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[Case Study: The Use of Recast in the EYL Classroom ]]>
<![CDATA[Shandra, Dede]]>;
<![CDATA[Suryoputro, Gunawan]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This paper reports the use of recast technique in correcting students’ errors in the EYL (English for Young Learners) classroom. Observation and interview methods were conducted to collect the data. While observation was implemented to find out the role of recast in teaching-learning processes, interview to ten teachers and twenty-four students was conducted in order to answer teachers and students’ perceptions of recast technique. Findings showed that teachers and students gave positive perceptions of recast. Recast can encourage students’ language awareness, motivation, and independence. The findings of this study suggest that recast technique can be used as an alternative feedback in giving correction to students’ errors. The study confirms literature showing that recast is an effective corrective feedback. ]]>
<![CDATA[From the Editors ]]>
<![CDATA[Chief, Editor in]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Welcome to the July 2016 issue of Journal of ELT Research. There are two special moments accompanying this issue: Ramadan & Eid al-Fitr and Indonesian Independence Day. These two big events remind us on their great spirit. The former, Ramadan & Eid al-Fitr, teaches us how to experience hunger and thirst, thus enabling us to reflect on the lives of the needy, while the latter teaches us how resiliency and determination can free us from oppression. As regards, doing and writing research requires reflection and determination. We, ELT practitioners and researchers, need to always reflect on challenges facing students and be determined to tackle the challenges. Our July issue touches diverse topics surrounding the challenges of ELT. It is important to note that there are some corrections on the page numbers from the previous galley. ]]>
<![CDATA[The Comparison of The Phonological Features of Sikka Language and English ]]>
<![CDATA[Darmawan, Darmawan]]>;
<![CDATA[Suryoputro, Gunawan]]>
<![CDATA[ Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[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]]>
<![CDATA[Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM) ]]>
<![CDATA[Ong, Christine Yik Fang Shane]]>
<![CDATA[ Journal of ELT Research 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_Vol4Issue1pp8-25
<![CDATA[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.]]>
<![CDATA[Rhetorical Reading for Writing Strategies ]]>
<![CDATA[Kuzborska, Irena]]>
<![CDATA[ Journal of ELT Research 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.
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<![CDATA[Examining EFL Student Response to Student-Centered Classroom Instruction ]]>
<![CDATA[Juliaty, Hanna]]>;
<![CDATA[Yuyun, Ignasia]]>;
<![CDATA[Pattiwael, Athriyana S.]]>;
<![CDATA[Mau, Emanuella C. Natalia]]>
<![CDATA[ Journal of ELT Research 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[The Use of Social Media in Designing The Writing Assessment for EFL Students ]]>
<![CDATA[Suswati, Rita]]>;
<![CDATA[Saleh, Syarbaini]]>
<![CDATA[ Journal of ELT Research 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[Silalahi, Ronald Maraden Parlindungan]]>
<![CDATA[ Journal of ELT Research 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[Portrayal of the different types of the Feedback Move (F-Move) in University classrooms ]]>
<![CDATA[Galegane, Golebamang]]>
<![CDATA[ Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 2 (Online First) ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue2pp1-15
<![CDATA[Portrayal of the different types of the Feedback Move (F-Move) in University classrooms
By:
Dr Golebamang Galegane
University of Botswana
Centre for Academic Development
Communication and Study Sills
E-mails: galegane@mopipi.ub.bw
galeganeg@gmail.com
Abstract
The Feedback Move (F-Move) is an important aspect of classroom interaction. The objective of this study is to find out how the different types of the F-Move contribute to the development of classroom talk. The Mixed Method Approach, consisting of Classroom and Systematic Observations were used to find out the different types of the F-Move which were used at University. These were administered to a convenience sample of seven Communication and Study Skills classes. The figures from the quantitative results indicate that various types of the F-Move were used by the lecturers during the classroom interaction. On the other hand, the outcome from the qualitative results illustrate that there was lecturer dominance of the F-Move during the teaching and learning process. This was shown by the high percentages of the “Accept” and “Comment” types of the foregoing move. The conclusion drawn from this study is that the lecturers take a considerable amount of time summing up the lesson by way of building more on what was said as a form of feedback (lecturer dominance).
]]>
<![CDATA[In or Out of A Classroom?: An Ecological Understanding of Foreign Language Creative Writing ]]>
<![CDATA[Pupah, Emmas Mas]]>;
<![CDATA[Ramdani, Junjun Muhamad]]>;
<![CDATA[Rahmat, Rahmat]]>
<![CDATA[ Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 2 (Online First) ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol4Issue2pp69-81
<![CDATA[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.]]>
