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e-Journal of ELTS (English Language Teaching Society)
Published by Universitas Tadulako
ISSN : 23381841     EISSN : 27212157     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
e-Journal of ELTS (English Language Teaching Society) is an electronic open-access journal that aims to publish the latest research results in the area of English education from academicians, professionals, and other practitioners at all levels of English education. The journal coverage includes the following: current trends of ELT methodology, curriculum, and material development, language assessment and evaluation, linguistics in education, teacher professional development, and literature in education
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 183 Documents
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EXPLORING COGNITIVE PROCESSES IN ENGLISH WRITING AMONG GRADE XI STUDENTS Ernitasari Mulyadi; Ikharisti Ikharisti; Andi Naniwarsih
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6913

Abstract

Writing is a complex cognitive and self-regulatory process that requires learners to generate and organize ideas, solve problems, monitor their writing, evaluate their texts, and regulate their writing activities. This study aimed to explore the cognitive challenges experienced by Grade XI students during the English writing process at SMK SPP Muhammadiyah Siney. A qualitative case study design involving 15 students (n=15) was employed to obtain an in-depth understanding of students’ writing processes in their actual learning context. Data were collected through interviews, observations, and documentation of students’ writing activities, and analyzed using thematic analysis following the interactive model of data condensation, data display, and conclusion drawing. The findings revealed that students experienced interconnected difficulties across the writing process. The most prominent challenge was problem-solving (73.3%), particularly when students encountered difficulties with vocabulary and grammar and relied on dictionaries, translation tools, peers, or teachers. Planning and evaluation were the next most prominent difficulties (66.7% each), as many students began writing without systematic pre-writing activities and demonstrated limited systematic revision. Self-monitoring was also problematic (60%), with students rarely checking their writing while composing. In addition, 60% of students experienced difficulties in time management. Overall, the findings indicate that students tended to prioritize completing the written product rather than engaging consistently in the recursive processes of planning, monitoring, and revision. These findings highlight the need for process-oriented and self-regulated English writing instruction that explicitly supports planning, strategic problem-solving, self-monitoring, time allocation, and systematic revision.
IMPROVING VOCATIONAL SCHOOL STUDENTS' WRITING ABILITY THROUGH THE DICTATION METHOD Rahayu Prasetyaningsih; Juliasetiwi Juliasetiwi; Andi Naniwarsih
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6915

Abstract

This study investigates the pedagogical effectiveness of the dictation method in enhancing the recount text writing skills of second-year vocational high school students at SMK Muhammadiyah 1 Palu. A quantitative pre-experimental research design utilizing a one-group pre-test and post-test model (O1 ® X ® O2) was implemented with an intact class of 17 second-year vocational students (n = 17) selected through total sampling. Student writing performance was evaluated using an analytical composition rubric across five core dimensions: content (30%), organization (20%), vocabulary (20%), language use (25%), and mechanics (5%). The empirical data revealed a slight numerical improvement in overall mean scores, moving from a baseline pre-test mean of 84.74 (SD = 7.12) to a post-test mean of 85.33 (SD = 6.85), representing an absolute score gain of +0.59 points. Inferential statistical testing via a paired-sample t-test yielded a calculated t-value of 0.27, which was substantially lower than the critical t-table value of 2.120 at degrees of freedom df = 16 and a significance level of α = .05 (0.27 < 2.120). Consequently, the null hypothesis (H₀) was accepted, establishing that the observed score increase was not statistically significant. The lack of statistical significance is primarily attributed to a pronounced statistical ceiling effect driven by high baseline pre-test scores, as well as a small sample size (n = 17) and a negligible Cohen’s effect size (d = 0.07). Dimension-level descriptive results showed that the largest gains occurred in language use (+0.30) and mechanics (+0.10), whereas content and organization each changed by only 0.06 points. The study concludes that while dictation functions as an effective auxiliary tool for reinforcing foundational mechanics, vocational ELT instruction must integrate dictation within broader process-oriented and communicative task-based frameworks to foster true writing autonomy.
INTERACTIVE VIDEO INSTRUCTION AND VOCABULARY MASTERY OF GRADE XI VOCATIONAL STUDENTS: A QUASI-EXPERIMENTAL STUDY Vernita A. Pegia; Andi Naniwarsih; Ismail Manangkari
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6918

Abstract

This study examined whether interactive video-based instruction produces larger gains in English vocabulary mastery than conventional instruction among Indonesian vocational secondary students. A non-equivalent control group quasi-experimental design was applied to two intact Grade XI classes at SMK Muhammadiyah 1 Palu (experimental n = 8; control n = 8). Both groups sat the same 30-item vocabulary test covering nouns, adjectives, verbs and adverbs as a pretest and a posttest. The experimental group received six sessions in which segmented instructional videos were combined with embedded response prompts, paired analysis and small-group tasks; the control group covered identical content through teacher explanation, word lists and written exercises. Baseline scores did not differ, t(14) = 0.44, p = .664. The mean gain was 28.50 points (SD = 12.46) in the experimental group and 10.75 points (SD = 10.85) in the control group; the 17.75-point difference was significant, t(14) = 3.04, p = .009, Hedges' g = 1.44, 95% CI (5.23, 30.27). Analysis of covariance with the pretest as covariate confirmed the group effect (adjusted difference = 19.58 points, p = .001), and a distribution-free test corroborated it (U = 55, p = .018). Average normalized gain was 0.60 for the experimental group and 0.19 for the control group, and the proportion reaching the mastery criterion rose from 12.5% to 75% in the experimental group while remaining unchanged in the control group. The findings support generative-processing accounts of learning from video, though the small sample and absence of a delayed posttest limit generalization.

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