference in their academic achievement treated by Kumon method and by traditional lecture method. The objective of the study was to determine the effectiveness of Kumon teaching method for academic achievement of children in Mathematics. All grade-5 students of Fazaia inter colleges of Rawalpindi and Islamabad was the population. Cluster sampling technique was used. One of the three Fazaia colleges (junior section) was selected randomly. All grade-5 students of the selected cluster formed the sample of the study. The study was conducted in two phases at two different time periods applying the same procedure, the same teachers but the groups were different. Data was collected and analyzed by applying t-test and recommendations were given on the basis of findings of the study. This experimental research shows that Kumon method is more effective for teaching mathematics to Grade 5 students in comparison with traditional lecture method. It also shows that Kumon method is equally helpful in teaching mathematics effectively to boys and girls
A case study of the L2 development of Mohammad – An Iraqi child who is an immigrant in Australia – considering psychological and social factors that affect the development of his L2
No full textThis paper examines the factors that influence the second language development of Mohammed, an Iraqi child who came to Australia as a refugee one year ago. The factors that affect the linguistic development of the target which will be considered in this paper are: similarities and differences between the first language L1 and the second language L2, psychological factors, and social factors. The paper will provide sufficient background information on the learner and draw on a number of language learning theories in the discussion of each factor. The examination of the various factors revealed that the most suitable approach in teaching is content-based instruction in which the target can learn the subject matter content and at the same time develop proficiency in English language. He must also be highly encouraged to speak L2 in and outside school to achieve suitable level of fluency.
Walter Scott and the Islamic East: Ivanhoe and the Talisman
No full textThis paper examines representations of the Islamic East in two novels by Sir Walter Scott: Ivanhoe (1820) and The Talisman (1825). The paper’s argument is that Scott’s representations of the Islamic East seems influenced in very specific ways by dominant nineteenth-century portrayals of the East. Scott’s two novels present ambivalent depictions of the East, some of which deviate from standard patterns of representation of earlier centuries. For instance, on the one hand his novels attribute positive spiritual qualities to Saracens such as generosity, bravery and kindness to animals, while on the other, and often in the same passage, they sometimes depict Saracens as violent and atavistic. I argue that, through his various narrators and characters, Scott depicts the relationship between the Islamic East and the Christian West as a significant form of cultural interaction whereby the East is presented as complementing the West. However, Scott’s portrayal of East-West relation is complex, and it would be inaccurate to claim that this denotes total acceptance of Islamic manners, customs and perspectives.
Contesting Captive Spaces: A Reading of Emma Donoghue’s Room
No full textExperiencing space in its entire manifold is extremely indispensable to human existence. Our everyday life, social and personal relations and idea of the self are somehow defined by space. However, owing to its ambiguous nature space might not always add a smooth dimension to one’s life. Analysing the mesh of complexity and anxietylying underneath the common understanding of space, an attempt is made in this paper to study Emma Donoghue’s Room.Through an examination of its central characters, Ma and Jack, the essay seeks to highlight the trauma borne out of changing spaces
The Use of Modified Word Analogy in Improving English Vocabulary Mastery of Seven Graders
No full textTeaching vocabulary should exactly get big portion of concern in teaching English at elementary level due to the importance of vocabulary mastery in providing strong basis of mastering the four skills; listening, speaking, reading, and writing. Modified word analogy is a vocabulary teaching strategy combining between word analogy and other vocabulary activities that is supposed to build memory strength and ability to see relationship between two word pairs. This study aims to investigate the effectiveness of modified word analogy and to identify the way of modified word analogy helps the seven graders in improving their English vocabulary mastery.A mixed methods research design is applied in this study. For getting quantitative data, a within-group experimental research design with pretest and posttest is conducted to the 29 seven graders. Then, for getting qualitative data, teaching-learning procedure and classroom observation are described. The finding and analysis shows that the result of statistical analysis indicates that modified word analogy gives a significant effect on the students’ vocabulary mastery. The obtained eta squared value of paired sample t test for two kinds of test are 0.77 and 0.62. Each of the values indicates a large effect size which is greater than 0.13 according to Cohen’s guideline. While from qualitative side, the result comes from the observation notes of students’ involvement and some of their writing products. In writing product in terms of students’ lexical choices, except antonym, the three other types of word analogy i.e. classification, performer & action, and synonym are appeared on their works. Regarding to the observation notes of the four different types of word analogy (i.e. classification, performer & action, synonym, and antonym) after some preceding vocabulary activities, students’ participation and discussion generally shows the same upright level of excitement in all of the four types or word analogy. Meanwhile, the proportion of groups which is able to answer the exercises completely is fewer for the synonym and antonym than for classification and performer & action. The use of a full descriptive text and dealing with new cross-associated words (especially antonym) are two things that make students cannot finish the exercises on time. At last, the proportion of students who is able to find and explain some words having relationship by using word analogy is very few in all of the four word analogy types due to time limitation. Thus, text choice, cross-association, and time management are three points noted as some issues in this study. However, above all, the modified word analogy that combines both the initial step of introduction of new words and vocabulary reinforcement is ideal for vocabulary development in language teaching
Search for ‘Self’ in Jamaica Kincaid’s Annie John, Lucy and See Now Then
No full textThe subject of ‘self’ is a much wider concept which amalgamates the cultural issues and the social issues which eventually leads to the identity crisis of a black women. The study of Kincaid’s novels recapitulates the idea of the fight of an individual self right from the beginning till the end of life. The three novels run in continuation and present the different stages of a woman’s life and the struggle which she encounters at the every phase of life. This paper also contemplates the idea that a woman never fails to strive for her identity even in the adverse circumstances
CALL to MALL: Shifting Paradigm in Bangladeshi Universities
No full textThis paper aims to find out whether mobile phones may be used as a language learning tool both inside and outside of classrooms in the universities in Bangladesh. The authors have conducted a survey through a questionnaire designed for both the learners and teachers who are involved in teaching foundation English courses at different private and public universities. The research challenges the current assumptions about English language teaching and learning with mobile phones, digs out multifarious language learning techniques and procedures and takes its standpoint that there are more advantages than drawbacks in case of utilizing cell phones for English language learning. Finally, it sheds lights on the present applicability and the future prospects of cell phone uses for English language learners (ELLs) in the context of Bangladesh