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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ELTR Journal publishes original, previously unpublished research and opinion papers written in English.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 107 Documents
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PROCESS AND PRACTICE OF ACADEMIC WRITING AT TANZANIAN HIGHER LEARNING INSTITUTION Urassa, Bariki Johanson
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.v9i2.268

Abstract

This study investigated students’ perceptions of academic writing in higher learning institutions: process and practices with a mixed-methods approach to explore how students in higher learning institutions perceive academic writing, their writing process, and practices that they underwent to achieve the literacies at the higher learning context. The research combined quantitative data from surveys to capture trends in students’ perceptions of the writing process and practices, qualitative data from focus group interviews and documentaries from bachelor students at the Institute of Finance Management in Tanzania. The academic literacy framework informed the design and interpretation of both datasets, emphasizing how students’ writing practices were linked to broader issues of power, identity, and access within academic settings. The findings showed students processed and practiced writing with challenges in plagiarism, citation and referencing awareness, lack of constructive writing feedback from lecturers, and mechanics issues in writing that result in producing texts below the required standards. Results further revealed that access to online materials and more practice in real writing as the factors that can support improving academic writing. At the same time, the English language background was the main factor that hindered academic writing practices.
NON-ENGLISH MAJOR STUDENTS’ INSIGHTS ON TEACHER SUPPORT IN EFL CLASSROOMS Mudra, Heri
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.v9i2.248

Abstract

Teacher support (henceforth TS) in EFL classrooms emerges as psychological empowerment for non-English major students (henceforth NEMS), even though not all EFL teachers are aware of such communicative interaction. Grounded on the rationale, this current study investigated how the EFL teachers contributed to the English skill development of students who did not engage with English majors. A total of 279 students from various majors voluntarily participated in an online survey, ensuring that they selected appropriate perceptions. The findings disclosed that the EFL teachers had both positive and negative contributions towards NEMS English learning experiences. However, such imbalanced supports seemed to be randomly performed by different teachers in different contexts, meaning that similar EFL teachers treated students’ English learning differently when they were influenced by other factors, such as students’ difficulty level or teacher competence. In short, it is believed that TS leads to NEMS positive attitude and understanding towards English skills. A recommendation is highly expected to configure how every EFL teacher determines academic or social support for all NEMS in the current and future EFL classrooms.  
TRANSLATION STRATEGIES IN EFL/ESL AND MTGEN/AI POST-EDITING Lusi, Lusinda Juliani; Zubaidah, Nailah; Isabel, Cyntya; Andriani, Refika
ELTR Journal Vol. 10 No. 1 (2026)
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.v10i1.294

Abstract

This study investigates the interplay of translation techniques, machine translation (MT), and generative artificial intelligence (GenAI) within English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. Utilizing a Systematic Literature Review (SLR) of 23 peer-reviewed studies from 2021–2025, it delineates prevailing methodologies in literary, business, and cultural texts, investigates determinants affecting strategy selection, and contrasts human translation with MT/GenAI post editing regarding accuracy, fluency, and cultural subtleties. Following PRISMA 2020 criteria, the analysis used descriptive statistics and thematic categorization based on both traditional and postcolonial frameworks. The results show that more and more people want a hybrid approach to translating education and practice, where MT/GenAI makes drafts and human post editing improves the quality of language and culture. The "draft by machine, craft by human" paradigm improves translation skills by connecting tactics like explicitation, compensation, and idiomatic adaptation to better readability and coherence. The study suggests combining MT/GenAI with rubric based post editing to improve translators' tech and strategic skills in modern translation teaching.
EFL TEACHER’S PRACTICES IN UTILIZING ONLINE TEACHING RESOURCES FOR READY-MADE CLASSROOM TASKS Wibowo, Enggar Pangesti
ELTR Journal Vol. 10 No. 1 (2026)
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.v10i1.300

