UC Journal: ELT, Linguistics and Literature Journal
UC Journal: ELT, Linguistics and Literature Journal, or UC (Universal Contributor) Journal, for short, is an international scientific, peer-reviewed journal which is devoted to language and language teaching. UC Journal is an international, scientific, peer-reviewed journal published twice a year, namely in May and November. UC Journal, e-ISSN 2774-9401, publishes original, previously unpublished research and opinion papers written in English. Paper topics include the following: 1. English language teaching (ELT), 2. linguistics, 3. literature, and other closely-related topics will be considered as well.
Articles
69 Documents
<![CDATA[CLASS CONFLICT AND CHANCE IN THOMAS HARDY’S TESS OF THE D’URBERVILLES: A MARXIST INTERPRETATION ]]>
<![CDATA[Shihab, Md. Nuruddin Pier]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 5, No 2 (2024): November 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v5i2.9541
<![CDATA[This study sets a Marxist lens to explore class conflict and the interplay of fate in Thomas Hardy’s Tess of the d’Urbervilles. The paper examines Tess’s representation as a victim of the Victorian class system and sexual oppression, investigating whether her tragic downfall results from chance or her subordinate social position. The evolving social statuses of central characters like Tess, Angel, and Alec add various dimensions to the narrative tension of the book. By utilizing the qualitative-descriptive method and Marxist concepts of class conflict and capitalism, the analysis accentuates how economic stability, or the lack thereof, intricately influences personal lives and relationships in Victorian society. Tess exemplifies the oppressed working class, while oppressors like Alec and Angel exercise their predatory dominance over her. Moreover, the research article aims to highlight the pivotal role of fate and chance in shaping Tess’s destiny, with coincidences and unexpected events intensifying her misfortunes. Ultimately, the research paper posits that economic fragility not only subjugates the working class but can also precipitate the downfall of the oppressors themselves.]]>
<![CDATA[THE M/OTHER STORY IN TONI MORRISON’S BELOVED: THE TRAUMA OF MOTHERHOOD/MOTHERLAND AND THE AFRICAN AMERICAN IDENTITY ]]>
<![CDATA[Hssairi, Rania Kerkeni]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 5, No 1 (2024): May 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v5i1.7860
<![CDATA[Inspired by the story of Margaret Garner, Toni Morrison’s Beloved revolves around the story of Sethe, among those of other slave mothers, and her struggle to experience motherhood against the horrors and terrors of slavery and white exploitation. In light of Lacanian theory, this study deals with the traumatic nature of motherhood in the institution of slavery, while exploring the unconventional m(other) portrait drawn by Morrison in her novel. Connectedly, drawing on Stuart Hall’s insights about the issues of identity and belonging, this paper also investigates the role of the trauma resulting from lost motherhood in the loss of the African motherland and the molding of the African-American identity.]]>
<![CDATA[IS SILENCE GOLDEN? CONVERSATIONS OF NATIVE SPEAKERS OF RIMI IN SINGIDA- TANZANIA ]]>
<![CDATA[Choyo, Musa Ibrahim]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 4, No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v4i2.7534
<![CDATA[This paper provides an empirical examination of the perception of silence as a communicative act in a Rimi cultural context. Four casual conversations with Rimi native speakers were examined. Silence in conversation was determined using a turn-taking framework in Conversation Analysis previously described by Sacks et al. (1974) as a turn-taking organization. Native speakers of Rimi like people in other cultures have beliefs and myths regarding silence. However, these cultural artifacts are often hardly reflected in their real conversation practice. Rimi's belief regarding the value of silence dictates avoidance of silence because they consider it a danger and veiled bad intentions. Despite this cultural orientation regarding silence, in some contexts, Rimi native speakers give it a positive value. The findings show that silence can be used for terminating a topic, showing agreement, and indicating emotions such as sadness. Silence therefore can lead to either harmonious or troubled conversation at the same time. Many prolific studies have shown that Eastern cultures appreciate silence while the Western cultures silence is attributed to incompetence and lack of willingness to participate in communication. This cultural dichotomy regarding the perception of silence between Western and Eastern cultures gives an impression that cultures can either perceive silence positively or negatively. Data from this study show that this understanding is faulty. The data indicate that silence cannot be described categorically as solely positively or negatively perceived in a particular culture; instead, it should be viewed as a variable entity within a single cultural group.]]>
