English Language Teaching Educational Journal
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.
Articles
199 Documents
<![CDATA[Collaborative Learning Activities through MoE in Engaging EFL Learners and Diminishing their Foreign Language Anxiety ]]>
<![CDATA[Fatimah, Sitti]]>
<![CDATA[ English Language Teaching Educational Journal Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i1.925
<![CDATA[Mantle of the Expert (MoE) is an approach integrating drama in learning. A number of studies have proven the approach to be effective in enhancing student?s learning experience and vary teacher?s teaching strategy. This article is drawn from the results of a multi-case study that implemented MoE in EFL teaching in Indonesia. The study involving three cohorts of Grade 11 Indonesian senior and vocational high school students and three English teachers used multiple data collection methods: classroom observation, questionnaire and interview. While questionnaire was distributed to the student participants, the interview was administered to collect the data from teacher participants. The MoE implementation involved a series of drama activities integrated with the lesson topics. During the activities the student participants were assigned several tasks to be completed in small groups. This required students to collaborate. The findings show that these collaborative learning activities has shown positive major impacts, two of them are students? increased engagement and decreased speaking anxiety. ]]>
<![CDATA[KAHOOT IN MARITIME ENGLISH TEACHING: ITS IMPACT ON NAUTICAL SCIENCE CADET’S ORAL REPRODUCTION AND VOCABULARY ]]>
<![CDATA[Sartini, Sri]]>
<![CDATA[ English Language Teaching Educational Journal Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v3i1.1667
<![CDATA[This type of research was Participatory Action Research using the Denzin and Lincoln (2005) model which consists of the Kahoot pre-action cycle and post-action cycle. This study aimed to examine the use of Kahoot Platform in Maritime English learning. It improved the speaking skill of nautical science cadets by the increasing number of maritime vocabularies as an indication. The results of this study described that the use of Kahoot quiz made learning experienced in the classroom very interactive, interesting, and effective, because of the two cycles carried out increased from the beginning of the cycle to the next cycle marked by the increasing number of correct answers done by the cadets. Thus, their vocabulary mastery increased as well. Kahoot not only increased vocabularies that supported cadet?s speaking skill initiated by the correct oral reproduction, but also increased cadet?s enthusiasm in learning Maritime English. In conclusion, the use of online gamification-based Kahoot quiz toward nautical science cadets at Sekolah Tinggi Maritim Yogyakarta had a significant impact on vocabulary mastery for effective communication skills.]]>
<![CDATA[THE INFLUENCE OF FAMILY’S SUPPORT FOR STUDENTS ENGLISH LEARNING ACHIEVEMENT AT ELEMENTARY SCHOOL AGE ]]>
<![CDATA[Priadi, Arum]]>;
<![CDATA[Nuha, Rafa Aly]]>
<![CDATA[ English Language Teaching Educational Journal Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i2.912
<![CDATA[This research is carried out 1) to find out whether there is a positive and significant correlation between family?s support and students? English learning achievement and 2) to find out whether there is a difference between students who get the support and students who do not get the support from family. This research belongs to correlational research with quantitative approach. It was held at SD Negeri Kaliwungu 05, Cilacap in academic year 2017/2018. The sample of this research is the fifth grade students at SD Negeri Kaliwungu 05. The data collecting techniques of the research were questionnaire, documentation, and interview. Then in analyzing the data, the researchers used Product Moment Formula with computer application SPSS. The result findings show that : 1) family?s support (X) level is in ?supported? level at SD Negeri Kaliwungu 05. 2) The level of students? English learning achievement (Y) at fifth grade of SD Negeri Kaliwungu 05 is in ?fair? level. 3) there is positive and significant correlation between family?s support and students? English learning achievement of the fifth year students of SD Negeri Kaliwungu 05, Cilacap, shown by the coefficient correlation 0.508.]]>
<![CDATA[The Implementation of Visual, Auditory, Kinesthetic (VAK) Learning Model in Improving Students’ Achievement in Writing Descriptive Texts ]]>
<![CDATA[Ramadian, Oki Dwi]]>;
<![CDATA[Cahyono, Bambang Yudi]]>;
<![CDATA[Suryati, Nunung]]>
<![CDATA[ English Language Teaching Educational Journal Vol 2, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i3.946
<![CDATA[The English teaching in a public vocational school of Akomodasi Perhotelan (SMK AP) so far has shown unsatisfactory result. Based on the preliminary study it was found that the writing skill of the tent graders of SMK AP 3 was low. This classroom action research was aimed at improving the students’ writing skill of descriptive text by implementing VAK learning model. In this study 26 students were selected as subjects. This study was completed through one cycle using VAK learning model. The findings revealed that students’ writing scores increased after the researcher implemented the VAK learning model. The average score of the students improved 38.18 points into 81.49 compared to their scores in the preliminary study which was 43.31. Out of 26 students, there were only 7 (26.92%) who failed to achieve the minimum mastery criteria (KKM). It can be inferred from the findings that the VAK learning model succeeded in helping the students to improve their writing’ achievement. The result of this study implies that VAK learning model can be an alternative to improve the students’ writing skill.]]>
<![CDATA[UNDERSTANDING EFL TEACHERS’ BELIEFS ABOUT LESSON STUDY AND THEIR KNOWLEDGE DEVELOPMENT VIEWED FROM SOCIAL CULTURAL THEORY OF VYGOTSKY ]]>
<![CDATA[Purwanti, Eko]]>;
<![CDATA[Hatmanto, Endro Dwi]]>
<![CDATA[ English Language Teaching Educational Journal Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i2.1241
<![CDATA[Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers? opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process. ]]>
<![CDATA[ENGLISH SCHOLARLY PUBLISHING ACTIVITIES IN THE INDUSTRIAL REVOLUTION 4.0: WHAT, WHY, AND HOW? ]]>
<![CDATA[Turmudi, Dedi]]>
<![CDATA[ English Language Teaching Educational Journal Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v3i1.1890
