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English Language Teaching Educational Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 26216485     DOI : 10.12928
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
English Language Teaching Educational Journal (ELTEJ) is an english educational journal published quarterly in April, August, and December. The ELTEJ aims to provide an international forum for researchers and professionals to share their ideas on all topics related to English language teaching and learning, English literature, and linguistics. It publishes its issues in an online (e-ISSN 2621-6485) version.
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Articles 8 Documents
 1 
Search results for , issue "Vol. 3 No. 3 (2020)" : 8 Documents clear
Utilizing learner language to craft well–targeted endorsements in English language teaching practices Nasrullah Nasrullah; Elsa Rosalina; Eka Puteri Elyani
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.2277

Abstract

Learning a foreign language for those who have their first and second language often puts learners in imperfection mastery such as irrelevant lexical choice, and source cultural bounds language utterances. Knowing the concepts merely cannot guarantee the process of avoiding mistakes or errors that learners have. There has been an amount of research on learner language which focuses on language corpus but little on highlighting the research specific language components grammatically contributing to language learners’ competence. Therefore, to fill the void, this study aimed at scrutinizing and yielding information on the practical way of phenomena in Indonesians’ interference by knowing the students’ feature descriptions of language competence. In this research, a guided interview was used to sub-ethnic of Banjarese which covered several Banjar Kuala and Banjar Hulu pre-service English teachers in getting the data of this study.  The findings reveal language problems in lexical aspect, semantic confusion, incorrect use of word-formation pattern, prepositional misuse, and problems in language syntax and discourse.  The implication of this study calls for recommendations to adopt techniques in mitigating suggested learner language in the area of subject-verb concord, tenses, and lexical problems in a process of language development
Edmodo use in ESP writing: The perceptions and barriers of sociology students Fu'ad Sholikhi
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.2402

Abstract

The teachers are expected to integrate technology into the classroom because today is the world of a computer. Edmodo is one of the educational websites that can facilitate the specific needs of Sociology students in writing. This research aimed to investigate the second-semester Sociology students perceive the use of Edmodo as a medium in writing descriptive text and how Edmodo helps the students in developing their writing skills. Qualitative research was used by researchers through documentation, observation, and interviews with twelve Sociology students as participants at Islamic University of Balitar. This study took eight months to complete the analysis which included data reduction, display of the data, and analysis of Sociology students’ data. The result showed that Edmodo was helpful in ESP class (writing class) because Edmodo enhanced Sociology students’ writing, developed interaction, communication, and it promoted Sociology students’ creativity in solving the writing task. The analysis of the result suggested that further researchers research motivation or behavior stages because this research only focused on the perception stage. Further researchers also suggested that further researchers revise the research instruments.
Constructive alignment of assessment practices in English language classrooms Lynrose Jane Dumandan Genon; Chezka Bianca P. Torres
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.2460

Abstract

This qualitative study identified the language assessment practices in terms of purpose, type, and timing in four elementary language classes in the Philippines. It then evaluated the constructive alignment and content validity of the assessment and described how the constructive alignment reflects the quality of teaching and learning in these language classrooms. Findings revealed that the assessment practices are entrenched in the teachers’ pedagogy serving various purposes (like monitoring, facilitation and motivation) other than evaluation.   Generally, the assessment content and tasks show alignment to targeted learning goals. Several assessments, however, do not target the intended skill but rather tapped on the sub-skill, and they reveal alignment issues as well as teaching-learning conditions in the classrooms. Findings uncover, albeit a snapshot, of the gaps not only in assessment practices, but also in the articulation of curriculum goals leaving teachers to interpret and operationalize these on their own. These issues affect the students’ achievement since alignment affects achievement and opportunity to learn is at optimum levels when lesson plans are aligned with benchmarks, standards, and assessments, thus increasing academic achievement.
Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions A. Dzo'ul Milal; Zuliati Rohmah; Wahju Kusumajanti
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.2463

Abstract

Several factors determine the effectiveness of language learning, one of which is the variety of strategies carried out by the teacher in the teaching and learning process. Defined as any efforts made to maximize the learning achievements, strategy encompasses material development, classroom management, and teaching techniques. The question is in what ways the teacher implements such a variety, and what the effect is.This descriptive study was conducted in an in-service teacher training which aimed to improve the trainees’ mastery of ELT strategies and the teaching language. The data were collected using questionnaires, observation, documentation, interviews, and reflection. The subjects were the trainers and the teacher trainees who have mixed language abilities and teaching experiences.The findings show a range of varieties was employed during the training process, covering the use of diverse materials, fun classroom activities, learner-centered approach, affect-lowering classroom management, and varied interaction patterns. As effective learning is dependent on the fresh minds, teachers should always strive to prevent their students from exhausting monotony.
Constructing identity: Experiences of Indonesian ESP teachers in a language institute Aloisius Wisnu Mahendra
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.2560

Abstract

This study focuses on examining four Indonesian English for Specific Purposes (ESP) teachers’ experiences regarding their identity construction and negotiation in a language institute. Given the concern on an analytic framework by an adapted model of TESOL teacher identity, the teachers’ experiences were explored through life-history interview. The results revealed a complex process of transforming professional practices and constructing identities in relation to the struggles of becoming ESP teachers. The participants constructed ESP teacher identities through acquiring subject knowledge via professional development activities and building a sense of intrinsic fulfillment in becoming ESP teachers. However, the participants found challenge to cope with the students’ demands of learning ESP. Furthermore, a need to equip the ESP teachers with ESP skills in various subject knowledge areas became the participants’ concern in order to meet the students’ expectancy as well as to enhance their professional development.
How silence facilitates verbal participation Nguyen Thanh-My; Dat Bao
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.3004

Abstract

The article reports a qualitative-quantitative case study of 239 Vietnamese university students’ perspectives on the effects of their silence on the formulation and quality of their talk. It presents participants’ voices with regards to whether and how their silent thinking influences verbal communication in the English language classroom and discusses the dynamics of productive learning strategies that would benefit the quality of speech. Data from an open-ended questionnaire reveal insights into students’ silent and verbal learning with a focus on the logical relationship between the two modes. Three findings coming out of this project include different nuances of the silent learning behaviour, the frequency of success in producing speech after mental processing practice, and a range of practical strategies that helps turn thoughts into verbal output. The study unpacks the importance of silence as autonomous learning and proposes relevant classroom activities for more rewarding outcomes.
The effects of different types of written corrective feedback on students’ texting mistakes Hasan Güner Berkant; Nuriye Batmaz Derer; Ozgur Kursad Derer
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.3136

Abstract

The main purpose of this research was to investigate the effects of different types of written corrective feedback on students' texting mistakes in English lessons. In the study, a mixed model including quantitative and qualitative methods was engaged. Two-factor ANOVA was used for mixed measurements to test the significance of the difference between the error numbers of the three types of feedback except direct feedback. The qualitative data of the study were collected by examining the texts and the interviews about the effect of the four feedbacks were made with the students. Content analysis and descriptive analysis were performed. At the end of the study, in the quantitative findings obtained, the most effective type of feedback is the underlined feedback. As for the qualitative findings obtained from the students' opinions, the feedback type in which the error is coded and the information is given is the most effective type.
Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement Shahrbanoo Joulide; Akram Faravani; Ali Akbar Boori
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.3196

Abstract

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

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