<![CDATA[TECHNOLOGY’S CRITICAL ROLE IN THE ELT CLASSROOM FOR DEVELOPING STUDENTS’ LEARNING ENTHUSIASM AND ITS OUTCOME ]]>
<![CDATA[Baharuddin, Andi Farid]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 5, No 2 (2024): November 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v5i2.9467
<![CDATA[In the post-COVID-19 pandemic, the technology was currently inseparable in educational sector including in the English Language Teaching (ELT) field. Teachers in the secondary school context were encouraged to adapt technology for designing material. The technology could be like computer, tab, smartphone, etc. Through these tools, the teachers could make power points, share the material to the students’ smartphone, and conduct the e-learning activity by connecting it to internet. Therefore, this article attempted to investigate 1) the critical role of technology that could help learner to follow the teaching material and 2) the challenges of online application used by students in the e-learning class. To observe the above issue, the researcher used quantitative methodology with a case study approach. To generate the quantitative data of students’ learning interest, the researcher utilized Likert Scale model from 1 to 5 scale. The result demonstrates that 1) Technology has significant role in assisting learners to follow the subject and they have varied positive perspectives toward its use in e-learning activity, 2) even though students perceived many OAs were challenging, but through WAG application, it was effective in improving their writing skill.]]>
<![CDATA[ANIMATED EDUCATIONAL VIDEOS AND EFL LEARNERS’ FOREIGN LANGUAGE ANXIETY ]]>
<![CDATA[Dira, Benito]]>;
<![CDATA[Kuswandono, Paulus]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 5, No 1 (2024): May 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v5i1.8677
<![CDATA[Anxiety is known as foreign language anxiety when correlated to the learning of foreign languages. Animated educational videos can serve as excellent instruments for visually facilitating the courses. Although recent studies discussed the benefits of using video in educational activities and other similar subjects, only a few findings focused on the impact on EFL learners’ Foreign Language Anxiety. To provide a thorough description of the occurring phenomenon from the perspective of the research participants, the researchers used a qualitative approach. On the grounds of this, the researchers used convenience sampling as the preferred technique in collecting the sample, particularly comprehensive sampling. The research participants were 12 students of at the English Language Education Study Program (ELESP) of Sanata Dharma University. The data were collected through an online survey using an open-ended questionnaire and an online interview. The findings revealed that there were two results based on this research. First, the use of animated educational videos both increases anxiety and reduces anxiety. Nonetheless, it was also found that the animated educational videos did not boost nor decrease EFL learners' anxiety about foreign languages. Second, the researcher found that topic and video editing were the aspects that influenced the EFL learners.]]>
<![CDATA[INCORPORATING GAMIFICATION ELEMENTS FROM CLASSCRAFT IN ENGLISH INSTRUCTION: A SCOPING REVIEW ]]>
<![CDATA[Armanda, Muhamad Laudy]]>;
<![CDATA[Priyana, Joko]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 4, No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v4i2.7559
<![CDATA[In the contemporary educational landscape, a significant portion of college students belongs to Generation Z, characterized by their familiarity with the Internet, mobile technology, and video games. Educators are increasingly turning to innovative solutions to address the challenge of fostering a meaningful learning environment that enhances student motivation and improves learning outcomes. Classcraft, as a notable example, offers a platform for educators to captivate students through gamified learning experiences and immersive role-playing. This study conducts a scoping review to investigate research findings about the effectiveness of Classcraft, specifically focusing on its gamification elements, within the realm of English instruction. The review encompasses articles published between 2018 and 2023, following the comprehensive five-stage framework outlined by Arksey and O’Malley (2005). The key revelation of this scoping review underscores the advantages of integrating Classcraft to establish an immersive gamified learning environment in the context of English instruction. The insights derived from this review hold particular significance for instructional designers operating in higher education settings.]]>
