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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.
Arjuna Subject : -
Articles 209 Documents
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Extensive reading: The vocabulary levels of English-subtitled Korean, Japanese and Chinese drama series Hsu, Wenhua
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.10068

Abstract

‘Drama fever’ has been riding high with increasing consumer usage of OTT streaming services and prevalence of Internet-connected mobile devices, leading to the phenomenon of binge-watching on college campuses in Taiwan. This study targeted English subtitles as a source of input, since they offer EFL leaners a channel for exposure to English. The researcher compiled four corpora with each having approximately 2.5 million English-subtitled words from Korean, Japanese, American and Chinese TV series across a couple of genres with high viewership ratings on OTT services for comparison. The operational measures involved vocabulary levels along the word-frequency scale of the British National Corpus and the Corpus of Contemporary American English. Results showed that English-subtitled Korean, Japanese and Chinese dramas reached the 2nd—3rd 1000 word-family levels at 95% text coverage and the 4th—5th 1000 levels at 98% coverage, while American series extended to the 7th—8th 1000 levels at 98% coverage from the 3rd—4th 1000 levels at 95% coverage. The data may serve as a reference concerning the vocabulary goal within the first 5000 word families for EFL learners if they continually binge-watch drama series at their leisure time.
The Contribution of Inservice Teacher Education Program (PPG) on Teachers' Professionalism Basikin, Basikin
English Language Teaching Educational Journal Vol. 6 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i2.10076

Abstract

Teacher professional development (TPD) programs have been considered an inportant aspect in teacher development and quality improvement. They are believed to be able to improve teachers’ knowledge and skills which in turn improve students’ learning and improvement. This study examined the contribution of a TPD program for English teachers, PPG in Indonesia on the teacher professionalism, particularly their beliefs about good English teaching, knowledge and skills in English teaching, and practices in the classrom teaching. Data were collected through a close-ended survey, observation, and reflectice interviews with online-inservice PPG techear alumni. Findings suggested that although teacher participants reported that PPG contributed to changes in their beliefs about better English teaching and knowledge and skills in teaching English, such chnages were not reflected in their teaching practices. Such findings implied an improvement of the PPG program structure to include support provided toi teachers when they implement the knowledge and skills in the classrooms.
Capturing Moments to Analyze Students’ Transformative Thinking through Photovoice in an English Language Teaching Classroom: Students’ Transformative Thinking in ELT Afifah, Wiwiek
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.10077

Abstract

This study aims to explore how students’ thinking evolved during joining the ELT class, how their insights changed, what moments lead students to undergo the transformation, and what ELT students believed about the TT contribution to ELT. Photovoice, a participatory research method was employed to these determined research purposes. Approximately 75 students, aged 19-20 years old were invited to participate in this study. They were instructed to submit two pictures. Each picture was given 5 questions: what you saw here, what really happened, how did this relate to your life, why did this occur, and what could you do regarding EL II. A questionnaire was designed to be filled out by the students using Google Forms, which was used as the second data to complete the pictures’ interpretation. Data analysis then used the model from Erlingsson and Brysiewicz (2017) consisting of four steps: condensation, coding using MAXQDA, categorization, and finalizing the themes. This study provided insightful information about the dynamics of transformative thinking in ELT classrooms through photovoice. The results helped us understand the cognitive and affective aspects of English language learning, which guided the pedagogical strategies used in ELT classes to promote students’ transformational thinking.
Preparing EFL pre service teachers for inclusive teaching: The students' perception on the outcome-based evaluation of the introduction to inclusive education course Kirana, Novera Putri; Lintangsari, Alies Poetri; Emaliana, Ive
English Language Teaching Educational Journal Vol. 7 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i1.10280

