cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rifki Irawan
Contact Email
eltics_journal@upy.ac.id
Phone
+6285839932081
Journal Mail Official
eltics_journal@upy.ac.id
Editorial Address
Pendidikan Bahasa Inggris, Universitas PGRI Yogyakrta, Unit 2 Jl. IKIP PGRI I Sonosewu No.117, Sonosewu, Ngestiharjo, Kec. Kasihan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55182, Indonesia
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Journal of English Language Teaching and English Linguistics
Published by Universitas PGRI Yogyakarta
ISSN : 24070742     EISSN : 29869358     DOI : 10.31316
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Language Teaching and English Linguistics is a peer-reviewed academic journal of studies in English language teaching and learning published biannually in January and July. Given that the journal prioritizes research reports in ELT, viewpoint articles in the same field will be considered for publication. The scope includes the teaching and learning of English as a foreign or second language: teaching strategies, language curriculum, testing and assessment, linguistics and teaching, literature and teaching, ICT in language teaching, etc.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 125 Documents
 9   10   11   12   13 
Teacher-Students Power Relation in Online Class Interactions in the Higher Education Context Laser Romios; Sulastri Manurung
Journal of English Language Teaching and English Linguistics Vol. 11 No. 2 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i2.9492

Abstract

As online class during the Covid-19 pandemic was mandatory, teaching methods changed and no-human touch was involved, causing fewer social dynamics and interactions. Hence, it is interesting to investigate how a lecturer and students dealt with it. This study aimed to investigate the power relation between a lecturer and his students in a tertiary level education in a particular course of a doctoral degree majoring English Education. The study employed qualitative research with a case method to explore how teacher and students exercised power in online class interactions from January-May 2022. Data were obtained from a recording of zoom meetings involving a male lecturer and 20 doctoral students in a state university in Bandung, Indonesia. Online class verbal and nonverbal interactions were transcribed to describe, interpret, and analyze the teacher-student discursive practices. Analysis of the data was done through the three stages of critical discourse analysis by Fairclough, including description, interpretation, and explanation. In particular, the study employed the systemic functional linguistics by Eggins and Halliday to discuss mood type and to understand the semantic system of speech function and mood employed by the teacher and students. Based on the analysis of three episodes, the study shows that the lecturer did not dominate the classroom, suggesting the power relation was equal. Thus, students found it easy to demonstrate their ideas and opinions during classroom activities.Keywords: Power Relations; systemic functional linguistics; English Education; Tertiary Education
Students’ Perceptions of TalentLMS as a Supporting Tool for Learning English Outside the Classroom : Wahyu Septian Winduaji; Juang Kurniawan
Journal of English Language Teaching and English Linguistics Vol. 11 No. 2 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i2.9870

Abstract

This study aims to explore students’ perceptions of using TalentLMS as a supporting tool for learning English outside the classroom. This research employed a qualitative descriptive design to obtain a deeper understanding of students’ experiences and perspectives regarding the use of TalentLMS in English learning activities. The participants of this study were five students of the English Education Study Program who had experience using TalentLMS for learning English outside classroom instruction. The data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students generally had positive perceptions toward the use of TalentLMS. Students perceived the platform as easy to use because of its simple interface and accessible features. In addition, TalentLMS was considered useful in helping students access learning materials, complete exercises, and support independent learning outside the classroom. The platform also provided flexibility because students could learn anytime and anywhere according to their own learning pace. Furthermore, TalentLMS encouraged learner autonomy by allowing students to review materials and practice English independently. However, several challenges were also identified, including internet connection problems and limited interaction during online learning activities. In conclusion, TalentLMS can support English learning outside the classroom by providing flexible and accessible learning opportunities for students. Keywords: TalentLMS; Learning Outside the Classroom; Students’ Perceptions; LMS; English Language Learning
The Use of Mobile Legends to Facilitate English Procedure Text in Writing Skills Developments: Vocational Students’ Perceptions Amir Hamzah
Journal of English Language Teaching and English Linguistics Vol. 11 No. 2 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i2.9977

Abstract

Mobile Legends has been widely used in teaching and learning English. However, despite that, its impact on English procedure text writing skills among students has not yet been explored. Thus, this study aims to explore students' perceptions regarding using Mobile Legends to enhance their English procedure text writing skills. Six students are in the computer major, and nine students are from the housekeeping major. The instruments of this research were questionnaires and interviews, and this research is qualitative. The participants' responses were analyzed using a descriptive and analytical approach. The results show that the game's characters and backgrounds provide a wealth of material for graphically illustrating story components and substantially enhance descriptive skills, narrative coherence, and linguistic structures. The positive responses from the participants suggest a burgeoning potential for incorporating mobile gaming into language education, fostering a deeper connection between students and language learning. The study provides valuable insights into the positive impact of gamification on language proficiency, offering educators an exciting avenue to explore in creating dynamic and effective learning environments. Keywords: Mobile Legends; Procedure Text; Writing Skill
Integrating Bilingual Folklore into EFL Reading Classes: Students' Responses and Translation Techniques in Keong Mas Sujatmiko Sujatmiko
Journal of English Language Teaching and English Linguistics Vol. 11 No. 2 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i2.9990