<![CDATA[TO BE BRAVE: HEROISM AND BRAVERY IN NEIL GAIMAN’S CORALINE ]]>
<![CDATA[DG, Sharanya]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 5, No 1 (2024): May 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v5i1.8442
<![CDATA[The paper explores the themes of Heroism and Bravery, which are abundant in Fantasy literature. With reference to the existing literature, these concepts are defined and differentiated, and their relevance in Fantasy literature is delineated. A close reading of Neil Gaiman’s Fantasy novel, Coraline (2002), is used to exemplify the use of these themes. I argue that heroism is a socially and historically constructed trope that defines the journey of the protagonist (typically, of a male “hero”), whereas bravery lies in individual acts of courage and determination in the face of danger. This line of argument is undertaken by conducting a formal and textual analysis of Coraline, providing ample references to the heroism and bravery of its protagonist, to highlight further how the novel helps its young readers deal with the realities of the world they live in.]]>
<![CDATA[FREQUENCIES AND COLLOCATIONS OF DEICTIC VERBS COME AND GO ]]>
<![CDATA[Ratri, Ayu]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 4, No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v4i2.7589
<![CDATA[The focus of this study was to explore the frequencies and collocations analysis in Contemporary American English for the verbs come and go. To conduct the study, the researchers employed quantitative and qualitative methods. Data were collected from the Corpus of Contemporary American English (COCA) and analyzed using Benson et al.'s (1986; 2010) grammatical and lexical collocation types. COCA stores all tokens of academic, fiction, movies, blogs, newspapers, and magazine domains. All occurrences frequency of COCA was retrieved, and 300 tokens consisting of the words come and go were collected. The results showed that the word deictic go was more frequent than the word come in COCA, with a total frequency of occurrence of 55% and 45%, respectively. The type of collocation in the word go also had more variations. The word go had nine types of collocation, whereas the word come had seven types of collocations. This study gives applicable and relevant knowledge to non-native speakers of English.]]>
<![CDATA[SCRUTINIZING PAPUAN EFL STUDENTS’ STRATEGIES FOR ENRICHING ENGLISH VOCABULARY MASTERY ]]>
<![CDATA[Romrome, Abel Yohanis]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 5, No 1 (2024): May 2024 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v5i1.8735
<![CDATA[The current study aimed to scrutinize the approaches employed by Papuan EFL students to improve their vocabulary skills. The study utilized a mixed methods approach, incorporating both a questionnaire and interviews to gather data from 30 Papuan EFL students enrolled in a private university in Timika, Papua. The results revealed that the majority of participants employed four key strategies for vocabulary acquisition: social, memory, cognitive, and metacognitive. Notably, the memory strategy was most commonly utilized, with participants frequently associating new words with personal experiences to aid in retention. This study provided beneficial recommendations and suggestions for educators. In this sense, the findings of this study can be utilized as useful strategies to teach EFL students based on their interests. Thus, those strategies can facilitate them to achieve vocabulary mastery.]]>
<![CDATA[FUNCTIONS OF THE SUFFIX –MOST IN ENGLISH ]]>
<![CDATA[Siboro, Efrika]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 4, No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v4i2.7595
<![CDATA[This paper explored the functions of the suffix –most in English and the formation of new categories of the suffix -most by analyzing the words containing it. This quantitative descriptive study collected the data from Wordbyletter.com and the online Oxford English Dictionary (OED). The text-based document analysis examined 40 words having the suffix -most. Results showed that four functions of the suffix –most, namely to form: a noun into an adjective (25%), an adjective into an adjective (45%), an adverb into an adjective (15%), and a preposition into an adjective (15%). It was analyzed that the usage frequency of several words represents all the grammatical categories of the suffix –most based on the Corpus of Contemporary American English (COCA). Firstly, foremost functioning as noun formation occurred 7,078 times. Secondly, lowermost functioning as adjective formation occurred 40 times. Thirdly, the uppermost functioning as adverb formation appeared 532 times. Lastly, aftermost functioning as preposition formation occurred twice only. ]]>