Abstract

Inclusive Education has been an emerging initiative in Indonesia, yet, the implementation of it in English Language Teaching is less explored. English Language Education Department, Faculty of Cultural Studies, Universitas Brawijaya has initiated a course called Introduction to Inclusive Education to prepare students with inclusive teaching competencies. This course has been implemented for 2 years, a course evaluation needs to be carried out to evaluate and improve the course quality. This present study reports the evaluation of the aforementioned course with the Framework of Outcome Based Education from the students’ perspective. Inviting 129 students enrolled in the course, this research revealed that most of students agreed that this course has met their expectation toward the offered competencies (M=3,25), positive perception toward course activities (M=3,12), positive perception toward the benefits of course materials (M=3,19), and positive perception toward tutor performance (M=3.2). Surprisingly, despite the students' agreement on the usefulness of the courses, they also acknowledged that the course materials are pretty difficult (M=3,15). The result of this course evaluation shed a light on the importance of adjusting the materials to be more achievable by the students so they have confidence in implementing inclusive teaching practices.
SQRAR: A model of coursebook evaluation Sukarno, Sukarno
English Language Teaching Educational Journal Vol. 7 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i1.10306

Abstract

Coursebooks have become the most prominent English learning materials, especially in formal education. Therefore, recursive evaluation should be conducted to adjust the coursebook based on the current needs and learning goals. Moreover, dynamic evaluation brings interaction or mediation with a genuine act of teaching to make the evaluation more meaningful and substantial. However, limited resources are available, especially the ones that could help the teacher evaluate vivid steps dynamically. This study fulfills the need for a coursebook, especially ELT, evaluation method by following the research and development design proposed initially by Dick and Carey that many experts have simplified. The design was constructed from a sequence of steps, namely ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Thirty participants conducted an evaluation phase based on the product trial design, followed by a Focus Group Discussion (FGD). The data were gathered using a questionnaire and the interview guidelines. The instruments were developed based on the ideal coursebook criteria. They are shaped in quantitative and qualitative forms and analyzed using Creswell’s data analysis technique. Thus, a set of evaluation methods was designed: SQRAR (Survey, Question, Read, Analyse, and Recommend). The design benefits the teachers by allowing them to evaluate the coursebook systematically and effectively. Survey results demonstrate strong consensus among English teachers, advocating for urgent development of such evaluation models. Implementation of the SQRAR model involves detailed stages emphasizing thorough evaluation and constructive feedback, with micro and macro evaluation options discussed. The model ensures comprehensive evaluation, consistency, and alignment with learning objectives and provides clear recommendations for coursebook improvement.
Investigation into students’ performance in foreign language business writing and their attitudes toward it Thaksanan, Piriya
English Language Teaching Educational Journal Vol. 7 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i1.10412

Abstract

Anxiety can affect learners' performance in several ways. It can be a helpful motivational tool to assist students in learning a language. At the same time, anxiety can become a serious factor in hindering language acquisition. This study examines the relationship between students' writing performance and anxiety levels across three different proficiency groups of students. The participants were fifty EFL students enrolled in a Business English Writing course, and the target writing genre was inquiries and acknowledgments of inquiry letters. The two main instruments used to collect data were students' writing samples and closed-ended questionnaires. The data were analyzed utilizing descriptive statistics, one-way ANOVA, and Pearson's coefficient correlation. This study showed a significant difference in writing anxiety between the high and the low-proficiency groups. In contrast, it was found that there were no statistically significant differences in anxiety between the high and the mid-proficiency groups. In addition, the study’s outcomes indicated that the students' level of anxiety varied across the three groups of students. It was found that the students with a high level of anxiety performed less well than those with lower writing anxiety. The findings provide insights into teaching and learning writing, particularly into ways to decrease learners' anxiety and improve their learning outcomes.
Exploring undergraduate student perception of international student mobility program Susanti, Ani; Pratolo, Bambang Widi; Khusnawati, Khusnawati
English Language Teaching Educational Journal Vol. 7 No. 3 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i3.6794

Abstract

In recent years, the international student mobility program has been popular among university students. In 2017, there were over 5.3 million international students spread globally. The aim of this study is to determine the perception of undergraduate students about the advantages and challenges of International Student Mobility Programs that they have participated in. The subject of this research is students of the English Education Study Program at Universitas Ahmad Dahlan who have joined International Student Mobility Programs. This study used a qualitative research method and the data will be obtained from interviews with the research subjects. The findings in this research are divided into the advantages and the challenges of international student mobility. The advantages of participating in the international student mobility program are language learning, expand the networks, learn new culture, and self-development. There are several challenges that students feel while participating in the international student mobility program, namely language difference, difference habit, study materials and heavier assignments, and time difference. The results of this research will be useful for students who will take part in the international student mobility program in order to better understand the benefits and challenges that are usually experienced by international student mobility participants.
Exploring factors influencing student silence in EFL classes: A case study at an Indonesian vocational high school Pratolo, Bambang Widi; Sakti , Muhammad Muzakki Arya; Bao, Dat
English Language Teaching Educational Journal Vol. 7 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i1.10596

