Articles
102 Documents
<![CDATA[THE INFLUENCE OF SYSTEMIC FUNCTIONAL LINGUISTICS ON TEACHING FUNCTIONAL TEXTS IN A WRITING CLASS ]]>
<![CDATA[Leni Irianti]]>
<![CDATA[ ELTR Journal Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v3i1.58
<![CDATA[This article analyzed the functional text and register in Systemic-Functional theoretical framework. It explored how both register and genre realized in pedagogic models especially in English business writing course. In English as a foreign-language, writing for functional texts is considered important in teaching learning activities. The register and genre were considered in composing the application letter. It was used the teaching cycle of Genre Based Approach (henceforth GBA) to connect between register and genre in the writing functional text especially in writing application letter activities. There were the models of functional writing provided and the students followed the teaching cycle of GBA the students compose the letter of application. The most noticeable qualities of generic structures and tenor awareness tended to be emphasized by lecturer over less-evident lexico-grammatical patterns. It is also important of how the students’ recognize stages of formal letters. This was suggested that choice of genre and more systematic attention to details of register (especially tenor) awareness are truly important in writing formal letter for learners English for Business Writing class.]]>
<![CDATA[STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE ]]>
<![CDATA[Gusti Astika]]>;
<![CDATA[Toar Y. G. Sumakul]]>
<![CDATA[ ELTR Journal Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v3i1.59
<![CDATA[A number of studies show that students' approaches to learning are important elements to achieve success. Learning approache provides perspectives on the characterisics of good learners. Using R-SPQ-2F (Biggs, Kember, & Leung, 2001), a revised version of Biggs' (1987) Study Process Questionnaire (SPQ), this study attempted to explore the learning approaches of first year students of 2013 academic year at an English Education Program at a private university in Central Java. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in an Integrated Course (IC), and describe the profile of their approaches to learning English in the first semester. From 151 respondents participated in this study, it was found that, although weak, there was a positive correlation between students’ achievement scores and their Deep Approach to learning, and a negative correlation between their IC scores and their Surface Approach to learning. This study also found that Deep Motive was associated with the students' achievement. However, the students' profile based on SPQ indicated that the study could not predict the students at risk. Other factors could have affected the students' achievement in their learning.]]>
<![CDATA[WRITING THESIS IN THE FIELD OF ENGLISH EDUCATION: HOW DIFFICULT IS IT FOR INDONESIAN EFL STUDENTS? ]]>
<![CDATA[Syayid Sandi Sukandi]]>
<![CDATA[ ELTR Journal Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v3i1.60
<![CDATA[This research highlights Indonesian EFL students’ problems in writing thesis in the field of English Education at a private college in Indonesia. Respondents in this research were divided into two groups: Quantitative Research Group (QRG – 1) and Qualitative Research Group (QRG – 2). In terms of references section of the thesis, ‘writing references for different sources’ was the most difficult aspect for QRG – 1 and QRG – 2 indicated that the respondents shown ‘confusion with references format’. Findings of this research emphasize that research design influenced to which degree an individual Indonesian EFL student encountered problems in the process of writing a thesis for a bachelor’s degree in English Education.]]>
<![CDATA[PERSONALIZING POTENTIALS OF WEBLOG IN EFL CLASSROOMS ]]>
<![CDATA[Yustinus Calvin Gai Mali]]>
<![CDATA[ ELTR Journal Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v3i1.61
<![CDATA[A weblog (also called a blog) has been pervasively used as an alternative language learning technology in English as a Foreign Language (EFL) settings. However, there are still limited attempts to shed more lights on the (a) integration of various applications in the blog and (b) how they can be maximized for teaching and learning purposes in the context of Indonesian higher education. Therefore, this study aims to explore issues concerning the use of a tutor blog run in an English Education Study Program of a private university. The exploration focuses on the potentials of the tutor blog and their relevance to current blogging activities as well as draws on related literature and reflective experiences in utilizing the blog in EFL classrooms. This study seems to confirm the potentials of the tutor blog, as asserted by Campbell (2003). The analysis also reveals some possibilities of integrating the blog into other technological applications, which should be beneficial for pre-service and in-service EFL teachers who wish to utilize blogs to support their pedagogical agendas. The study concludes with directions for further studies.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ SPEAKING ANXIETY AND THEIR SPEAKING PERFORMANCE IN AN EFL CONTEXT ]]>
<![CDATA[Rahma Faridila Amaliah]]>
<![CDATA[ ELTR Journal Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v3i1.62
<![CDATA[Numerous studies have been conducted in investigating the role of foreign language speaking anxiety on students’ performance; facilitating (positive) or debilitating (negative) effects. Unfortunately, previous studies on this issue show that language anxiety negatively affected students’ performance in most cases. This study aimed to find out the correlation between speaking anxiety and speaking performance in EFL context and investigating the major stressors of English speaking anxiety perceived by the students involved in this study. Mixed method was applied in this study. Then, three instruments were used to collect the data; a questionnaire named FLCAS (Foreign Language Classroom Anxiety Scale), an interview, and a speaking test. The finding showed that there was no significant relationship between speaking anxiety and speaking performance. Furthermore, based on the finding from FLCAS and interview, the major stressors of speaking anxiety perceived by the participants were resulting from comparing one’s speaking skill to others, getting a spontaneous question, being concerned if they were grammatically incorrect and used wrong pronunciation, not understanding what the teacher said, and being unable to convey something in the target language. These major stressors were basically stemmed from fear of negative evaluation and communication apprehension.]]>
