Journal of ELT Research
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.
Articles
156 Documents
<![CDATA[Indonesian English University Students’ Perception on Plagiarism in an Online World ]]>
<![CDATA[Made Hery Santosa]]>;
<![CDATA[A.A. Gede Yudha Paramartha]]>;
<![CDATA[Ratih Mas Absari]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue2pp100-114
<![CDATA[This study was to investigate Indonesian English University students’ perception on plagiarism in an online world. This study was a mixed-method with explanatory sequential design. The population and sample in this study were 633 EFL students in a University in North Bali, Indonesia. Two instruments were employed to collect the data, namely a questionnaire and an interview guide which were developed based on three dimensions, namely knowledge about plagiarism, attitudes toward plagiarism, and beliefs to prevent plagiarism. The questionnaire consisted of 14 valid statements while the interview guide consisted of 19 valid questions. The data were analyzed descriptively. The result showed that 62.88% of EFL students reported to have positive and very positive knowledge about plagiarism, 69.87% of EFL students reported to have positive and very positive attitudes toward plagiarism, and 72.27% of EFL students reported to have positive and very positive beliefs to prevent plagiarism. This implies that the EFL students were aware about plagiarism and they tended not to plagiarize on their assignments. However, finding trusted sources and paraphrasing sentences were the students’ most challenges on plagiarism in the online world. Familiarizing with concept, understanding, referencing style and system, like APA, Mendeley, and subscribing to online database, like ERIC or DOAJ are highly suggested.]]>
<![CDATA[Implementing English Morphological Awareness of Derivation in the Teaching of Vocabulary for Adult Learners ]]>
<![CDATA[Astrit Maria]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue2pp179-189
<![CDATA[Vocabulary holds a significant role in language proficiency. When one’s vocabulary is limited, producing English both in written and oral form will hardly meet fluency. Morphological awareness reflects on greater improvement of both receptive and productive skills as it promotes vocabulary enrichment. Morphological awareness helps learners make sense of novel words as soon as they find the words. Besides, morphological exposure is recommended to begin since the very young age. However, expecting all young learners to equally receive proper education is too much. As a result, many adult learners remain puzzled of how to effectively improve their vocabulary that helps them perform English fluently. Therefore, this study aims to provide a set of lesson plan containing the appropriate teaching techniques that sufficiently facilitate adult learners to raise morphological awareness using derivations. Besides, it is to confirm that making adult learners to be proficient in language learning is possible. This study is a qualitative research employing participant observation in the form of video recording as the data elicitation technique. It is evident from the findings that there are nine techniques that adequately facilitate morphological awareness for adult language learners.]]>
<![CDATA[Listening Comprehension Problems: The Pre-Diploma Students’ Insights and Experiences ]]>
<![CDATA[Azrina binti Abu Bakar]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue2pp93-105
<![CDATA[Despite the fact that listening is one of the fundamental skills to develop in English language learning, most of the pre-diploma students at Universiti Teknologi Mara (UiTM) Cawangan Melaka often regard listening as a difficult skill to learn. However, little research has been conducted regarding the listening comprehension problems that they experienced in English class. This paper, thus investigates the pre-diploma students’ insights into English listening difficulties that they encountered in listening comprehension and explored numerous effective listening strategies to improve their English listening abilities. 80 pre-diploma students who took the Pre-Diploma English Language course were selected randomnly for the study. Data collections included 5-point Likert type questionnaire and semi-structured interviews. Results suggest that the main problems highlighted by most students are linked to the speed of speech, text length, vocabulary knowledge, and unfamiliar accents.]]>
<![CDATA[Examining EFL Student Response to Student-Centered Classroom Instruction ]]>
<![CDATA[Hanna Juliaty]]>;
<![CDATA[Ignasia Yuyun]]>;
<![CDATA[Athriyana S. Pattiwael]]>;
<![CDATA[Emanuella C. Natalia Mau]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Student-centered learning has been the new trend in education field in recent years. Various levels of education have started to gradually shift their teaching approach from the traditional teacher-centered instruction into student-centered instruction. This transition that focuses the learning process on students is considered desirable by society as it offers various benefits for students’ personal and academic growth (Clifford, 1999). However, in higher education, where most teaching instructions are naturally conducted in the form of lectures, the application of student-centered approach may appear as unfamiliar to students who are used to teacher-centered instruction. This study, hence, aims to investigate how undergraduate students responded to a shift in their classroom instruction, from teacher-centered into student-centered. An action research was conducted in three meetings of a Reading and Writing course for EFL undergraduate students in the Department of English. The study collected the data from class observations done by three observers. The field notes, observation reports, and discussion notes resulted from the three observation sessions were then analyzed using a qualitative approach to find out the students’ responses towards the student-centered classroom instructions. The findings of this study reveal that most of the students responded positively towards the student-centered instruction, as shown in their active involvement during the learning activities, such as in pair works, group discussions, and collaborative work using technology. The implications and recommendations drawn from this study are discussed in the paper.]]>
<![CDATA[English Pre-Service Teachers' Knowledge of Linguistics in Indonesia ]]>
<![CDATA[Cahya Komara]]>;
<![CDATA[Widi Sriyanto]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue2pp42-55
