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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 209 Documents
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Meta-evaluation of research in the usage of gamification method in English language teaching Emine Akkaş Baysal; Hasan Burak İnanç
English Language Teaching Educational Journal Vol. 5 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i2.6687

Abstract

This study aimed to evaluate the research in the use of the gamification method in English language teaching. In this study, thirty-eight researches were evaluated. For this purpose, the Council of Higher Education National Thesis Center and Google Academic databases were used to reach research in the use of the gamification method in English language teaching. The sample of this study consisted of twenty-two master's theses, fourteen articles, and two dissertations. The studies were classified and analyzed regarding the type of research, year of publication, method of research, sample, data collection tool and duration of research. Findings show that studies in our country about the subject were primarily at the master's level, and they were carried out using quantitative methods. Findings also show that the number of studies about the subject has been rising only in recent years, and university students were mostly chosen as a sample. Different data collection tools were found to be used in future studies.
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.
Using Augmented Reality technology to improve English language learning by identifying objects around us Nafisah Endahati; Setia Wardani
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.6497

Abstract

Educators are expected to be aware of information technology development. However, many teachers have not integrated technology into teaching strategies. This research aims at developing English learning media by using Augmented Reality (AR) technology and analyzed its effectiveness in learning. The researchers employed Microsoft Solution Framework (MSF) tool to develop the media which consisted of requirement definition, and system & software design. The developed media was evaluated through tests to 30 seventh graders of junior high school. Interview and observation were conducted to know users’ learning needs. Data was obtained by distributing questionnaires and quantitatively analyzed. The results show; 1) AR-based English media has 12 markers which can be downloaded in the application menu. The application display consisted of pre-elemi nary, marker, information, and theory pages. The chapter theory included 8 chapters; 2) The mean score of enthusiasm by implementing AR-based media is 27.07, but the score of non-implementing AR-based learning media is 22.33. It can be scientifically stated that AR-based media is effective to increase students’ enthusiasm in learning English. The AR technology can potentially be utilized to generate English media in productive skills. Thus, further researchers should investigate the integration of English material and AR technology effectiveness in receptive language skills.
Foreign language reading anxiety: Exploring the experiences of EFL students at a state university in Padang, Indonesia Fitrawati; Insan Kamil; David D Perrodin
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.7716

Abstract

This study investigates the levels of foreign language reading anxiety among EFL students at a state university in Padang, West Sumatra, Indonesia, to identify the main factors contributing to this anxiety. The study included 30 participants who provided data through two questionnaires. The first questionnaire utilized the Foreign Language Reading Anxiety Scale (FLRAS) to assess anxiety levels, while the second questionnaire aimed to determine the primary factor behind this anxiety. The results indicated that 67% of the students experienced moderate anxiety, 20% experienced high levels, and 13% reported low anxiety. The study identified two main factors influencing foreign language reading anxiety: text features and personal factors. Text features encompassed unfamiliar vocabulary, topics, and culture, while personal factors included concerns about the effect of reading and fear of making errors. The second questionnaire revealed that unfamiliar language ranked as the most dominant factor, followed by concerns about the impact of reading, unfamiliar topics, fear of making errors, and unfamiliar culture. Recognizing that reading anxiety is a common experience among language learners is essential. However, with the proper support and guidance, students can overcome these challenges and succeed in their English language learning journey.
The complexity of speaking anxiety among students in an international university in Thailand Jebamani Anthoney; Jeffrey Wilang
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.7876

Abstract

Prior research has shown that English as a Foreign Language (EFL) students often experience speaking anxiety and its detrimental effects. However, there is limited knowledge about the speaking anxiety experienced by international students at a Thai university where English serves as both the medium of instruction and the primary language of communication outside the classroom. This study employed a three-pronged approach: a survey questionnaire to gauge speaking anxiety levels and identify differences based on nationality and geographical location; sorting activities to observe changes in speaking anxiety levels; and individual interviews to gain a deeper understanding of students' speaking anxiety. The descriptive analysis showed that students experienced varying degrees of anxiety. Among the 13 nationalities surveyed, Vietnamese, Cambodian, Thai, and Burmese students displayed higher levels of speaking anxiety. Moreover, students from rural backgrounds were more anxious than those from urban areas. Interviews conducted after the sorting activities revealed that factors such as familiarity, predictability, competence, and social support influenced students' anxiety levels. Pedagogical recommendations include the importance of repetition and practice, scaffolding, familiarity with an activity, building positive relationships, incremental exposure to language activities, regulating emotions and encouraging reflective practices.
Integrating global Englishes activities in a regular English classroom Sirinmas Sangpetch; Punwalai Kewara; Denchai Prabjandee
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.7926

Abstract

The purposes of this qualitative study were to integrate Global Englishes (GE) activities into a regular classroom and to explore how GE activities influenced: a) students’ attitude toward Global Englishes, b) respect for the variety of English, and c) the use of English in daily life. The participants were 31 Grade 9 Thai students. Designed GE lesson plans, adapted from the Global Englishes Language Teaching (GELT) framework, video recordings, were used to explore the classroom environment and to observe each activity. The researcher’s reflections were used to see the participants’ attitudes and reactions toward GE activity. The findings revealed that integrating GE-oriented activities in a regular English classroom is possible. The participants respect and tend to have positive attitudes toward the varieties of Englishes. The results, however, revealed that most participants hardly ever use English to communicate in daily life outside of what they learn in the classroom. Furthermore, this study offers examples of GE activities and materials that teachers can use as a model for designing and implementing GE activities that are appropriate for various classroom settings.

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