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Journal of ELT Research

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Published by Universitas Muhammadiyah Prof. Dr. Hamka

ISSN : 2502292X EISSN : 25277448 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media Other

Journal of ELT Research, Vol 4 Issue 1,Contents: 1) From the Editors, 2) Rhetorical Reading for Writing Strategies, 3) Malaysian Undergraduates’ Behavioural Intention to Use LMS for Online Learning: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM), 3) The Use of Social Media in Designing the Writing Assessment for EFL Students, 4) Contrastive Analysis Hypothesis and Second Language Learning, 5) The Contribution of Facebook Group in Writing Activity, 6) Examining Students’ Response to Student-Centered Classroom Instruction, 7) The Comparison of the Phonological Features of Sikka Language and English, and 8) Linguistic Imperialism: Native-Speakerism from the Perspective of Non-Native English Learners.

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Articles 15 Documents

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Search results for , issue "2018: Journal of ELT Research, Vol. 3 , Issue 2" : 15 Documents clear

Raters’ Decision Making Variations in Scoring Writing Samples Asma Dabiri
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This study examined raters’ decision making variations in a writing assessment task focusing on individual differences in decision-making style (DMS). The participants’ of the study were six TEFL instructors. A rating scale obtained from Turner and Upshur, 2002 and a General Decision Making Style Inventory questionnaire, GDMSI, obtained from Scott and Bruce (1995) were administered to raters. The results showed the raters’ behaviors were not equally the same in the same rating situations. These discrepancies suggested individual socio-cognitive differences in accounting for some rater variability in scoring. In addition, characteristics of the texts (not just individual cognitive characteristics) favored certain decision-making behaviors. Accordingly, a re-visioning of the one-size-fits-all approach that is currently the norm in the training of raters for scoring writing assessments is needed. Further, a more individualized approach to rater training is needed. If the individual decision-making style to a great extent is dependent on basic cognitive abilities that are stable and not easily changed, then the decision support systems need to be flexible in order to match the needs of the individual decision makers.

Willingness to Communicate from Indonesian Learners’ Perspective: A DYNAMIC COMPLEX SYSTEMS PERSPECTIVE Eka Fadilah
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

The present study is aimed at investigating dynamic complex systems and sub-systems underlying students’ willingness to communicate (WTC) in the classroom context. The fact that students’ reticence still arises during the classroom discussion until to date. It is insufficient to see students’ willingness to communicate from a single perspective. Seen from dynamic complex theory, the present study postulates the systems and sub-systems underlying students’ willingness to communicate in L2 that are dynamic and interconnected one to another. I conducted a naturalistic inquiry by investigating eight Indonesian university students (4 low English proficiency students and 4 high English proficiency students). A number of research instruments (face to face interview, online interview, and students’ log) were used to collect the data with regard to the students’ participation in the classroom. The finding reveals that classroom systems such as social and classroom context, linguistic competence, individual differences, and cultural context affect participants’ WTC in L2. Those systems encompass some sub-systems interacting and interconnecting one to another that affect classroom communication in second language.

EFL Learners’ Speaking Anxiety in an EOP Program Rifki Irawan
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This research aimed at describing students’ speaking anxiety in EFL classroom at occupation level. It investigated EOP students’ speaking anxiety levels, their sources of anxiety and their coping strategies to reduce it. This research involved eight students from two classes with different English abilities and employed a qualitative research design, embracing the characteristics of a case study conducted in PT Rekacipta Miratama Bekasi from December 2016 to March 2017. Three kinds of instruments were applied for this research: classroom observation, questionnaires (adapted from Foreign Language Classroom Anxiety Scale by Horwitz), and semi-structured interview. The data were collected by means audio and video recording to capture students’ sources of anxiety and their coping strategies and collaborated with a semi-structured interview. Those data were transcribed and coded by using the categorization from Alwasilahs’ coding strategy (2002) and obtained by quantifying questionnaires in order to know the students’ anxiety levels. The first finding reveals that the students who categorized as an anxious and a mildly anxious level had the highest percentage (each of them was 37%), while those who categorized as a relaxed and a very relaxed level had the lower of percentage (each of them was 17%). Secondly, the research participants who categorized as an anxious and a mildly anxious level stated that all FLA sources that are a communication apprehension, a test anxiety, and a fear of negative evaluation had similar percentages (each of them 33.34%). Lastly, coping strategies that all anxious students used in this research were anticipation that belonged to compromise behaviors. Keywords: Speaking Anxiety, Anxiety Levels, Anxiety Sources, Coping Strategies to Reduce FLA, EOP Students

Metacognitive Awareness of Strategy Use in EFL Reading Comprehension in Bangladesh Tasnima Aktar; Ilias Ahmed
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess a moderate awareness of reading strategies, and their perceptions of effective strategies and of the difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.

Puzzling Hybrid, Hybrid Puzzling Robert C Kleinsasser
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This paper further develops information from a plenary address given during the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer assisted language learning (CALL) (UICELL 2017) in Jakarta, Indonesia, November 23, 2017. This article encourages inquiry into hybrid (blended, connected, etc.) and second language acquisition (SLA) research, teaching, and learning. Panoramic sketches survey current hybrid research and practice. Heeding Fishman and Dede’s (2016) advice, readers will be challenged to consider shifting from “educational evolution to transformation and disruption” and “investing in a robust, flexible infrastructure of people and tools” (pp. 1320-1321). Second language (L2) acquisition elements will offer potential to broaden the edges of various landscapes of L2 teaching and learning (e.g., face-to-face, online, and hybrid), while offering avenues of innovative research potential for hybrid types of investigations, in general. Readers will be enjoined to consider macro- and micro- issues where they can puzzle about the creation and development of vibrant (L2) hybrid (blended, connected, etc.) teaching, learning, and research agendas.

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