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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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A Study of Augmentativization in English and Bangla Sarwar Morshed
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

Augmentativization refers to the processes of formation of words denoting largeness. In this study, the researcher has juxtaposed English and Bangla vis-à-vis their mechanisms in the construction of augmentatives. The present research reveals that the languages under this study have striking similarities in the process of augmentativization. Both the languages use affixation in the construction of augmentatives. Curiously, the two languages employ prefixation to form the bulk of their augmentative vocabulary. Suffixation in augmentativization is very marginal in both the languages. Apart from affixation, the two languages employ compounding to form augmentatives. Still, the two tongues have another category of augmentatives known as frozen or lexicalized augmentatives. The catalogue of identical processes used in the construction of augmentatives does not end here. Borrowing is a good source of augmentative vocabulary in both the languages. English and Bangla have borrowed augmentatives or augmentative markers from foreign sources. Gradation of augmentatives is also possible in both the languages. Keywords: augmentative, augmentizer, frozen augmentative, morphological augmentative, pragmatic function.

Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design Ignasia Yuyun
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

Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom. Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TPACK) framework has been developed by Koehler & Mishra (2006) to equip student teachers in English Department. Therefore, Technology and Curriculum Design course is designed to tailor Pre-Service English Teachers how to integrate technology in EFL curriculum design. By having blended learning activities, teaching and learning activities are conducted to explore technology applications to design an EFL curriculum. Any class projects are technology-based assignments such as infographic, poster, mind map, questionnaire, presentation, etc. using CANVA, Google applications, presentation applications, lesson plan application (LessonWRITER), quiz application (Quizlet), and interactive book applications (AnyFlip, Flipping Book, FlipSnack), etc. Keywords: curriculum, EFL, technology

The Implementation of ICT-Based Materials and Metacognition Learning Strategy to Improve Students’ Vocabulary Akbar Kurtubi Amraj
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 purpose of this research is to find out the teachers’ and students’ perceptions on the implementation of ICT-based learning and metacognition to improve students' vocabulary mastery at SMP (Junior Secondary School) Harapan Jaya II. This qualitative study applied a case study approach involving thirty eight students and one teacher as the participants. The data was collected through questionnaires, interviews and vocabulary test. The study revealed that the teacher had good perceptions about the implemented ICT-based materials, and the students showed motivation to learn English both in and outside the class. However, the teacher had the problem while in the classroom activity because the foundation of that school did not support the ICT-based learning. Therefore, he seldom used the projector in the class. Second, based on the finding, the students had good perceptions to learn English using the ICT-based materials. 81.8% of students considered this strategy enjoyable. Third, the findings also indicated that there were some improvements of the students’ achievement on the vocabulary test. This is indicated by the improvement of the post test. Since the ICT-based learning and metacognition can improve the students' vocabulary mastery, this research could be an alternative approach for English teacher to improve the students’ vocabulary. Keywords: ICT-based materials, metacognition learning strategy, and vocabulary mastery.

Contrastive Analysis Hypothesis and Second Language Learning Ali Akbar Khansir; Farhad Pakdel
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.

Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM) Christine Yik Fang Shane Ong
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

The usage of Learning Management System (LMS) conducted in Blended Learning style is believed to increase students’ academic performance and their self-directed learning. Nonetheless, the success of students’ behavioural intention to use these e-learning platforms still remains unclear due to factors like self-directed learning, computer self-efficacy, satisfaction and perceived enjoyment and ESL. This preliminary study aims to incorporate factors that impact students’ self-directed learning of English language in achieving behavioural intention to use LMS with an extended model namely, SDLTAM, generalised for the Malaysian educational institutions. The original Technology Acceptance Model 1 by Davis (1989) was used as a theoretical framework of this study. However, the last variable Actual Use was excluded in this study. A sample of 338 respondents from both private and public universities in Malaysia took part in the 48-items survey. The data were analysed through Structural Equation Modelling through SPSS AMOS 24. The SEM AMOS revealed that the factors were found to moderately fit into the proposed model. This could be misspecification within the model and some items within a factor were more correlated to each other than others.

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.

In or Out of A Classroom?: An Ecological Understanding of Foreign Language Creative Writing Emmas Mas Pupah; Junjun Muhamad Ramdani; Rahmat Rahmat
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2019: Journal of ELT Research, Vol. 4, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

The present study examined the extent to which poetry writing from an ecological perspective based on nested ecosystems model can create an expressive and creative English language learning environment. Six intermediate level students with average age of 13 and 14 were recruited voluntary and participated in this study. Data were collected via photovoice, interview and students’ poetry. The data were qualitatively content analyzed based on (Bronfenbrenner, the ecology human development, 1979) nested ecosystem model and the emergence of learners’ creativity was categorized first at the level of microsystem. Second, at the level of mesosystem, to analyze students activity photovoice SHOWeD questions (Wang, Yi, Tao & Carvano, 1998) was used. This study showed poetry writing in two nested ecosystem could create an expressive and creative English learning which provide the students with extended learning environment. These two diverse ecosystem levels brought different critical creativity and self expression. The findings contributed as the evidence of the ecological understanding of the pattern and variables involved in poetry writing as s platform for learning and write creatively.

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.

The Comparison of The Phonological Features of Sikka Language and English Darmawan Darmawan; Gunawan Suryoputro
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (567.209 KB)

The paper is aimed to find out: (1) the similarities and the differences of segmental features of Sikka language and English, and (2) the appropriate way to solve the problem of phonological teaching in Maumere. The data was collected from EFL participants who were their mother tongue are Sikka language, one of local languages in Maumere East Nusatenggara Island, Indonesia. To collect the data, theAural Phoneme Discrimination test, the Phoneme Recognition tes, andReading test were used. The findings revealed that errors were largely limited to final stops and sibilants, initial and final affricates, and interdentals. The error data did not completely accord with previous findings. A language transfer viewpoint offers an explanation as to why these particular sounds were found difficult for the participants. Patterns in the error data showed that stops were mostly devoiced, and these processes were developmental. The affricates and interdentals were frequently generalized to a stop or sibilant found in the first language. Overgeneralization of these articulatory difficult sounds is a common developmental process. Both transfer and developmental factors and their interaction explain much of the error data, though other factors such as hypercorrection and spelling interference also seem to play a role. An implication of the study is that these systematic, specific errors, dependent on first language, should be taken into account when teaching pronunciation to English learners from these local language groups. Keywords: Contrastive analysis, phonetic features, Sikka language

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