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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
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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ELTR Journal publishes original, previously unpublished research and opinion papers written in English.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
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THE INFLUENCES OF PEER FEEDBACK IN IMPROVING EFL LEARNERS’ WRITING PERFORMANCES Wijaya, Kristian Florensio
ELTR Journal Vol. 8 No. 1 (2024)
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.v8i1.177

Abstract

Enhancing EFL learners’ writing performances should not solely rely on one-shot feedback imparted by second language educationalists but rather a joint endeavor where collaborative and mutual feedback exists to insistently support the ongoing writing learning enterprises. The further usage of peer feedback fully suits the aforementioned writing learning aspiration in which EFL learners collaboratively address a vast variety of beneficial suggestions, comments, and advice intended for the betterment of their writing performances. This present small-scale qualitative study was manifested in the form of an annotated bibliography review to comprehensively unravel the particular impacts of peer feedback in elevating EFL learners’ writing performances. To fulfill this major study objective, the researcher employed a document analysis method in reviewing the previously generated research results to yield more credible and understandable research results. To ascertain the relevance and applicability of the reviewed research results, the researcher also selected 10 prior peer feedback and writing investigations. The research results revealed that through the constant employment of peer feedback, worldwide EFL learners have progressively transfigured into more proactive, viable, and proficient writers since they conducted more efficient writing revisions in accord with their learning counterparts’ useful comments.
AN ANALYSIS OF THE RELATIONSHIP BETWEEN FACE LOSS AND STUDENT AGGRESSION: THE CASE STUDY OF MOHAMMED I UNIVERSITY STUDENTS Fatmi, Abderrahim
ELTR Journal Vol. 8 No. 1 (2024)
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.v8i1.178

Abstract

This research study addresses the influence of face loss on students’ aggressive behaviours among Mohammed I University students in Oujda. The study examines how teachers' and peers’ face-threatening acts affect students’ aggressive behaviours. Using the mixed-methods research design, the research questions explore if face loss affects students' aggressive behaviours, how and to what extent face loss can cause a student to behave aggressively towards teachers and classmates, and the motive behind their aggressive behaviours. Data were collected using a survey that included 243 participants and interviews with 28 students who had experienced classroom face loss. Interview data were coded, and thematically analysed and survey data were quantitatively analysed. Both survey and interview data reveal that face loss does affect students' aggressiveness towards their teachers and peers. Such aggressive behaviours include physical and verbal abuse, direct and indirect aggression, and passive forms of aggression. The results also indicate that classroom face loss leaves students with negative attitudes towards their teachers, peers, and school subjects. Recommendations suggest further research vis-à-vis facework strategies employed by teachers to minimize student face loss and classroom embarrassment.
ARTIFICIAL INTELLIGENCE AS A LEARNING MEDIA IN ENGLISH EDUCATION: BIBLIOMETRIC USING BIBLIOSHINY ANALYSIS (2009-2023) Zafrullah, Zafrullah; Meisya, Adinda; Ayuni, Rizki Tika
ELTR Journal Vol. 8 No. 1 (2024)
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.v8i1.179

Abstract

This research examines the publication trends and emerging keywords within the domain of artificial intelligence applied to English education. Analyzing 74 documents sourced from Scopus using RStudio and Vosviewer revealed distinct patterns. Notably, the year 2021 marked a significant milestone with 26 articles, constituting 35.14% of total publications, while the preceding decade (2009-2020) contributed only 13 articles, representing less than 18%. However, the period from 2021 to 2023 experienced a noteworthy surge, introducing over 80% of the total publications, incorporating 60 new articles. Esteemed institutions like Hebei University of Engineering in China and three other affiliates each contributed 4 publications. The prominence of the ACM International Conference Proceedings Series underscores the influential role of technology conferences in shaping discussions around artificial intelligence in English education. An influential article, cited 20 times, focused on the integration of 5G and AI technologies to reform English education at universities, considering the necessity of cutting-edge technological infrastructure. Visual analysis highlights specific keywords such as speech recognition, quality control, teaching systems, and learning algorithms within yellow circles, suggesting potential areas for further research in the intersection of artificial intelligence and English education.
THE EFFECTIVENESS OF PEER FEEDBACK THROUGH INSTAGRAM ON TENTH-GRADE STUDENTS’ SPEAKING SKILLS IN AN EFL HIGH SCHOOL Renita, Renita; Irawan, Rifki
ELTR Journal Vol. 8 No. 1 (2024)
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.v8i1.181

