cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Barli Bram
Contact Email
barli@usd.ac.id
Phone
+62274-513301
Journal Mail Official
eltr@apspbi.co.id
Editorial Address
ELTR Publication Division C.O. English Education Department Fakultas Keguruan dan Ilmu Pendidikan Universitas Sanata Dharma Tromol Pos 29, Yogyakarta 55002 Telephone: +62 274 513301, ext. 51331
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
ELTR Journal
Published by Universitas Sanata Dharma
ISSN : -     EISSN : 25798235     DOI : https://doi.org/10.37147/eltr
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
ELTR Journal publishes original, previously unpublished research and opinion papers written in English. Paper topics on any language include the following main fields: 1. language studies/investigations 2. language teaching/learning 3. linguistics related to language learning Other closely-related topics will also be considered.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 102 Documents
 7   8   9   10   11 
AN INTERNALIZATION OF THINK-PAIR-SHARE STRATEGY TO ELEVATE INDONESIAN EFL LEARNERS’ SPEAKING SKILLS Wijaya, Kristian Florensio
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.222

Abstract

Mutual collaboration is considered amongst all notable ingredients to actualize more meaningful, interactive, and engaging EFL speaking learning dynamics. One of the main learner-oriented approaches fitting with this indispensable prerequisite is the think-pair-share strategy. It is believed by some researchers that under the constant enlightenment of the think-pair-share strategy, EFL learners are highly motivated to progress into various complex speaking learning activities as insistent mutual support from other learning counterparts is granted to them. Through this present small-scale library investigation, the researcher attempted to unravel the extent think-pair-share strategy promotes a particular set of benefits for improving Indonesian EFL learners’ communicative competencies. To that end, 30 prior mixed think-pair-share investigations were selected to generate more insightful research results. Taken from in-depth library analysis, two main research themes were yielded namely: (1) Think-pair-share strategy transforms EFL learners into more confident communicators and (2) EFL learners can expedite their speaking skills advancement through the use of think-pair-share strategy. Some recommendations for the betterment of this current qualitative study’s replication were depicted in an ultimate section.
RAISING AWARENESS ON CLASSROOM INTERACTION COMPETENCE THROUGH SETT Demirbuken, Buket; Mutlu-Gülbak, Gizem
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.224

Abstract

This case study aimed at raising teacher awareness of classroom interactional competence regarding pedagogical goals and interactional features in Walsh’s (2003) Self Evaluation Teacher Talk (SETT) framework. To this end, the data were obtained from an in-service EFL teacher’s video-recorded teaching in two main phases: 1) the teacher’s four hours of classes were analyzed to characterize the modes by the researchers, after which the teacher was informed about the modes and SETT framework in an interview, and 2) the teacher was self-reflected on his another four hours of teaching by characterizing the modes. The findings analyzed through content analysis revealed that the meetings were insightful in fostering teachers’ awareness of classroom interaction skills since the teacher performed a high level of accuracy in characterizing classroom modes and the deployment of related terminology. In addition, self-talk had a positive contribution to the reflection process, enabling a dialogue on troubles in classroom interaction and the teacher’s resistance with justification in dialogues signposted a need to highlight the value of dialogue besides teacher awareness.
ENHANCING VOCABULARY MASTERY IN GRADE X STUDENTS OF SMAN 1 NGAGLIK USING ENGLISH SONGS Sukha, Prema Gupita; Yulia, Made Frida; Rahayu, Dewi
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.225

Abstract

Classroom Action Research (CAR) was aimed at improving the tenth MIPA 1 graders’ vocabulary mastery of SMAN 1 Ngaglik through English songs. Two cycles of classroom action research were conducted by integrating English songs into learning activities. Each cycle consisted of four stages: Planning, Acting, Observing, and Reflecting. In gathering the data, the researchers used two instruments; a pre-test and post-test, and a questionnaire. The pre-test and post-test scores were used to see the improvement in students’ vocabulary mastery. Subsequently, the questionnaire was used to find out the students’ perspectives on the use of songs in English class and the impact of English songs on the students’ vocabulary enrichment. The criteria for success were the average of the students’ post-test scores that should reach 80 and the existence of a positive impact on the students’ vocabulary mastery. The findings demonstrated an increase in the students’ post-test scores, whereby the average of those scores in the two cycles was beyond 80. The findings unveiled a positive perception of the English learning using songs and an increase in the students’ learning motivation in learning vocabulary. In conclusion, the use of English songs in learning had boosted the students' vocabulary mastery.
INVESTIGATING RELIGIOUS BOARDING SCHOOL SEMINARIANS’ SELF-EFFICACY IN ACADEMIC READING ABILITY Mahardika, Agustine Andriana Ayu
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.226

