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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.

Arjuna Subject : -

Articles 156 Documents

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Classroom Interaction Patterns in EFL Task- Based Classroom Bobi Arisandi
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 research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion. There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.

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.

Indonesian EFL Teachers' Conceptions of Critical Thinking Hamzah Puadi Ilyas
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This study aims to investigate the Indonesian EFL (English as a Foreign Language) teachers’ conceptions of critical thinking. 59 teachers coming from three different provinces (Jakarta, Banten, West Java) in Indonesia participated in this study by answering open-ended questionnaire. The questionnaire asked two questions. The first question asked whether the participant recognised the term ‘critical thinking.’ The second question asked how the participant conceptualised critical thinking. The study found that only one teacher who never heard the term critical thinking. With regard to the conceptions of critical, there were some emerging themes such as analysis, evaluation, criticism, creativity, problem solving, reflection, curiosity, and even Bloom’s taxonomy. Findings of this study are similar to the critical thinking conceptions proposed by Western academics.

Voluntary Reading and Narrative Speaking Instructional Strategies to Enhance Students' Speaking Ability Heffy Dianawati
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This research aimed at investigating classroom strategies to encourage students’ participation in speaking activity. Specifically, the study addressed three research questions: 1) what are the strategies to help students encounter difficulty in speaking English in classroom, 2) to what extent does voluntary reading prior speaking activity help students develop ideas and motivation to speaking English in the classroom, 3) does the application of narrative speaking strategy in speaking classroom affect students’ speaking achievement? The participants of the research were students at Al Azhar 28 Islamic Junior Secondary School aged 13 to 14 who joined English extracurricular program. A mix method design combining two research strands, qualitative and quantitative, was adopted. The data were collected through multiple methods: speaking test, focus group interview, and observation. The study showed positive finding. Based on the qualitative data drawn, doing a voluntary reading could diminish students’ anxieties in speaking, decrease speaking block, increase students’ motivation to do good speaking task, and improve students’ social awareness. Meanwhile, the narrative speaking fostered students’ speaking fluencies, grammar accuracy, pronunciation, and knowledge measured through observations and speaking rubrics to achieve the data analysis. The result showed there was significant improvement on students’ speaking skill shown by significance or p-value <0.001 or less than α = 0.05 with standard deviation of the pretest was 3.70 and posttest was 3.96. Keywords: voluntary reading, speaking skill, teaching and learning speaking, conference publications

The Effects of Task-Based Process Writing Approach on the Academic Writing Skills among Second Language Tertiary Learners Siti Katijah Johari
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Academic writing occupies a very important place in the English language syllabus at tertiary level. Where higher institution writing is concerned, it is not enough that students have to write in traditional essay or report formats; their writing must be appropriate to the discipline – yet deal with the multitude of genres expected of them. Additionally, academic writing skill is considered an essential skill for academic success and a requirement for many occupations and professions. However, it is a skill that a number of second language tertiary students find most difficult to acquire and only a few of them fully master it. This study, therefore, embarks on the theory that task-based approach together with the exposure of process writing would have a significant influence on the development of students’ academic writing skills. In this study students were made to work in groups on real-life tasks which relate to their field of study or future employment. In the midst of pursuing the group project, the students will have to write their group proposal and individual writing assignment. This will be the stage where the process writing techniques are put into practice. This paper will illustrate an eclectic pedagogic intervention in the teaching of academic writing skills to second language tertiary students. Keywords: academic writing, task-based approach, process writing approach, tertiary learners

Teaching English Using Poetry: An Alternative to Implement Contextual Teaching and Learning: An Alternative to Implement Contextual Teaching and Learning Samanik Samanik
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This paper describes poetry as an alternative to implement Contextual Teaching and Learning (CTL). CTL places learning and learning activities in a real-life context, incorporating not only what is learned but also why students should learn it. Meanwhile, poetry is chosen for its authenticity, in which, all nations have their own record on poetry. The classroom activities which involve poetry are poetry production (writing), poetry performance (reading), and poetry appreciation (speaking). By using poetry, learning processes are expected to meet the seven main components of effective learning: constructivism, questioning, inquiry, learning community, modeling, and authentic assessment. Moreover, the learning process can develop not only language skills but also critical thinking skill. Keywords: Contextual Teaching and Learning (CTL), poetry, components of ideal teaching and learning

The Use of STAD to Improve Students’ Writing Skill Suryani Suryani; Azlim Azlim
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This study aims to know whether Student Team Achievement Division (STAD) can improve students’ ability in writing descriptive text or not. To answer this research questions, the researchers applied experimental study. Two classes of the second-grade students in MTs (Islamic Junior Secondary School) Babun Najah were chosen as the sample of this study. In order to get the data, the test was used as the main research instrument. The researcher applied teaching writing descriptive text by using STAD in the experimental class. Based on the result, it was found that the t-test score of post-test in experimental and control groups is higher than the t-table score (4.21>1.69). This means that the alternate hypothesis was accepted or the implementation of STAD improves the students’ ability in writing descriptive text. The findings also revealed that the writing component that had improved by using STAD is the content component. The students show more knowledgeable in their writing. In addition, through STAD the students had the opportunity to work together in a group to share and learn in order to produce good writing. Keywords: STAD, writing ability, descriptive text

Developing Online Materials for Tour Guides Sinta Dewi Ratnawati
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This English for Specific/Occupational Purpose (ESP/EOP) program was meant to answer the needs of the Indonesian migrant labourers to improve their English for future employment as tour guides. The objectives of this research were to identify the contents that should be in the materials, to investigate the students’ response about the later developed materials, and to study the lacks in the program. The material development process underwent the 7 stages of material development proposed by Nation and Macalister (2010), consisted of analysing the environment and the needs, following principles, setting goals and objectives, choosing contents and sequence, finding the format and presentation, monitoring and assessing, and evaluating the course. However, since it is online learning, the stages had to be combined with the stages specifically for online materials proposed by Hartoyo (2012). Thus, the content and sequence choosing stage consisted of the selection of the types of program, materials, software and tasks. The materials consisted of 2 parts which were the tutorials and the lessons. Using the Task-Based Language Teaching approach (Nunan, 2004), the materials were developed and implemented combined with real time online classes. The students’ responses after the implementation were generally positive, although some improvements were still needed. Keywords: English for specific purpose (ESP), English for occupational purpose (EOP), material development, online learning, English for tour guides, Task-Based Language Teaching (TBLT)

The Lexical Morpheme Acquisition of a Learner of English as a Second Language Burhansyah Burhansyah
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

The present study aims to examine the acquisition of English lexical morphemes - i.e. past –ed marker and plural –s marker on nouns, in L2 (second language) English within the framework of Processability Theory (henceforth PT). The participant of this research was LE, an Indonesian learner learning English as L2 in an instructional context. The data in the form of essay written by LE was collected longitudinally at four points in time during the period of four months. Based on the data, a distributional analysis was carried out, and then the findings were analysed by using the implicational scaling in accordance with the emergence criterion in order to determine the points of acquisition of the two morphological forms under scrutiny. The research finding indicates that the acquisition points of the lexical morphemes appear to follow PT’s predictions, where the emergence point of past –ed marker and plural –s marker occurred at comparatively the same point in time as hypothesised in PT. Moreover, the finding of this research reveals that the predictions of PT seem to be followed in L2 written English; it indicates PT’s capacity to account for morphological acquisition in both written and spoken language production. Keywords: processability theory, L2 acquisition, lexical morpheme

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