Abstract

In the flow of learning objectives (ATP), students are required to master speaking skills, especially in the aspects of pronunciation, fluency, and accuracy. Students need help getting it, and one of the causes is the need for more effective learning media. This research aims to find out the effectiveness of peer feedback through Instagram on tenth-grade students' speaking skills at SMAN 1 Gamping. This research was carried out at SMAN 1 Gamping and used quantitative methods with a quasi-experimental design. Class X B is the control class that is treated with traditional peer feedback. In contrast, class X C is the experimental class that is treated with peer feedback through Instagram. The instrument used was a test (speaking skill) with the following research steps: pre-test – treatment – post-test. The hypothesis test used is the t-test with = 5% (0.05). The paired sample t-test proves that peer feedback through Instagram is effective in improving tenth-grade students' speaking skills at SMAN 1 Gamping. The independent sample proves that traditional peer feedback is superior and is more recommended for implementation.
VISUAL LITERACY: COMIC STRIPS AS TEACHING MEDIA IN SIMPLE PRESENT TENSE Setianingsih, Eri; Wiyanah, Sri
ELTR Journal Vol. 8 No. 1 (2024)
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.v8i1.182

Abstract

This study aims to measure the effectiveness of using comic strips as learning media for seventh-grade students in Simple Present Tense at SMPN 2 Sewon. The problem in this study was the students' understanding of grammar, especially in simple present tense, was low. This research is Quantitative, with a quasi-experimental pre-test and post-test as the research design. The comic strips used in this study were made by the researcher herself. The sample of this study was seventh-grade students, The total amount was 64 students, who were divided into two classes, namely experiment and control. The experiment class was given treatment in the form of comic strips as teaching media after the pre-test, while the control class was not. The results showed sig. (2-tailed) 0.000 < 0.05 and  (-8.633) <  (-2.039). Based on the result, it can be concluded that there is a significant difference between the learning outcomes in the pre-test and post-test in the experimental class. Comic Strips proved to be effective to be used as teaching media to help students' learning process in English grammar, especially simple present tense.
STUDENTS’ PERCEPTION OF DIGITAL READING TEXTS: A CASE STUDY AT THE ENGLISH EDUCATION DEPARTMENT OF STKIP PGRI BANGKALAN Suhartini, Suhartini; Ulfa, Siti Maria
ELTR Journal Vol. 8 No. 2 (2024)
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.v8i2.184

Abstract

This study investigated what students' perceptions of reading digital texts and students' preferences for digital text reading. Data was gathered through observation, interviews, and documentation to accomplish this purpose.  The interview aims to gather qualitative information about the participants' motivation and interests, the effectiveness of reading digital texts, any difficulties they may have had reading them, and whether they preferred reading print or digital texts.  Four students enrolled in five semesters of the English Language Education Department at STKIP PGRI Bangkalan during the academic year 2023/2024 participated in this study.  The results showed that the participants had a favorable opinion of reading digital materials because digital texts are more engaging and inspiring, and follow the standard reading format. The main obstacle for students in using digital texts is the less text displayed at once due to the limitations of smartphone screens.
USING YOUTUBE VIDEOS TO TEACH WRITING Nurhelfa, Sulistiawati; Herawati, Atti; Wahyuni, Asih
ELTR Journal Vol. 8 No. 2 (2024)
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.v8i2.191