Abstract

Reading becomes a crucial skill to have in this digital era. People can analyze and acknowledge the content of the text by engaging their critical thinking to obtain useful knowledge that may be beneficial for their future endeavors. High self-efficacy is important to be implemented to test out students’ ability in academic reading. This research aimed to investigate religious boarding school seminarians’ self-efficacy in academic reading ability. A Likert scale, consisting of 10 items of statements, was distributed to 36 third-year seminarians and an in-depth interview was done with two third-year seminarians. TKT 3 is applied and it aims to show the concept (proof-of-concept) of crucial purpose and/or features analytically and experimentally. The findings revealed that religious boarding school seminarians tend to find solutions to their problems in finishing academic reading tasks. Future researchers who are interested in broadening the topic are recommended to do research involving more religious boarding schools to deepen the data and improve the trustworthiness of the data.
EXPLORING AGENCY IN TEACHERS’ IDENTITY CONSTRUCTION THROUGH THE LENS CRITICAL INCIDENT TECHNIQUES Indaswari, Ragilia; Mbato, Concilianus Laos
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.229

Abstract

A major increase in empirical and theoretical interest in teacher identity has occurred within the last 20 years. This increase is frequently ascribed to changing perceptions of teachers' roles. Critical incidents affect teachers' development and their professional identity. The issues include how teachers deal with challenging situations in their profession and their sense of agency. This problem can be overcome by educating students to be more assertive in the classroom. This study aims to investigate the professional identities of three in-service EFL teachers through the lens of critical incidents. Three in-service EFL teachers from different regions in Indonesia were purposefully selected as the participants. The main instrument for data collection in this study was the Critical Incident Technique (CIT) by utilizing reflections and in depth-interview to gather the data and ensure triangulation. Respondents voluntarily participated in this research. The result of this research demonstrated that there were 17 codes of CI which were classified into 3 major categories possessed by the participants, namely: students’ behavior, teachers’ reflective practice, and students’ reaction. The strategies teachers use to handle challenging situations in their profession consist of how teachers deal with decision-making, integrating technology, and developing suitable materials.
USING ENGLISH COMICS TO TEACH READING IN EFL CLASSROOMS Habeahan, Elizabet
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.231

Abstract

Reading is essential in language development, mainly when learning and teaching English as a Foreign Language (EFL). In that case, few studies have explored using English comics as a reading-learning method for EFL students, specifically in Indonesian schools. In response, the researcher was interested in exploring the teachers' perspectives on using comics to teach reading in EFL classrooms, its benefits, challenges, and how to overcome the challenges. To meet the research objectives, the researcher first conducted a literature review of 18 articles published in national and international journals. The articles were explored from SINTA, Google Scholar, and EBSCO databases. The researcher then interviewed three teachers to discuss the literature review analysis results. The findings reveal that teachers perceive comics as beneficial for enhancing students’ reading engagement and comprehension in EFL classrooms. However, teachers’ challenges include a lack of exposure to digital comic resources, technological limitations, and the need for training in digital comic integration. Some students, particularly those with lower proficiency, also experience difficulties interpreting visual and textual information. Teachers suggested adequate support, including professional development and access to appropriate digital tools, as essential for maximizing the potential of comics in learning EFL teaching. Directions for further research are presented.  
THE MERITORIOUS LEARNING REWARDS PROMOTED BY CHATGPT IN ACADEMIC WRITING CLASSROOM CONTEXTS Wijaya, Kristian
ELTR Journal Vol. 9 No. 2 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i2.223

Abstract

Most EFL learners often feel encumbered while doing academic writing tasks as they struggle with grammar, the ideation process, and proper language expression use. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. With this self-initiated action, language learners can potentially possess more robust readiness while confronting challenging academic writing tasks. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of independent research outcomes. Two major reasons underlie worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings, namely the significant reduction of writing errors and the realization of proficient academic writers.   
AI FOR IELTS WRITING PREPARATION: REVIEWING CHATGPT-GENERATED ANSWER MOCKUPS AND ITS TEXT EVALUATION Andriani, Erina
ELTR Journal Vol. 9 No. 2 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i2.260