<![CDATA[This research studied the English pre-service teachers’ knowledge about linguistics in one of private university in Indonesia. By using the open-ended and close-ended questioners as it is fit with quantitative study, this research attempted to figure out the capacity of the English pre-service teachers in dealing with linguistics theory or understanding that is essential for them in giving full description or portrayal about English linguistics for teaching pupils at school. This research involved 100 respondents within 2 main focuses on micro-linguistics studies; 1) the morphology theory and understanding, 2) the phonology theory and understanding. The result showed there was a fact that English pre-service teachers had limit or paucity of linguistics understanding that can support them with better explanation and knowledge for teaching their future pupils.]]>
<![CDATA[The Contribution of Facebook Group in Writing Activity ]]>
<![CDATA[Muthia Andini]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue1pp44-51
<![CDATA[This study investigated the contribution of Facebook Group (FG) in writing activity and the students’ perception of using FG in writing activity. It is qualitative research - case study. It used purposive sampling technique involving three students at eleventh grade of Senior High School. Interview with open-ended was distributed as the technique of collecting data to allow the participants to explore their ideas. Thus, the data was analyzed by content analysis in which the data passed the process of data reduction, data display and conclusion and verification. The finding revealed that Facebook group just has contribution in pre-writing activity while the others’ activities were done in the classroom. Then, through the interview, the students’ stated that they felt comfortable in expressing their ideas through Facebook group, thus, they also felt motivated when their friends’ gave their comments on their statements.]]>
<![CDATA[The Use of Social Media in Designing The Writing Assessment for EFL Students ]]>
<![CDATA[Rita Suswati]]>;
<![CDATA[Syarbaini Saleh]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue1pp26-34
<![CDATA[This research investigates social media as the assessment for EFL students at State University of Medan (UNIMED) of second semester English educational program. This research focuses on how social media influences the students’ competences in writing skills. The problems are how it influences their ability to develop their ideas in writing; develop the reading & writing materials; change the students’ opinion on social media in writing class. Questionnaire was designed to get the students’ thought on social media matter, their intention of social media for study, particularly in reading and writing topic and the influence of social media on their ability in developing the idea in writing class. The instruments used in this research were social media as Facebook, WhatsApp and Instagram as a text in reading & writing class. The population consisted of 80 students from two classes of English educational program. Data was analyzed using Research & Development Method (R&D) and the Linkert Scale to get the percentage of students’ perception. The findings of this paper indicate that students more enjoy and engage in writing class using social media as their assessments; using social media to develop ideas on a topic; and being more creative in writing skills. However, control and development are still needed on this topic.]]>
<![CDATA[Linguistic Imperialism: Native-Speakerism from The Perspective of Non-Native English Learners ]]>
<![CDATA[Ronald Maraden Parlindungan Silalahi]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Native-Speakerism is an ideology that focuses on the belief that the best model and teacher in foreign language learning (specifically English) are native speakers of that language. In the context of English Language Teaching (ELT); the native speaker of English are considered more capable of representing western culture appropriately in accordance with their social and cultural contexts (Holliday 2005: 6). This ideology explicitly shows the phenomenon of linguistic imperialism and inequality in ELT. In Teaching English as a Foreign Language (TEAFL); the phenomenon of Native-Speakerism is still debatable. A number of Indonesian-English teachers and learners realize the importance of learning English in the western context, but others do not rule out the possibility of learning English in a non-western context. Referring to this dualism, this article discusses the way in which Indonesian non-native English learners view the ideology of Native-Speakerism. This study uses a qualitative method to collect the data. Focus Group Discussion with 60 Non-Native English Learners were conducted to find out the learners' perceptions of Native-Speakerism. The informants are the native Indonesian students from a number of the English departments (such as, English Literature, English Language and Culture, or English education) from several private universities in Jakarta. This article shows that the native-speakerism ideology developed in the context of TEAFL. Non-native English Speaking Teachers and Native English Speaking Lecturers have equal opportunities in TEAFL because teaching is not only measured by the teacher's linguistic and contextual abilities but also the ability to manage the class accurately and precisely. This research is expected to be beneficial for the development of English language learning in Indonesia. In addition, the results of this study are expected to encourage the development of appropriate English learning methods in Indonesia.]]>
<![CDATA[Rhetorical Reading for Writing Strategies ]]>
<![CDATA[Irena Kuzborska]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue1pp1-7
<![CDATA[This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.]]>
<![CDATA[International Comparisons of Critical Thinking: Correcting Myths about Asian Students ]]>
<![CDATA[David Rear]]>
<![CDATA[ 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 : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue2pp31-41
<![CDATA[One of the most important academic skills university students are expected to demonstrate is critical thinking. There is, however, a widespread view that, as a result of their cultural and educational backgrounds, students from east Asia find critical thinking particularly challenging. This paper critically examines this contention. It begins by analysing existing research on three broad themes: (1) cultural attitudes and dispositions towards critical thinking; (2) international comparisons of scores on critical thinking tests; (3) the impact of L1 and L2 use on academic performance. It also presents data from a study conducted by the author comparing the performance of Japanese students on a critical thinking task in their L1 and L2. It finds that, contrary to the accepted wisdom, there is little objective evidence to suggest Asian students are deficient in critical thinking in the broad sense of the term, either in disposition or ability. The lack of critical thinking skills apparently displayed by these students in Western contexts can largely be blamed on the issue of language proficiency. This finding has implications for academic skill courses in both EFL and ESL settings.]]>
