Erudita: Journal of English Language Teaching
Erudita: Journal of English Language Teaching publishes manuscripts within the fields of English as a first, second, or foreign language teaching and learning, teacher professional development, technology-enhanced language learning, curriculum and material design, innovation in language teaching, English for specific purposes, language testing and assessment, intercultural and multicultural education, multimodality, literature and teaching, and textbook analysis.
Articles
72 Documents
<![CDATA[Examining the effect of phonological awareness instruction on EFL learners’ pronunciation and motivation ]]>
<![CDATA[I Ketut Wardana]]>;
<![CDATA[Putu Tri Astuti]]>;
<![CDATA[Ni Luh Sukanadi]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i2.6191
<![CDATA[ELT teachers in Indonesia mostly apply an integrative language teaching approach to cover the linguistic elements of language skills. However, the pronunciation in speaking exposure is required to be accurate through the intervention of phonological awareness. Thus, this study examines the effect of phonological awareness on students’ English pronunciation and how it provokes students’ motivation in speaking English. This study used a pretest-posttest control group design. The experimental group which consisted of 36 participants was given a phonological awareness intervention and the control group which consisted of 36 participants was given without any intervention. The instruments of the study were a text reading-aloud task and a questionnaire. Data were then analyzed using Pearson correlation and independent sample t-test. The findings revealed that phonological awareness instruction positively impacted participants’ pronunciation performance with better phonemes articulation, more appropriate stress determination, and more adequate intonation that directly provoked their speaking motivation. Therefore, EFL teachers should determine the phonological awareness approach for the potential English competence and performance integrated into the learning syllabus more intensively.]]>
<![CDATA[“Coming here you should speak English”: performing creativity on a YouTube channel for teaching speaking ]]>
<![CDATA[Nurul Amalia Setyaningsih]]>;
<![CDATA[Irra Wahidiyati]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i2.6149
<![CDATA[The present study aims to explore strategies in teaching speaking using YouTube as media as well as the advantages and disadvantages of this platform in teaching speaking. Nested in a narrative case study approach, data were garnered through interviews using WhatsApp and Google Forms. An EFL teacher who is also a YouTuber and six students in tenth grade of a senior high school in Purwokerto, Central Java, Indonesia volunteered to participate. Study findings demonstrate that the EFL teacher integrated technology, i.e., YouTube, as a learning medium, and she provided video learning videos according to the material needed by students. The teacher designed a learning video with herself as a role model. Before uploading it on YouTube, the teacher watched the video first and edited some errors. The study also reveals several advantages of using YouTube in teaching speaking. YouTube videos promoted the teacher’s creativity in employing technology as learning media. Students could learn anywhere and anytime through videos on YouTube and practiced from videos of native speakers. Conversely, adopting YouTube videos in a speaking class had disadvantages, such as the selection of YouTube videos relevant to learning materials, restricted opportunities to have feedback from their teachers, and poor internet connection.]]>
<![CDATA[Learning through audio-visual aids: how does it work for students to delve into the English vowels? ]]>
<![CDATA[Zikril Mulia]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i2.6160
<![CDATA[The research aims to investigate best and effective learning media to delve into the English vowels which is hard to be learnt in EFL classrooms. The research employed a descriptive qualitative approach with interview study which was to recognize the learning activities from participants. The participants of the research were five seventh-term university students of English department in South Sumatera, Indonesia. Data were garnered through observation and interview. The data were analyzed by conceptual analysis of empirical material and grounded theory. Findings of the research reveal that the five college students had difficulties in learning English vowels through the written material and listening. They were interested in enhancing the English vowels subject through audio-visual aids. Another result portrays that the university students met their needs and realized that learning through audio visual aids was such effective learning media. Visual aids assisted them to delve into the English vowels concisely, instead of listening and paid attention to the teacher during their English class. This study concludes with empirical evidence on how students deal with their learning experiences via audio-visual aids.]]>
<![CDATA[Reading interest and reading comprehension performance among Indonesian ESP language learners ]]>
