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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 5 Documents
 1 
Search results for , issue "Vol. 5 No. 3 (2022)" : 5 Documents clear
Shifting critical listening class to virtual learning during the Covid-19 pandemic Jhoni Eppendi
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.4874

Abstract

Transforming the conventional face-to-face EFL learning into virtual learning has been believed to be an ideal alternative to education access in the middle of the COVID-19 outbreak. Hypothetically, abrupt transitions will require adaptation and rising practical predicament since the necessary toolkit must be allocated individually to conduct the listening Course. Thus, this study's purpose is to examine students' perception of the functioning of remote learning for Critical Listening class due to a prediction for drawing divergent language acquisition. This study involved forty-six students of the English education department at the Borneo University of Tarakan as research respondents. The data was recorded by distributing questionnaires and closed-ended questions through Google Forms and interview, while mixed analysis methodologies were applied. The questionnaire and interview result showed that students claim they struggle hard in the transitional phase and developing their educational outcomes. Most participants noticed an augmented listening performance in one teaching period, yet a higher chance of committing academic dishonesty than the prior learning circumstance. Therefore, the learning performance still needs enhancement in providing universally supported audios and solutions to plagiarism.
Investigating the perceptions of preservice teachers on collaborative in-situ microteaching Emrah Özcan; H. Gülru Yüksel
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.7379

Abstract

Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ microteaching for preservice English teachers (PT). Following the intervention, we solicited PTs' feedback on the impact of the collaborative in-situ microteaching experience on their pedagogical knowledge development. A total of 41 PTs participated in the 14-week intervention program offered as part of the Teaching English to Young Learners (TEYL) course. Both quantitative and qualitative data were collected during this intervention study. A survey created by the researchers was used to gather quantitative data, and the reflection papers submitted by the participating PTs served as a source of qualitative data. The results revealed that participants rated the experience as having a moderate overall contribution to their pedagogical knowledge development. Collaborative in-situ microteaching (CiM) had a slightly higher influence on student teachers’ lesson delivery skills than on their lesson planning skills. As per the qualitative data, the most frequently mentioned benefits were acquiring expertise in classroom management, material development and lesson planning, and getting to know young learners.
Teachers’ knowledge: Teachers’ perceptions and their sources of knowledge in vocabulary instruction Bekele Daba Shube; Alemu Hailu Hanshu
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.6879

Abstract

The study investigated EFL teachers’ perceptions and their sources of knowledge in vocabulary instruction at the secondary school level in Addis Ababa, Ethiopia. To fulfill this purpose, an explanatory research design and mixed data analysis methods were employed. The study involved thirty-six English teachers from three representative secondary schools. Data was collected from the participant teachers through a questionnaire and a semi-structured interview. The findings show that participants in the study generally have positive perceptions about vocabulary teaching and learning. According to the participants’ perspectives, vocabulary is central to language and it is important to language learners in their language learning. This thought was affirmed by participants in both quantitative and qualitative aspects of the study. The finding also revealed teachers’ sources of knowledge in vocabulary instruction. These knowledge sources include teachers’ teaching experience, their disciplinary background, apprenticeship of observation, and others. The discussion of these findings suggests implications for practices and recommendations for future research to improve vocabulary instruction in secondary schools.
Intertextuality as semiotic mediation for youth’s enactment of agency and identity in everyday digital literacy practices Ahmad Budairi
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.7650

Abstract

The purpose of this research is to investigate the practice of intertextuality of Farah (pseudonym) a 20-year-old female university student who engaged in a variety of culturally shaped digital literacy practices. In particular, it seeks to elucidate how Farah’s practice of intertextuality serves as a semiotic mediation for her exercise and enactment of agency and identity during her everyday literacy practice on Instagram. This research was framed as a case study design with a connective ethnography approach specifically suited to the online environment and digital communication where the researcher’s physical presence as an observer is no longer required. Data were collected by means of digital media and technology such as WhatsApp Message Service, informal phone interviews, and online observation. The collected data comprised online snapshots of quote bots, pictures, drawings and comments that Farah produced and shared as part of her everyday digital literacy practice. The data analysis entailed examination of Farah’s practice of intertextuality through the lens of sociocultural perspective on text production and interpretation. The findings revealed that Farah’s use of quote bots and doodles posted on Instagram involved the act of borrowing texts from other sources as well as mixing English with Indonesian language. Farah’s practice of intertextuality was pre-mediated, calculated and purposeful, allowing her to engage in digital authorship involving creativity, improvisation and consciousness as ingredients of agency. In the same vein, Farah’s practice of intertextuality allowed her to author the self as a contemplative religious individual. The research concluded with an appeal to policy makers and educational practitioners to respond to the learners’ changing learning landscape by re-defining the way we view learners/students, from merely a recipient of knowledge to an individual who has agency, identity and funds of knowledge that have to be acknowledged and appreciated in any process of curriculum design and its implementation on a daily basis.
Examining teachers' motivation in conducting teacher professional development: A self-determination theory perspective Eko Purwanti; Salma Octavia
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.8141

Abstract

Teacher Professional Development (TPD) can be referred as any activities that can improve the quality of teacher professionalism. This study aims to find out various activities of English Secondary School teachers regarding their teacher professional development and to investigate their motivation in conducting TPD based on Self-Determination Theory (SDT). Underpinned by qualitative approach, this research used descriptive qualitative research design. Three English Secondary School teachers were involved as the participants, and individual interviews were used to collect the data. The findings showed that TPD activities done by the participants were 1) attending workshop and seminar, 2) joining English Subject Teacher Forum, 3) having informal peer discussions, and 4) reading teaching resources. The next findings regarding the teachers’ motivation in conducting TPD proves that the three aspects of SDT emerged from the participants, comprising 1) self-awareness, 2) in line with profession, and 3) the need to be competent. These findings imply that various activities of TPD driven by internal motivation can be conducted by English Secondary School teachers. Therefore, it is recommended that teachers have internal motivation in order to carry out TPD.

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