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ELLTER Journal
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : -     EISSN : 27461424     DOI : https://doi.org/10.22236/ellter-j.v1i1
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
ELLTER Journal: English Linguistics and Language Teaching Research Journal is home of scholars in publishing their works in the area of English Linguistics and Language Teaching Research across world. ELTTER JOURNAL welcomes following fields: 1. Teaching English as a Second Language or a Foreign Language 2. English language planning, language testing, evaluation, and assessment; 3. Curriculum design and development; 4. Primary education, cross cultural, multilingualism and multilingual education; 5. Discourse analysis; 6. Translation; 7. Structural linguistics; 8. Literature; 9. Functional linguistics.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 1 (2022): ELLTER JOURNAL" : 5 Documents clear
EXPLORING THE COMMUNICATIVE-NESS OF INDONESIAN ENGLISH COURSEBOOK: A CONTENT ANALYSIS Sibakhul Milad Malik Hidayatulloh; Riffat Haqhani Zulkifli
ELLTER Journal Vol. 3 No. 1 (2022): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v3i1.7855

Abstract

One thing cannot be denied from teaching and learning process is teaching material and methodology. They are often used interchangeably. Therefore, the creation of the teaching materials is underpinned based on the methodology that has been widely used and existed. Communicative Language Teaching (CLT) as the methodology has been widely implemented in the classroom and materials in teaching and learning language. However, the CLT principles in the textbook are not much evaluated. Therefore, this research aims to evaluate the CLT principles in the English textbook in Indonesia, to be exact Bahasa Inggris SMA Kelas 11 Semester 2 Textbook for Secondary Students in Indonesia. In evaluation process, the researchers used an adopted textbook’s evaluation checklist from Grant’s and Cunningsworth’s evaluation tools. Furthermore, there are five aspects to be focused which are the material, CLT claims, activities, provided skills, and tasks in the textbook. The findings showed that the textbook is not really implementing the principles of CLT. Moreover, it can be recognized from its activity and skills. Therefore, several aspects such as task, activity, and skills are needed to be improved. At the end of the chapter, suggestion for improving is also attached to improve the coursebook.
ANALYZING TYPES AND LEVELS OF STUDENTS’ ENGLISH-SPEAKING ANXIETY Setik Nur Hayati; Nita Kaniadewi
ELLTER Journal Vol. 3 No. 1 (2022): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v3i1.8832

Abstract

This research was aimed to analyze and describe the types and levels of students' English-speaking anxiety in foreign language learning activities to get broadened understanding of this phenomenon. This study was categorized as descriptive quantitative research. It was conducted at the English Education Department of Muhammadiyah University of Prof. Dr. HAMKA. The participants were the second-semester Students of the Transactional Listening and speaking class. The questionnaires that were given to the participants consisted of 33 statements and were based on FLCAS and adapted from Horwitz and Cope (1986) to find out the dominant types and levels. The author found that the dominant levels of speaking anxiety experienced by the participants were at the "Anxious" level which was 36% with none of the students who experienced the “Relaxed” and "Very Relaxed" levels. Whereas, the author found that "Fear of Negative Evaluation" with 67% as the dominant type of speaking anxiety experienced by the students. Keywords: Speaking Anxiety, Types of Speaking Anxiety, Levels of Speaking Anxiety, Speaking Skill
THE EFFECTIVENESS OF ENGLISH SONGS IN TEACHING VOCABULARY TO THE SIXTH GRADE PUPILS Ferina Rizkiani
ELLTER Journal Vol. 3 No. 1 (2022): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v3i1.8897

Abstract

This research was held at SDN Sungai Bambu 05 Pagi. The objective of the study is to find the empirical evidence of whether or not English songs are effective in teaching vocabulary to the sixth grade pupils. The samples of this study were 28 students of VI D. The writer used quantitative design by employing pre-experiment method in taking this research. She used vocabulary test to find the students vocabulary pre-test and post-test scores and use t-test to analyse the effectiveness of English songs in the teaching of vocabulary. The test consisted of two parts; multiple choice, and matching with the total 50 items. After describing and analysing the data, it can be concluded that English songs are effective as an alternative strategy in the teaching vocabulary to the sixth grade pupils. It is proven that there is a significance score after several treatments in the classroom. Moreover, the benefits of the research result are the teacher and the students feel more relaxed, less-stressful, and happy, the teacher and the students gain new word from the lyric so, they will try to pronounce the words, and the teacher and the students become more active.
THE MOST DOMINANT SOURCE OF STUDENT’S SELF-EFFICACY IN ENGLISH PUBLIC SPEAKING Tri Setyaningsih; Nurhandayani Supraptiningsih; Farah Andina Utiarahman
ELLTER Journal Vol. 3 No. 1 (2022): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v3i1.8940

Abstract

The objectives of this research are to investigate the most dominant source of self-efficacy that affects students’ English public speaking skills and to discover the students’ strategies in developing their self-efficacy. Moreover, this research is conducted among fourth semester of public speaking students consisting of 32 participants. In this case, the researchers use the descriptive qualitative method to calculate the data gathered. The finding reveals that the main source of self-efficacy that affects students’ public speaking skills is the Psychological and Affective States. Another finding also shows that varied strategies are elaborated in order to develop self-efficacy, such as getting the assistance from teacher’s feedback, finding friends as role model, being noticed by peers, and being able to control physical and emotion stress reactions.
STUDENTS’ PERCEPTION ON THE UTILIZATION OF ZOOM VIDEO CONFERENCING IN IMPROVING SPEAKING ABILITY AMIDST COVID-19 PANDEMIC Dinda Rachmitha Noviyanti
ELLTER Journal Vol. 3 No. 1 (2022): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v3i1.8956

Abstract

This research investigated about students’ perception on the utilization of Zoom Video Conferencing in improving speaking ability in the midst of COVID-19 outbreak. These days, the conventional class were converted into distance learning to prevent the contagious outbreak COVID-19. Therefore, this situation influenced the teachers and students to utilize Zoom Video Conferencing as their learning media. Thus, this research applied Mix Methods Approach by using closed-ended questionnaire and open-ended questionnaire which is adopted and modified from Bawanti’s study (2021). These questionnaires were distributed by Google Form through WhatsApp and Twitter to 103 junior high school and high school student in Jabodetabek area. As the result, it discovered that Zoom Video Conferencing can help the students to develop positive attitude and have a great impact for developing speaking skills. Students feel they never feel afraid to volunteer themselves to speaking English in the classroom. Zoom also facilitates students and teachers to have direct communication, discussion, and teaching and learning process with its features as face-to-face classroom owns.

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