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[Improving Students’ Speaking Skill through Communication Game, Recorded Role Play and Peer Feedback ]]>
<![CDATA[Friska Arismayang]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study aims to improve students’ speaking skills using the combined strategies of communication game, recorded role play and peer feedback activities. This action research took place at an English institution in Jakarta, Indonesia and collected the data by observing the learning process with the collaborator, analyzing the video during the class, making field notes, conducting tests (pretest and post test) and interviewing students. There were three cycles in this study. Results of the tests showed that students’ speaking skills improved. The mean score of pre-test was 3.1, while the mean score of post-test in cycle one was 3.3, cycle two 3.5 and cycle three 3.6. Based on the interview, all students were interested in and excited about the use of the three strategies above. However, there was a problem with the implementation of peer feedback activities; it was time consuming. The results of this study can not only promote an idea for EFL teachers to use the strategies as an alternative approach to teaching speaking skills but also inspire EFL teachers to be more creative in using these three strategies.]]>
<![CDATA[Terrorism in Newsweek: Unveiling the Connection between Language, Ideology, and Power ]]>
<![CDATA[Bambang Trisno Adi]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The study analyzes the discourse on terrorism in the Newsweek magazine and exposes how the notion of ideology and power contributes to the hegemonic representations of Muslims and Islam in the post 9/11 attacks on the World Trade Centre (WTC). Two Newsweek articles appeared on the 24th September 2001 were selected. The study employed Fairclough’s Critical Discourse Analysis (CDA); this is a five-stage analytical methodology that perceives language within a three-dimensional framework: text, discourse, and society. The representation of discourse on terrorism, as found in the analysis, supports a conception that media coverage is not merely the representation of facts but also that of ideas which has gone through various considerations incorporating the three key notions of text, discourse and society altogether. The elements within the textual level and discourse level were ideologically used to represent terrorism with regard to its actor, process, and goal, constituting a commonsense as to how it should be perceived. The study concluded that the representation of discourse on terrorism in Newsweek during the post 9/11 period was perceived from what Chomsky considers as the propagandistic approach.]]>
<![CDATA[Teachers’ Perspectives on the Integration of Culture and EFL ]]>
<![CDATA[Triyanti Abdulrahman]]>;
<![CDATA[Novi Rusnarty Usu]]>;
<![CDATA[Zulkifli Tanipu]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study is aimed to investigate teachers’ opinion and their attitudes toward the integration of culture and English language education. More specifically, this study explores how and to what extent these opinions and attitudes are reflected in their classroom applications. Data were collected from 31 teachers of English Department at one of universities in Indonesia using questionnaire, interview, and observation. Findings revealed that teachers were willing to support the language and cultural objectives, but they had conflicts when having to prioritize language teaching or cultural teaching. Teachers informed that limited class time, curriculum requirements, lack of cultural issues in the textbooks, and their lack of cultural knowledge were the main constraints for the integration of cultural teaching into EFL. This study shows the importance of integrating culture & intercultural dimension into EFL instruction in order to help facilitate both language learning and effective communication. ]]>
<![CDATA[Folklore in EFL: The Local Wisdom Implementation of Indonesian Curriculum ]]>
<![CDATA[Ade Prasetyo]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This article attempts to present an independent argument with regard to the importance of using local folklore in EFL. As it is clearly mentioned in the 2013 curriculum (K-13) and the following curriculum, National Curriculum, applying local wisdom is a cardinal aspect to be involved in the teaching-learning processes. Applying local wisdom is also believed to be one of strives to conserve and appreciate Indonesian cultural heritage and some cultural heritage that may not have been exposed before. Yet, it seems that using local folklore in EFL still lacks serious attention. In general, providing folklore is not only beneficial to keep the cultural heritage but also advantageous to, among others, help EFL students study English, help them gain cultural acquisition, and provide them with positive values for their character building. In short, engaging local contents has been officially stated in the K-13 and National Curriculum; however, its implementation is likely to be unpopular.]]>
<![CDATA[Drama in the EFL Classroom: Critical Review of the Literature ]]>