Abstract

Generative AI (GenAI) tools, such as ChatGPT, are increasingly used as accessible, fast, and consistent alternatives for language proficiency exam preparation, especially for writing tasks. While GenAI tools are seen as efficient in providing feedback, little research has explored their role in generating answer mockups for IELTS writing tasks and evaluating the mockups they create. This study investigated the use of ChatGPT for IELTS General Training Writing Task 1 preparation by addressing these research questions: “How did ChatGPT generate answer mockups for IELTS General Training Writing Task 1?” and “How did ChatGPT evaluate the answer mockups it created?” This research employed qualitative content analysis, examining 15 mockups created for five IELTS writing prompts across score bands 6, 7, and 8. The findings showed that ChatGPT could generate mockups by adhering to IELTS task prompts and criteria in most cases. ChatGPT could also provide detailed evaluations and scores for each writing criterion. However, discrepancies between the generated mockups' scores and the evaluation scores raise questions about the consistency and accuracy of the assessments. The implications of this study are for ChatGPT as a more accessible option for IELTS preparation and as an evaluation of GenAI tools’ responses for future development.
STUDENTS’ PERCEPTIONS OF USING NUMBERED HEAD TOGETHER (NHT) LEARNING MODEL TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENTS Kusuma, Dewinta Dwi; P, Laili Rahma Dewi; Agustina, Eliasanti
ELTR Journal Vol. 9 No. 2 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i2.197

Abstract

This article investigated students' perceptions after implementing the NHT learning model and the effectiveness of the NHT Learning model in improving students' speaking skills. This study used a qualitative method. Data were collected using a questionnaire containing 11 questions. The data source in this research is class X, totaling 40 students for the 2022/2023 academic year. To analyze the data, a qualitative descriptive method was used. The results show that the majority of students consider the NHT learning model to be fun, easy to use, and effective in improving speaking skills, self-confidence, and vocabulary. Student activities increased during teaching sessions, which shows that most students were involved and enthusiastic in learning. learning process. The Numbered Head Together (NHT) technique was proven to improve speaking skills and increase student achievements. NHT improved students’ speaking skills, self-confidence, and vocabulary, as well as facilitating group discussion and conveying thoughts.
ADOLESCENT STUDENTS’ EXPERIENCE AND PERCEIVED PARENTAL SUPPORT IN INFORMAL DIGITAL ENGLISH LEARNING Azwar, Taufik Akbar; Yunita, Wisma
ELTR Journal Vol. 9 No. 2 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i2.247

Abstract

The study has contributed to filling the gap in the literature by exploring the perceived parental support in informal digital English learning. Few earlier studies have addressed the parental support issue within informal digital English learning contexts. This study thus aimed to find out students’ lived experiences and their perceived parental support towards their informal digital English learning activities. To this end, a narrative inquiry study design was employed. Two adolescent students who had been engaging in informal digital English learning from an early age were recruited for this study. The findings of this study reveal that the students perceived informal digital English learning as a great tool to self-develop their English language. In addition, learning enjoyment contributed to their digital English learning practices. Four types of parental support were identified. Information, material, autonomy, and emotional support from their parents shape their informal digital English learning activities. This study thus suggests that there needs to be a collaboration between parents and teachers to promote informal digital English learning.  Proper policies and guidelines are still required to help parents effectively support their children in informal digital English learning activities.

Page 10 of 11 | Total Record : 102

 7   8   9   10   11 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2025) Vol. 9 No. 1 (2025) Vol. 8 No. 2 (2024) Vol. 8 No. 1 (2024) Vol. 7 No. 2 (2023) Vol. 7 No. 1 (2023) Vol. 6 No. 2 (2022) Vol. 6 No. 1 (2022) Vol. 5 No. 2 (2021) Vol. 5 No. 1 (2021) Vol. 4 No. 2 (2020) Vol. 4 No. 1 (2020) Vol. 3 No. 2 (2019) Vol. 3 No. 1 (2019) Vol. 2 No. 2 (2018) Vol. 2 No. 1 (2018) Vol. 1 No. 2 (2017) Vol. 1 No. 1 (2017) More Issue