Abstract

Teachers in Indonesia often face a high administrative burden, leaving them with lack time and energy to prepare classroom tasks. Although technology comes as a solution to ease teachers’ workload, its utilisation is still not optimal. This study aims to explore what online teaching resources that EFL teacher uses to provide ready-made worksheets, how the teacher utilises the resources, and her perceptions and experiences of the advantages and disadvantages of each platform. This study used a qualitative case study design involving one English teacher in one public junior high school in Semarang, Central Java. Data were collected through interviews and documentation. The results show that the teacher employed Twinkl, ISLCollective, Liveworksheets, and Canva-with Twinkl being the most frequently used platform-to download worksheets which are sometimes modified before being given to students. The teacher found them helpful although each has its own advantages and disadvantages in terms of visual appearance and accessibility. Unfortunately, support from school for covering the premium subscription costs remains limited due to constrained operational budgets. Therefore, more adequate support is needed so that the use of technology can be optimised to support teachers' tasks on an ongoing basis.
“OKAY BOOMER, LET ME COOK”: LINGUISTIC PERFORMANCE AND GENERATIONAL POWER DYNAMICS IN THE HYUNDAI X AMAZON ‘SLANG’ CAMPAIGN Manjaya, Sofia Imanina E
ELTR Journal Vol. 10 No. 1 (2026)
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.v10i1.323

Abstract

This paper examines how corporate marketing strategies create intergenerational conflict, negotiate authentic status and recreate power through their use of vernacular of youth in their advertisement for the 2025 HyundaiXAmazon “Slang” through CDA. Strategic cringe usage and performative linguistic incompetence in the commercial, demonstrates how the advertisement is a sophisticated meta-narrative and not a failure of strategy; the clumsy use of sophisticated, condensed lexicon (ie. “bussin,” “sus,” and “mid”) representative of GenZ and/or rooted in Black and queer digital communities, reconnects to “stylistic hedging” regarding the promotion and usage of youth vernacular by the brand. The father figure serves to deconstruct traditional authority by representing daughters with substantial linguistic capital, while also allowing the “paternal” figure to regain power through the consumer route. The advertisement provides a pathway for brands to reclaim power as corporations through this foundation of financial exchange, while simultaneously adhering to contemporary standards of cultural awareness. This study concludes that this pattern perpetually accelerates and causes semantic bleaching and commodification of subculture language, positioning neoliberalism as the solution to social and cultural issues complexity. This advertisement further reflects how neoliberal conceptualizations of linguistic identity serve as friction points that can be effectively resolved through platform capitalism.
SWITCHING CODES IN THE “CONVEYING MESSAGE” PATTERN OF TEACHER’S COMMUNICATION Budiartha, Christianus I Wayan Eka; Marenthina, Marenthina
ELTR Journal Vol. 10 No. 1 (2026)
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.v10i1.204

Abstract

Most Indonesian people can speak at least two languages, i.e., Indonesian and a local language. The fact that people can use more than one language or code in their daily communication has encouraged them to mix the codes when they speak to understand communication better. The situation in which people use two or more languages in the same sentence or discourse is known as code-switching. The main objective of this study is to analyse types of code-switching commonly used by teachers and students during online learning, particularly to identify their motivational background and to know the communication pattern in negotiating. A qualitative descriptive approach was employed through observation, interviews, and a survey to carry out this study. The data show that intra-sentential code-switching was the most dominant code used by teachers and students in the online classroom. Besides, the most predominant pattern of code-switching in conveying messages is the back-channelling signals, the bracket signals, and the turnover signals. From the patterns, teachers wanted to keep the online classroom activities engaging, active, and efficient.
CHALLENGES IN TEACHING ACADEMIC WRITING TO EFL LEARNERS IN HIGHER EDUCATION CONTEXTS Wijaya, Kristian Florensio
ELTR Journal Vol. 10 No. 1 (2026)
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.v10i1.276

Abstract

It is an indispensable demand for global EFL learners to entrench the comprehensive mastery of exemplary academic writing skills. In concurrence with this underlying principle, second language educators should establish, nurture, and reinforce their learners’ academic writing competencies in the long run to help them achieve fruitful academic success. The researcher conducted this small-scale library study to unravel probable academic writing challenges experienced by EFL learners in higher education contexts. After completing this library investigation, it is hoped that these specifically generated findings will enlighten the perspectives of second language educational stakeholders regarding the crucial need to embed EFL learners with meaningful, innovative, and contextualized academic writing instructional approaches. To fulfill the aforementioned study objective, the researcher capitalized on a thematic analysis method in analyzing particular research results derived from 30 former academic writing challenges in higher education scientific works. With the help of a thematic analysis method, the researcher could yield more comprehensible and applicable findings as each finding was grouped into similar research themes. The thematically-categorized findings revealed some common academic writing hurdles amidst learners’ regular classroom settings, namely linguist, cognitive, strategic, affective, environmental, and pedagogical barriers.    

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