<![CDATA[Hamzah Puadi Ilyas]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This article presents critical review of three empirical studies on the use of drama in language learning. Results of those studies are very supportive to integrate drama into EFL. Also, the results of the studies are in agreement with the ideas stating that drama can give positive contributions to students’ language proficiency. In fact, apart from improving students’ language skills, drama can promote collaboration and negotiation. Given the advantages of using drama in the EFL classroom shown by those studies, there is little information concerning the use of drama in the Indonesian EFL. ]]>
<![CDATA[The Effect of Instructional Methods and Cognitive Styles toward Speaking Skill ]]>
<![CDATA[Nita Kaniadewi]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study investigated the effect of instructional methods and students’ cognitive styles toward speaking skill. It was an experimental research using a two-factor ANOVA at 0.05 and 0.01 significance level. Because an interaction between the variables involved was found, the analysis was then continued by Tuckey Test. The data was collected using oral test rating scale and a cognitive style questionnaire. The findings showed the following points: (1) the speaking skill of the students taught by CLL (Cooperative Language Learning) was higher than the students taught by TBL (Task-Based Language Learning); (2) the speaking skill of FD (Field Dependent) students was higher than FI (Field Independent) students; (3) there was an interaction between instructional methods and cognitive style to speaking skill; (4) the speaking skill of the students taught by CLL was higher than the students taught by TBL in the group of FD students; (5) there was no significant difference of the speaking skill of the students taught by CLL and the students taught by TBL in the group of FI students. The findings above led to a conclusion that generally CLL was more effective than TBL in teaching speaking skill. Moreover, besides instructional methods, cognitive style also gives a significant effect to students’ speaking skill.]]>
<![CDATA[Case Study: The Use of Recast in the EYL Classroom ]]>
<![CDATA[Dede Shandra]]>;
<![CDATA[Gunawan Suryoputro]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 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[Communication Strategies Used by EFL Students with High and Low Self-Esteem ]]>
<![CDATA[Rahmi Aulia Nurdini]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study aimed to investigate communication strategies (CSs) used by EFL students with low and high self-esteem in speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students with low self-esteem employed fewer CSs compared to those with high self-esteem. Students with low self-esteem only used the strategies such as non-linguistic means, appeal for help, and fillers or hesitation device, while the students with high self-esteem level used six kinds of communication strategies such as message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to self-esteem aspect to obtain the optimum results of teaching-learning processes. ]]>
<![CDATA[Teachers' Grading Practices: In Search for Clear Grading Criteria ]]>
<![CDATA[Siti Zulaiha]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Grading is a complicated process yet serves many significant roles such as judging students' achievement and providing parental feedback. However, studies suggest that grading practices are not always uniform in that non-achievement factors are also frequently included in determining grades. Thus it is important to review and further understand teachers' grading practices. This article explores the discussion and debates around grading practices both in the general education field as well as studies in the English as a foreign language (EFL) context. The discussion, in particular, focuses on the range of factors that influence teachers' grading practices. Finally, this article reflects on implications of grading practices and offers suggestions that have been commonly recommended by experts. ]]>
<![CDATA[Facilitating an Implementation of Online Portfolios in an EFL Writing Class ]]>
<![CDATA[Silih Warni]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This article presents part of a study on the implementation of online portfolios in an EFL writing class and is focused on the facilitation of online portfolio implementation. Students’ experiences in learning EFL writing using the online portfolios and my experiences in facilitating the online portfolio implementation were explored through action research. As for methods for generating data, this study involved students’ interviews, my reflective journals, and an analysis of students’ online portfolio entries. The study reveals that throughout the action research, problems emerged dealing with the use of a blog as the online portfolio platform, online feedback activities and students’ reflection. Some changes in the instructional plan were made throughout the three action research cycles in this study which include; guidance for peer feedback and reflection, organization of students’ online portfolios and procedure of peer commenting. The study suggests that the success of the online portfolio implementation in facilitating students’ learning of EFL writing requires teachers’ understandings of their own roles as well as their willingness to undertake and develop their roles as facilitators in an e-learning environment.]]>