<![CDATA[THE USE OF ACADEMIC VOCABULARY ACROSS PROFICIENCY LEVELS: A STUDY OF EFL STUDENTS’ LEXICAL PERFORMANCE IN UNIVERSITY WRITING ]]>
<![CDATA[Christianus I Wayan Eka Budiartha]]>
<![CDATA[ ELTR Journal Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i1.63
<![CDATA[This study aims to investigate EFL students’ performance in recognizing and using academic vocabulary across three different proficiency levels of English, i.e., elementary, intermediate and advanced. A quantitative approach was employed with a cross-sectional design to examine the difference and the correlation between the two variables and 150 subjects from a private university in Jakarta, some interesting results were uncovered in this study. First, there was a significant difference in overall calculation of students’ academic vocabulary across proficiency levels, even though such a difference does not appear between intermediate and advanced level. Second, the overall calculation shows that there was a significant correlation between students’ academic vocabulary and their proficiency levels with Sig. 0.249, but surprisingly, a more detail calculation did not present any correlation at all between the variables. These results confirm that the gap among proficiency levels was not big, as majority of the students were in intermediate level of their English competence. Even though the students could perform academic vocabulary in university writing; however, almost all of them were not aware with the existence of the words, especially because the words belong to the low frequency band.]]>
<![CDATA[THE INFLUENCE OF L1 ON L2 IN TRANSLATION: ERRORS MADE BY YOGYAKARTA STATE UNIVERSITY STUDENTS ]]>
<![CDATA[Laser Romios]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i2.64
<![CDATA[This study investigates the errors made by Indonesian English learners within crosslinguistic interference between L1 and L2 (Indonesian and English). The data were gathered by making the respondents translate 6 Indonesian sentences which are commonly used during class presentation into proper English. Such task was aimed at investigating the interlingual preposition errors induced by the process of transfer between the target language (English) and the source language (Indonesian). The translation task was assigned in 22 October 2018 to 19 adult EFL learners of English Education Magister’s Program of Yogyakarta State University semester I. They were asked to translate the sentences from Indonesian into English within the allocated time. The task was conducted directtly by writing down the translation on a piece of paper. The data was then analyzed through Coder’s error analysis theory. The findings suggested that these particular English foreign language learners made the fewest errors on preposition omission – and more errors on wrong use and redundancy of prepositions.]]>
<![CDATA[FOSTERING LANGUAGE LEARNER AUTONOMY THROUGH THE INVOLVEMENT OF ICT: TEACHERS’ PERCEPTION ]]>
<![CDATA[Aji Budi Rinekso]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i2.66
<![CDATA[Learner autonomy has become a key issue in promoting effective language teaching. Besides, ICT has contributed to the betterment of English language teaching. In fact, there is still limited research which focuses on investigating English teachers’ perception on the use of ICT to promote learner autonomy. This study aimed to investigate the English teachers’ perception on the involvement of ICT for promoting learner autonomy. A Qualitative research design was employed in this study. The data were collected through online questionnaires and interviews. Thirty English teachers were voluntarily involved to participate in this research. The results of the study revealed that the majority of the English teachers saw ICT as an opportunity for them to promote learner autonomy since it helped the students to be more independent and engaged with the lessons. Further research focusing on students’ perspectives about learner autonomy was suggested to enrich the literature of language learner autonomy.]]>
<![CDATA[IMPROVING READING COMPREHENSION ON RECOUNT TEXT BY USING AUTHENTIC MATERIAL ]]>
<![CDATA[Yeni Mustika]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i2.68
<![CDATA[The research was aimed to improve students’ reading comprehension on recount text by using authentic material to Class IIS 2 students of Year-10 in SMAN 1 Mempawah, membership of 33 students. This research was a Classroom Action Research with two cycles. Each cycle consisted of planning, acting, observing, and reflecting. Field notes, observation checklist, video recording, and individual tests were used as the tools to collect the data. Qualitative and quantitative analyses were used to analyze the data. The finding showed that there was a significant improvement from cycle to cycle. Through authentic material, the students were able to improve their reading comprehension well. It helped the students to learn with the real model and found an interesting way in the learning process. The researcher focused on reading comprehension of recount text by using authentic printed materials in kinds of newspapers. It was very appropriate, effective, and helpful to be used by the teachers in teaching reading comprehension on recount text.]]>
<![CDATA[THE STRENGTHS AND DRAWBACKS OF LYRICSTRAINING IMPLEMENTATION IN BASIC LISTENING COURSE ]]>
<![CDATA[Patricia Angelina]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i2.69
<![CDATA[Development in ICT has resulted in innovations in terms of new applications and software to use in education, one of them is in the English language teaching. This study aims to find out the strengths and drawbacks of LyricsTraining implementation as one example of the web-based CALL in the Basic Listening course, one of the obligatory courses in the English Language Education Study Program of Sanata Dharma University. LyricsTraining is a website that integrates audio and video taken from YouTube with the song lyrics. It allows the students to play the music video and requires them to type in the missing lyrics or choose from the options provided. Survey was used as the method of this study, involving 30 first semester students from one class of Basic Listening course as the participants. Questionnaire with close and open-ended questions was used to gather the data. The results of this study describe the strengths as well as the drawbacks of the implementation of LyricsTraining in the Basic Listening course experienced by the students.]]>