Abstract

This research seeks (1) to depict the students' reactions to the application of the folklore bilingual book titled Keong Mas in reading instruction at SMK N 1 Kalasan, (2) to outline the translation methods employed in the folklore bilingual book called Keong Mas. This research took place at SMK N 1 Kalasan Sleman. This study employs a qualitative approach, comprising data collection through interviews, observations, surveys, and documentation. The participants in this research were 36 students from the tenth-grade leather craft program at SMK N 1 Kalasan Sleman. This study aims to examine how students respond to the incorporation of folklore bilingual books in learning to read narrative texts in English classes. The findings indicated that (1) folklore significantly aids students in reading acquisition, (2) students enjoy reading with folklore, (3) students show interest in reading through bilingual folklore, (4) bilingual folklore serves as a novel educational resource for students, (5) bilingual folklore motivates students to engage in reading, (6) bilingual folklore enhances students' vocabulary. Moreover, the methods applied in translating the bilingual folktale book titled Keong Mas consist of established equivalence, pure borrowing, explicit translation, paraphrase, modulation, reduction, addition, generalization, discursive creation, and natural borrowing. Keywords: Reading; Narrative Text; Folklore; Bilingual Book; Translation Technique
Interdental Fricative Substitution in Spontaneous Indonesian-Accented English: Acoustic Evidence from Podcast Speech Arjuna Satria Dewa Bagaskara; Bintang Dja'far Maulana; Abdus Salim
Journal of English Language Teaching and English Linguistics Vol. 11 No. 2 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i2.10200

Abstract

Indonesian speakers of English consistently face difficulty producing the interdental fricatives /θ/ and /ð/, two sounds absent from the Indonesian consonant inventory, yet existing research has relied almost exclusively on controlled elicitation tasks that may not reflect how these sounds are realized in natural communicative settings. This study examined the phonetic realization of /θ/ and /ð/ in the spontaneous English speech of an Indonesian public figure, with the primary objective of determining whether acoustic evidence from unscripted digital media speech is consistent with the L1 phonological interference patterns previously reported in task-based studies. A descriptive qualitative design was adopted, with data drawn from a single podcast episode in which the subject produced English speech without scripting and without awareness of phonetic observation. All English utterances containing /θ/ or /ð/ were identified, timestamped, and submitted to acoustic analysis using Praat spectrographic software, with reference pronunciations from the Cambridge English Pronouncing Dictionary serving as the baseline. Twenty-four tokens were analyzed. Every instance of /θ/ was realized as the voiceless alveolar stop [t] and every instance of /ð/ as the voiced alveolar stop [d], yielding a one-hundred-percent substitution rate with no token approximating the interdental target. Spectrographic comparison confirmed the complete absence of fricative energy across all tokens. These findings demonstrate that L1 phonological interference at the interdental fricative site remains categorical and acoustically robust in spontaneous speech, independent of the speaker’s level of public communicative experience, extending prior evidence beyond the controlled task paradigm into naturalistic digital media discourse.

Page 13 of 13 | Total Record : 125

 9   10   11   12   13 

Filter by Year

2014 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 2 (2026): Journal of English Language Teaching and English Linguistics Vol. 11 No. 1 (2026): Journal of English Language Teaching and English Linguistics Vol. 10 No. 2 (2025): Journal of English Language Teaching and English Linguistics Vol. 10 No. 1 (2025): Journal of English Language Teaching and English Linguistics Vol. 9 No. 2 (2024): Journal of English Language Teaching and English Linguistics Vol. 9 No. 1 (2024): Journal of English Language Teaching and English Linguistics Vol. 8 No. 2 (2023): Journal of English Language Teaching and English Linguistics Vol. 8 No. 1 (2023): Journal of English Language Teaching and English Linguistics Vol. 7 No. 2 (2022): Journal of English Language Teaching and English Linguistics Vol. 7 No. 1 (2022): Journal of English Language Teaching and English Linguistics Vol. 6 No. 2 (2021): Journal of English Language Teaching and English Linguistics Vol. 6 No. 1 (2021): Journal of English Language Teaching and English Linguistics Vol. 5 No. 2 (2020): Journal of English Language Teaching and English Linguistics Vol. 5 No. 1 (2020): Journal of English Language Teaching and English Linguistics Vol. 4 No. 2 (2017): Journal of English Language Teaching and English Linguistics Vol. 4 No. 1 (2017): Journal of English Language Teaching and English Linguistics Vol. 3 No. 1 (2016): Journal of English Language Teaching and English Linguistics Vol. 2 No. 1 (2015): Journal of English Language Teaching and English Linguistics Vol. 1 No. 1 (2014): Journal of English Language Teaching and English Linguistics More Issue