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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 6 Documents

Search results for , issue "2020: Journal of ELT Research, Vol. 5, Issue 1" : 6 Documents clear

A Content Analysis of Modals in Action Pack Ten, Eleven, Twelve in Terms of Variety in Meaning, Distribution, and Activities: Recommendations for Effective Methods in Teaching Modals: Recommendations for Effective Methods in Teaching Modals Najat Ahmed Busabaa; Najla Abdullah Ateeg
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This study aims at investigating the extent to which modals are presented in Action Pack Ten, Eleven, and Twelve in terms of variety in meaning, distribution, and activities which teach students modals and how these activities are effective. The researchers adopt content analysis method to answer the question of the study. The unit of analysis is the modal verb in Action Pack Ten, Eleven, and Twelve. They categorized modals in terms of the type of modality they express into: modals that indicate deontic modality, modals that indicate epistemic modality, and modals that indicate dynamic modality. Each category will be subcategorized according to the specific meaning it indicates such as: possibility, ability, permission, obligation, and advisability. The findings of the study revealed that the most dilemmatic issue in teaching modals is their meanings due to the fact that students are, sometimes, overwhelmed by the idea that there is only one meaning for each modal whatever it occurs in different contexts. Thus, they should be acquainted with the opposite idea, i.e., each modal has more than one meaning according to the context it occurs in. Key Words: content analysis, modals, Action Pack Ten, Eleven, Twelve, meaning, distribution, and activities, effective methods in teaching modals

Metacognition – Strategy Use and Metacognitive Knowledge – in EFL Listening: A Pilot Study Tasnima Aktar
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Metacognition, the term invented by Flavell (1979), has the potential to facilitate language learning and listening (Flavell, 1979; Vandegrift and Goh, 2012; Wenden, 1991). However, little has been known about holistic metacognition in L2 listening and in an ‘input-poor’ EFL context of Bangladesh. This pilot study aims to explore metacognition of tertiary level students in an EFL context of Bangladesh. A pilot study was conducted to trial four data collection instruments as part of the author’s PhD research; however, this study reported pilot data collected via the three tools only. Listening Strategy Questionnaire (LSQ) was exploited to collect quantitative data on off-line, perceived strategy use and a Listening Test adapted from IELTS listening was used to assess learners’ listening comprehension. Semi-structured Interview elicited qualitative data on students’ perceptions of EFL listening i.e., metacognitive knowledge. The results of this pilot study revealed moderate use (M=3.55) of overall strategy among the participants, and highest use (M=3.69) of the category of metacognitive strategy. Among individual strategies, directed attention (a metacognitive strategy) was used most frequently (M=4.22) and grouping (a cognitive strategy) was used least frequently (M=2.88). The results of Pearson correlations between students’ listening comprehension and strategy use showed significant positive correlation with planning (.309*) and substitution (.274*) strategies but significant negative correlations with linguistic inferencing (-.343*) and note-taking (-.281*) strategies. Thematic analysis of perception data of two representative samples revealed their awareness of a great number of aspects of Metacognitive Knowledge and showed considerable differences between the less successful listener (LSL) and the more successful listener (MSL) on their metacognitive knowledge, particularly in strategy knowledge. This study has pedagogical implications for raising awareness about metacognition among EFL listeners. Key words: metacognition, metacognitive knowledge, strategy use, tertiary level, EFL listening

Mobile Communication Device in English Language Learning: Motives and Constraints Suparjan Suparjan
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

The objective of this study is to investigate students’ motives and constraints in employing mobile communication device as a media for English language learning. Semi-structure interviews were applied to collect the data. The findings indicate that the students have a positive perception toward the use of mobile communication device for English language learning as it can facilitate them to develop their English language skills. The students also find that learning English with mobile communication device is flexible and fun. Mobile communication device can ease them to apply appropriate learning strategies for developing their English language skills. Despite the benefits that students have by applying mobile communication devices for learning the language, they also uncover several constraints. Low internet connection and high cost for online activities are constraints that students discover to be crucial. Key words: motive, mobile communication device, facilitate, English language skills, benefit, constraint

Students' E-Learning Experience through a Synchronous Zoom Web Conference System Dwi Rahayu
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Synchronous e-learning is a distance learning through a real-time live web-conference platform. In this learning, students' reflection on their experience in using the system is beneficial to the overall success. This study explores students' experience and what they perceive from the implementation of synchronous e-learning through zoom conference system. Using exploratory sequential design, the data were collected from 62 students taking an English subject in a university in Indonesia. Classroom observations and a set of a questionnaire by a five-point Likert scale were used to collect the data. Findings from observations denote there are three factors of activities: communication, lesson material and study process. Findings from the questionnaire indicate positive answers from all three factors. The students agreed that they could communicate at ease before the lesson starts, question and answer during the study process, and could work collaboratively through the breakout rooms. Through the whiteboard/shared screen feature in zoom conference, students described that they were able to give feedback to each other. Moreover, they mostly agreed that materials to the lesson could be accessed and understood in e-learning. However, with all the positive feedback on the three factors, they agreed that the traditional face-to-face still gives easier and better access from the factors of communication and materials compared to the e-learning.

Exploring the Teachers’ Perspective on Morality in an English as a Foreign Language Pedagogy Adriadi Novawan; Siti Aisyiyah; Alfi Hidayatu Miqawati; Fitri Wijayanti; Nodistya Septian Indrastana
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

As a language of international communication, English is taught and learned in the contexts which are not neutral from morality or values both ESL and EFL. In the classroom contexts, there are interplays among diversity related to beliefs, religions, cultures, races, genders, ages, individual dispositions, and others. In Indonesia, values inculcation is nationally managed in the curriculum to accompany the offering subjects including English. However, to what extent it has been effectively incorporated in the EFL classroom has little been investigated. This research was aimed to reveal the reality of morality included in the EFL teaching in higher education based on the lecturers’ perspectives. Interviews were done to ten lecturers who were experienced in EFL teaching in a higher education institution. The findings revealed a solid consensus on the need of morality inclusion through the EFL pedagogy and its materials, nevertheless, its practices remained implicit. The study implied the need for specific studies on theoretical frameworks and instrumentation which guide teachers to incorporate values inculcation more sufficiently and sustainably into an EFL teaching.

EFL Students’ Perceptions of Reading Electronic Books Jona Dinita Islami; Silih Warni
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This article investigated EFL students’ perceptions of reading e-books. A questionnaire was employed in this research, containing twelve-item questions of perceptions and the use of e-book plus seven demographic questions. The link of questionnaire was distributed through social media, and 100 participants joined the research. The data was analyzed and themed in six parts, 1) use, awareness and purpose of e-book, 2) comparison with printed books, 3) use and satisfaction of library service, 4) library supports of e-books, 5) advantages and disadvantages of e-books, and 6) catch-all question. The result showed that most participants were generally satisfied with e-books; however, they still preferred the printed book because of some issues. Little availability of e-books in the university library also became one of the reasons why they still preferred regular book and considered e-books only as complements. Key Words: EFL, E-book, Perception

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