<![CDATA[Musta’aliyah]]>;
<![CDATA[Siti Suharsih]]>;
<![CDATA[Sutrisno Sadji Evenddy]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i2.6198
<![CDATA[The purpose of the research is to determine whether there is a correlation between students’ reading interest and reading comprehension in the eleventh grade at a public vocational school in Cilegon, Banten, Indonesia. Grounded in quantitative research, the researchers a correlational research design approach. To collect the data, the researchers employed a reading comprehension test and a reading interest questionnaire as the instruments. The researchers applied random cluster sampling, with one class involved as a sample. The class consisted of 31 students. Hypothesis testing by product moment by the SPSS version 26 program revealed that the value of the t-count was higher than the t-table (0.411>0.355). It indicates that the null hypothesis is rejected, but the alternative hypothesis is accepted. The findings also demonstrate that there was a positive correlation between students’ reading interest and reading comprehension in the 11th grade of the vocational school in the moderate category. This study concludes with empirical evidence that if the reading interest decreases, it will be accompanied by a decrease in reading comprehension.]]>
<![CDATA[Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes ]]>
<![CDATA[Bolajoko Margeret Tunde-Awe]]>;
<![CDATA[Isaac Friday Emmanuel]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 3 No 1 (2023): May 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v3i1.6988
<![CDATA[With the outbreak of COVID-19 and the subsequent global lockdown, television as an educational medium became amplified for obvious reason – literacy development among children in Nigeria. This study, therefore, examined instructional TV channels and students’ learning experiences using LASUBEB English Language TV Programmes. A descriptive research design of the survey type was adopted for the study. Through simple and random sampling technique, two hundred and four (204) students were selected from the total population of 229,980 students in Lagos, Nigeria. The instrument used for this study was a self-structured questionnaire titled: TV Programmes and Students’ Learning Strategies (TVPSLS). Reliability test of r- 0.78 showed that the instrument was reliable. Three research questions were raised and answered using descriptive statistics of mean and standard deviation. The study revealed that students were not motivated to tune-in to LASUBEB TV channels; a few who tuned-in did not show any commitments to the programme and LASUBEB TV lessons did not complement what was being taught in the classrooms. This study recommends that a feedback platform should be created by TV instructional channels for assessments so that students could turn-in their end of class and end of session assignments.]]>
<![CDATA[Learning English through YouTube videos to foster speaking skills: Public Administration students’ perceptions ]]>
<![CDATA[Fu'ad Sholikhi]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 3 No 1 (2023): May 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v3i1.6996
<![CDATA[Many teachers use YouTube as an internet-based application to share their areas of expertise, such as sharing writing skills, English pronunciation, English speaking, and so on. In this research, the lecturer uses YouTube as an audiovisual application to help Public Administration students learn English speaking. This research fills the gap of previous research in higher education, precisely about learning to support their careers in the near future. This research aims to understand YouTube as a medium for speaking English based on Public Administration students’ perceptions in class. Therefore, the qualitative method was ideal to answer the purpose of the research. This study involved 15 students, and the researcher served as the primary instrument because of his capacity to provide clarity about the phenomenon utilizing questionnaires and semi-structured interviews. The finding showed that YouTube was the right tool to support their speaking skill. YouTube enhances students’ understanding of Public Interest vocabulary. However, a stable internet connection was the most common problem in learning. Furthermore, there must be similar research in the Department of Elementary School Teacher Education to fill the gap in this research and enrich the understanding of English-speaking skills.]]>
<![CDATA[Ecocritical review of the nature essays of university students: a translation and metaphor study ]]>
<![CDATA[Alican Pandapatan]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 3 No 1 (2023): May 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v3i1.7006