<![CDATA[ The presence of the Industrial Revolution (IR) 4.0 has inevitably affected the way how scholars proceed to write. Thus, activities intended to yield a piece of scientific writing facilitated by the obtainability and accessibility of internet browsing is called scholarly publishing. Since English has indisputably become the language of international scholarship and research, it is urgent to have the skill in writing scientific articles benefitting the support from IR 4.0 principles. What is going on with academics and what should they do dealing with the IR 4.0 pertinent to their scholarly writing activities, benefits, and drawbacks. This paper discusses what scholarly publishing in the Industrial Revolution 4.0 and how it supports the process of writing articles for publishing. The purposes of this paper are to explain (1). What are scholarly publishing and industrial revolution? (2). Why is it essential for academics? (3) How does writing scholarly publication in Industrial Revolution 4.0 work? Writing the scholarly publication in English has become obligatory for Teacher-Educator Authors (TEAs) and undergraduate students to doctoral students in Indonesia. The study was a descriptive qualitative library to build a conceptual paper for the purpose of a further study. The method was by reviewing any related kinds of literature to provide sufficient arguments for the three research questions. The outcome is several claims, arguments, and evidence gambits for any author to consider. Theoretically, the IR 4.0 principles have significantly eased the flexibility of the process, the quality, and the credibility of research outputs.]]>
<![CDATA[METALINGUISTIC AWARENESS OF MULTILINGUAL FIRST GRADERS: AN EXPLORATORY STUDY ]]>
<![CDATA[Dalona, Irish Mae]]>;
<![CDATA[Dalona, Alvert Dael]]>
<![CDATA[ English Language Teaching Educational Journal Vol 2, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i3.1573
<![CDATA[This study, which utilized a modified metalinguistic awareness test adopted from Dita?s (2009), probed on young children?s metalinguistic awareness in identifying syntactic errors; determining sounds and the use of phonological segments; and explaining a word on their own by describing its appearance or its functions in English, Filipino, and Cebuano. This study attempted to elucidate young children?s readiness to take on more difficult linguistic tasks in the succeeding academic levels. Since the children?s level of metalinguistic awareness is average, this study recommends that schools are encouraged to provide strategies and lessons that would enhance learners? metalinguistic awareness, most especially in terms of language arbitrariness in English and Filipino; and since there is significant difference in all three languages in all tests, parents and teachers should ensure that the pupils achieve full proficiency in all three languages by providing rich experiences equally in these languages.]]>
<![CDATA[Exploring How Silence Communicates ]]>
<![CDATA[Bao, Dat]]>
<![CDATA[ English Language Teaching Educational Journal Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v3i1.1939
<![CDATA[This article argues that silence as communication can be academically practised in the classroom as much as talk, simply because talk and silence are both essential components of everyday interaction (Nakane, 2012). These two constructs are interdependent in the sense that one would not exist without the other. Silence can be practised in two different ways: one is to employ it as a mental processing process in learning; two is to observe and discuss how silence is used in communication. The article begins by sharing the literature review on how silence works in education, how it deserves a place in SLS theorisation, and how it constitutes communication competence. Secondly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Thirdly, the discussion recommends an activity which addresses the value of silence, which was developed by the author through research and experience. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.]]>
<![CDATA[TYPES OF PARAGRAPH WRITING IN THE INTERNATIONAL JOURNALS ]]>
<![CDATA[Sutrisno, Adi]]>
<![CDATA[ English Language Teaching Educational Journal Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v2i2.924
<![CDATA[The patterns of paragraph writing as commonly used in the international journal are deemed necessary to be studied by scholars of non-English background wishing to write an article for publication in the international journals. Scholars of non-English speaking background, according to a number of research reports on rhetoric contrastive, have a somewhat different approach in their paragraph composition. This difference might create difficulties for the scholars to swing their type of paragraph writing to the one which does not belong to them. Therefore, it is imperative that the scholars of non-English speaking background study the writing convention as commonly used in the international journal. This study sought to identify the patterns of paragraph writing that is commonly used in international journals. For the purpose of this study, a total of 250 paragraphs of the 25 international journal articles were selected for analysis whether the pattern of paragraph is more oriented to deductive or inductive one. Analyses were performed by two raters assisted by a native speaker of English. The results showed that more than 86% paragragh patterns were written using deductive pattern, while the rest, about 11% used inductive pattern, and the remaining 2% used a sandwich pattern.]]>
<![CDATA[THE BENEFITS OF INTEGRATING VIDEO MAKING IN A SPEAKING CLASS ]]>
<![CDATA[Riyanto, Edi Dwi]]>
<![CDATA[ English Language Teaching Educational Journal Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v3i1.1850
<![CDATA[Integrated teaching has been advocated and implemented for decades. Lately it has been accelerated by the development of video making. This study aims to investigate the benefits of integrating video making in a speaking class of the 29 first semester students of a public university in Surabaya, East Java Province, Indonesia. It employed action research which was done to improve the quality of the teaching and learning process of the class. The data were collected through direct observation in the classroom, video reviews, and survey. The findings showed that the integration of video making in a speaking class gave benefits to students in the form of four components i.e. social, language and literary, psychological, and technical. The class has been successful in integrating the video making in a speaking class which means that the integration may be applied again in the same class in the future or for a wider scope with similar conditions or settings.]]>