Abstract

Research on student silence in English as a Foreign Language (EFL) classrooms has become increasingly important in language learning environments worldwide. This study investigates the factors contributing to student silence in EFL classes at a vocational high school in Indonesia. The research focused on students in an 11th-grade class, adopting a qualitative approach to explore the experiences of silent students. The study was conducted in two stages: observation and interviews. In the initial observation phase, the researcher examined classroom conditions during EFL lessons to identify students who frequently remained silent. Following this, an interview phase was conducted with six students who often displayed silent behavior. Pre-prepared questions were used to gather insights into their perspectives on class participation and the challenges they faced in engaging actively. The findings revealed several factors that contribute to student silence in EFL classes, including anxiety, limited language proficiency, low self-confidence, lack of motivation, and introverted personality traits. Additionally, students reported experiencing difficulties related to understanding the material, maintaining focus, and speaking in class. The study also identified common activities among silent students, such as engaging in side conversations, doodling, using mobile phones, listening to the teacher, reading textbooks, and taking notes. In conclusion, this study provides valuable insights into the phenomenon of student silence in EFL classrooms, highlighting several factors that may hinder student participation. These findings could inform strategies for improving the quality of teaching and learning in EFL settings, with a particular focus on supporting silent students.
A work-based approach for improving students’ performance in the college general English class Pan, Yi-Ching
English Language Teaching Educational Journal Vol. 7 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i2.11017

Abstract

Many university students in Taiwan have complained that the general English class is not very exciting nor useful for the workplace due to its exam-oriented and teacher-centered instruction focus.  Such negative impressions often lead to a low motivation toward learning English and affect students’ learning outcomes. This study aimed to establish an innovative work-based teaching approach and to explore whether it can help enhance students’ motivation to learn English, positively impacting their overall performances. The work-based teaching approach included job-seeking activities involving self-introduction and resume writing, as well as product introduction tasks, fostering student participation, teacher-student interaction, and balanced summative-and-formative assessments. The study recruited 129 second-year university students in the general English class for an 18-week course where they were required to complete work-based tasks and assessments. A triangulation of research methods was employed to collect both qualitative and quantitative data from questionnaires, student formative and summative assessment, reflection journals, and student interviews. Three major findings arise from this study: 1) students’ score gain on TOEIC pre- and post-tests was statistically significant; 2) students offered positive views on the diverse, interactive, and communicative teaching methods that enhanced their understanding and application of workplace English; and 3) performance assessment played a more important role in increasing students’ learning interest and motivation than traditional paper-and-pencil tests. This study concludes with some pedagogical implications and suggestions for future research.
The impact of blended-ESP instructional model on fostering English proficiency among students majoring in traditional Chinese medicine Yu, Ruirui; Champakaew, Wilawan
English Language Teaching Educational Journal Vol. 7 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v7i2.11570

Abstract

English proficiency is essential for traditional Chinese medicine (TCM) majors to maintain strong connections with the international academic community and promote global academic interaction. However, the English instruction effect was not optimal due to large class sizes, limited class time and learning resources, less interaction, or outdated teaching and evaluation methods (Wang, 2016; Ren, 2017; Chen & Liang, 2020; Liu, 2022). This study aimed to investigate the impact of the blended-ESP instructional model (BEIM) on fostering students’ English proficiency as well as explore their attitudes and perspectives on the implementation of BEIM. The participants were 73 second-year TCM majors enrolled in the TCM English course at a TCM university in China. The instruments were pre- and post-tests, a questionnaire, and an interview. The data was analyzed using mean, standard deviation, paired t-test, segmented analysis, and thematic analysis. The results demonstrated the effectiveness of BEIM on fostering students’ English proficiency for the significant differences between the scores before and after implementing BEIM at 0.000 (P= 0.000). The results of the questionnaire and interview also revealed students’ positive attitudes and perspectives on BEIM. Students’ self-disciplinary, English proficiency, and national culture awareness and confidence should be highlighted when conducting blended-ESP instruction.

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