<![CDATA[The nature of man to understand his ecology is relative linguistically and psychologically. When describing the ecology, a man conveys message using metaphors. This study reviews the essays of students about nature metaphors. The essays were from 75 students. The collected metaphors were translated into English from Filipino. Descriptive method was used. In the study, the majority of the students have the sense of landscape metaphor. The nature is personified as general metaphor. It is like a man who have these senses. There seems to have battle for struggles about exploitation, modification, and destroying. On the other hand, their works also revealed the appreciation of the beauty of nature, its aestheticism. Based on this, theories used in the translation and metaphor study have construed a more sophisticated update on the language studies. Commonalities grouping of metaphors could be different from contexts. It gives more space for analysis and recalibrate the study into wider discussions. Indeed, the use of metaphor in the daily communication helps man to be certain and the gravity of meanings of expressions used. Man is naturally metaphorical which reveal their ability to connect things, concretize abstract forms of meaning, and produce new concepts of semantic terms.]]>
<![CDATA[Interrogating the text: questioning to mediate junior secondary school students’ barriers to reading comprehension ]]>
<![CDATA[Sholihatul Hamidah Daulay]]>;
<![CDATA[Achmad Ramadhan]]>;
<![CDATA[Adelia Fitriani]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 3 No 1 (2023): May 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v3i1.6204
<![CDATA[Reading comprehension is the capacity to analyze and comprehend the text’s meaning. Reading through questioning techniques can improve the skill of thinking, but it can also be a problem for some individuals. This study aims to unveil EFL students’ barriers in reading comprehension through questioning technique. Eight students and one English teacher at a private junior secondary school in Medan, South Sumatera, Indonesia participated in this study. Nested in qualitative descriptive method, classroom observation and semi-structured interview were used to gather data. Study findings expose that the researchers found the students’ problems in reading comprehension through questioning techniques, such as problems in concentration, problems in understanding vocabulary, comprehending long sentences, arranging words in English, applying grammatical rules, and understanding how to pronounce the words (error pronunciation). In response to the students’ barriers, this study recommends to solve these problems through organizing an ice-breaking, giving some questions to students, and providing opportunities for students to ask questions.]]>
<![CDATA[A narrative inquiry into the cultivation of EFL students’ critical thinking skills through multimodal texts ]]>
<![CDATA[Nur Mafissamawati Sholikhah]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 3 No 1 (2023): May 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v3i1.7004
<![CDATA[This article provides a story of two female undergraduate students in learning speaking with multimodal texts to elevate their critical thinking skills. Specifically, this study tried to investigate their lived story and experience in learning with multimodal texts following with the analysis activity to foster their critical thinking skill. In addition, their perceptions towards the use of multimodality and the benefits of multimodality were also portrayed. The study was carried out in a speaking class of Foreign Language for Specific Purposes (FLSP) subject in one of private universities in Malang, East Java, Indonesia. The materials taught consisted of e-picture of advertisement shared via WhatsApp group and YouTube videos about advertisement. This study employed qualitative method with a narrative inquiry. The study findings reveal that students interviewed had positive attitudes towards learning English with multimodal texts. Moreover, the use of multimodality benefits students to raise their awareness on critical thinking. The results of study contribute to the body of knowledge regarding the use of multimodality for speaking purposes.]]>
<![CDATA[Writing effectively for English academic essays: an exploration of tertiary students’ challenges ]]>
<![CDATA[Hairul]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 3 No 1 (2023): May 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v3i1.6993
<![CDATA[This study explores EFL students’ challenges in writing an academic essay in their academic writing class. The participants of the study were ten EFL students, especially students from Bengkayang Regency, West Kalimantan, in the Academic Writing classes at the English Language Education Program, a private university in the academic year of 2020-2021. A semi-structured interview was used as the instrument of data collection to achieve the research goal. The data analysis indicated that the writing challenges were mainly related to developing writing ideas, writing sentences with correct grammar, finding references to support their writing, writing the end-text references of their paper, and understanding the feedback from their lecturer. This study concludes with some empirical evidence that students’ challenges in writing an academic essay are quite influential for their performance to produce good quality in writing an academic essay. This study hopes to provide practical ideas for teachers to help their students enhance their academic essay writing.]]>