Abstract

This article aims to describe how an English teacher taught writing procedure text using YouTube videos to the 11th-grade students of Vocational High School. The study applied a descriptive qualitative approach. This research was conducted at one Vocational school in Pacet. The participants of this research were an English teacher and 36 students from grade 11 of Tourism Travel Business (ULP) major. This study was guided by one research question “How does the teacher teach writing procedure text using YouTube video to grade 11 students of Vocational High School?” The instruments used in this study were observation, documentation, and interview. The findings of this study show that: 1) the English teacher engaged the students to watch a video from YouTube together in the opening activity, 2) the English teacher and the students discussed the contents of the YouTube videos that have been watched in the core activity, and 3) the English teacher played YouTube videos to prepare the students’ mental condition before they were doing presentation about their writing project of procedure text in core activity. The results indicated that the YouTube video on teaching writing aligns with the stages of the teaching activities proposed by Rusmawan.
LANGUAGE TEACHER AGENCY IN FACING FREEDOM-TO-LEARN CURRICULUM IN TWO TOWNS IN JAVA Putri, Maria Nirmala; Budiraharjo, Markus
ELTR Journal Vol. 8 No. 2 (2024)
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.v8i2.193

Abstract

Teacher agency in facing new national curriculum shifts has been a topic discussed widely around the world, as many nations implement curriculum shifts and transitions. Indonesia has also in its early years implemented the new national curriculum called Freedom-to-Learn Curriculum. This study is aimed at exploring the agency of language teachers of public junior high schools in two different towns in Java Island, Indonesia. Employing the ecological approach by Priestley, Biesta, and Robinson (2015) which supported the interplay and dynamics of iterative, practical-evaluative, and projective dimensions, this qualitative study brings into play the semi-structured and focus group discussion data-gathering techniques. Six teachers participated in this study. The finding showed that the level of agency was diverse ranging from high (demonstrated by three research participants), emerging (demonstrated by one participant), and low (participated by two participants). Future researchers might examine the teacher agency by involving more participants as well as capture the robust study of language teacher agencies from other parts of Indonesia.
EFL STUDENTS’ ATTITUDES TOWARDS ACADEMIC READING IN WRITING FOR INTERNATIONAL PUBLICATION Mudra, Heri
ELTR Journal Vol. 8 No. 2 (2024)
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.v8i2.195

Abstract

Although academic reading has gained positive attention in EFL classrooms, very little research has been undertaken regarding the descriptive relationship between such types of reading attitudes and article writing. This study focused on determining the academic reading attitudes of EFL students who were writing an article for an international journal. A total of 173 undergraduate and magister students enrolled in an EFL major voluntarily participated in the survey study. By using the AR attitude scale, the survey was undertaken via an online app (e.g., Google Form). The results reveal that there are three dimensions of students’ AR. Behavior factor seems to be negative for the students who read academic texts. They encountered difficulties in comprehending the texts during the article writing process. They believed in AR benefits for article writing, but most students were not confident in their reading competence. In short, AR has important values in developing article writing quality, but strategies are needed to fulfill the expectation.
ARTIFICIAL INTELLIGENCE USAGE IN HIGHER EDUCATION: EFL STUDENTS’ VIEW Yuliani, Sesilia; Mukhibbah, Tefanya Laili; Agustina, Eliasanti
ELTR Journal Vol. 8 No. 2 (2024)
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.v8i2.198

Abstract

This research aims to determine students' perceptions and challenges faced using AI due to the gaps faced by EFL students. This research uses a qualitative method which uses two data collection techniques, namely observation as supporting data and interviews with 6 students from different classes as main data. To analyze the data, researchers used thematic analysis and then used content validity to support the research. The results of this research show that the majority of students agree that the use of AI in EFL classes is very helpful in the independent learning process and improves speaking, reading, writing, and giving ideas. So the researchers concluded that based on students' perceptions, these perceptions had a positive impact on the use of AI in EFL classes. Researchers hope that students and lecturers can use AI according to the role of AI. Researchers also hope that this research can become a reference for readers.

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