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Gabriel Fredi Daar
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English Education Department, Universitas Katolik Indonesia Santu Paulus Ruteng Address: Jl. Jenderal Ahmad Yani No. 10 Ruteng, Manggarai NTT
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English Language Education Journal
Published by Universita Katolik Indonesia Santu Paulus Ruteng
ISSN : -     EISSN : 28285077     DOI : https://doi.org/10.36928/elej.v5i1.3520
Core Subject :
The English Language Education Journal (ELEJ) is a scholarly journal that provides a platform for researchers to publish scientific work. ELEJ focuses on publishing literature reviews and research-based articles in the area of English as a foreign language teaching and applied linguistics, with the submission accepted throughout the year. It is published biannually in October and April by the English Language Education Program of Universitas Katolik Indonesia Santu Paulus Ruteng. ELEJ covers the following topics of research: English language teaching and learning, English language teaching and assessment, English language acquisition, English language instructional material development and evaluation, Information and Communication Technology in ELT, Applied linguistics, Literature in ELT, and Discourse analysis.
Arjuna Subject : -
Articles 46 Documents
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Employing A Self-Assessment Rubric on the EFL Students’ Writing Activities: Is It Effective? Yovita Narsi Mat; Leonardus Par
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1581

Abstract

Self-assessment is the process of students evaluating their work. It can help students learn a language better in writing class. This study aims to investigate the impact of self-assessment on EFL students’ writing performance. To this end, the study used a post-test quasi-experimental design. The study included 72 respondents. The experimental group consisted of 36 students who used a self-assessment rubric, while the control group consisted of 36 students who used a conventional assessment. The data were collected using a test. The data were analyzed using the non-parametric Mann-Whitney method utilizing SPSS version 24. The findings show a significant difference in scores between students who self-assess and those who do not. The Mann-Whitney U test result shows sig. 2 tailed is 0,015, meaning the p-value is less than alpha. The alternative hypothesis is accepted based on the U test result. The findings also show that students are aware of their responsibility and can identify their own writing's strengths and weaknesses. Thus, promoting self-assessment as a method for improving student writing performance is advised.
Capturing the EFL Students’ Listening Comprehension Problems Fransiskus Jemadi; Yustus Sentus halum; Yosefina Rosdiana Su
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1582

Abstract

Listening is of paramount importance for the language development of EFL students. The objective of the present study was to investigate the listening comprehension problems of the EFL students at Universitas Katolik Indonesia Santu Paulus Ruteng. The researchers applied the survey method in conducting this study. There were 105 EFL students who participated in this study, and the instrument used in collecting the data was the Listening Comprehension Problems Questionnaire (LCPQ). After collecting the data, the researchers used SPSS (Version 26) to analyze the data. The findings of this study revealed that 80.63% of the participants experienced listening comprehension problems due to their limited knowledge of pragmatic expressions used by the speakers in the listening audio materials. Other listening comprehension problems encountered by the participants were related to parsing problems, which covered 59.05%, and perception problems, which covered 50.76%. Taking into account the present study’s findings, it reveals that the students experienced some degree of difficulties in understanding spoken language. Henceforth, further studies on overcoming the difficulties experienced by the students and some strategies applied by them are worth researching in future research.
Investigating the Interactions between Teacher and Students in an EFL Classroom Ely Heldydiana Selamat; Suseni Monira Melji
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1583

Abstract

The purpose of this study was to examine the patterns of teacher-student interaction in an EFL classroom. The researchers conducted this investigation using a quantitative manner. This research enrolled one experienced English teacher and 49 students. Classroom observation, video recording, and interview were employed to obtain data. Additionally, Flanders Interaction Analysis was utilized to identify and evaluate interactions between the teacher and students in the classroom. This study found two distinct types of Flanders interaction in teacher-student interactions, namely Teacher Talk and Student Talk. For the teacher, the categories of talk demonstrated that accepting feelings, praising or encouraging students, accepting or using students' ideas, asking questions, lecturing, giving directions, criticizing or justifying authority all assisted the teacher in eliciting positive responses from the students; and for the students, the categories of talk demonstrated that initiation and silence or confusion demonstrated that the students were not truly engaged in responding to their teacher. This resulted in the researcher concluding that teachers were more dominant in EFL classroom activities, as evidenced by the fact that the percentage of teacher talk was 68.94 percent higher than the percentage of student talk, which was 22.55 percent, and silence or confusion, which was 8.51 percent. The researchers proposed that teachers provide opportunities for students to be more involved in the classroom by asking some critical questions.
The Effectiveness of Self-Assessment on the Writing Performance of EFL Students Patricia Windy Harus; Fatmawati
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1584

Abstract

Self-assessment is one of the strategies used to help students improve their writing abilities. By including this self-assessment into the writing lesson, students will become more self-aware and encouraged to revise further. This study used a quasi-experimental design with a post-test to examine the difference in scores between students who self-assessed and those who did not self-assess. This study gathered data from seventy respondents. Thirty-three respondents were assigned to the experimental group, which received instruction via self-assessment, and 37 to the control group. Two types of tools were used to collect data: a writing exam and a self-assessment rubric. SPSS 24's non-parametric statistic, the Mann-Whitney U test, was used to analyze the data. The study's findings reveal that there are significant differences between students who are assessed by self-assessment and those who are not. The Mann-Whitney U test revealed that the Sig. 2 tailed is 0,000. This means that the p-value at the 95% confidence level (5%) was 0.0000.05. The null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted based on the Mann-Whitney U result. This indicates that self-assessment is an excellent method for students to improve their writing ability. As a result, teachers are encouraged to incorporate self-assessment into their classroom instruction in order to develop their writing skills.
Translation Techniques Utilized by the EFL Students in Translating Short Narrative Text Yulian Juita Ekalia; Maria Olga Jelimun
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1585

Abstract

Translation takes a significant role in obtaining certain information from a foreign language. Besides, translation is not an easy thing to be done due to each translator will face some problems in translating a text. The problems can be dealt with the culture and language components for instance grammar and vocabulary in translating the source text into the target language. The use of translation techniques is one of the solutions to all of the challenges described above. The objective of this study is to find out the techniques utilized by EFL Students in translating short narrative text from English into Indonesia. The research utilized descriptive qualitative method using a content analysis approach. The data was then gathered by having students translate a narrative text from the book "tales to grow," which was developed from Hans Christian Andersen's stories. The result of this data analysis shows that the translation of narrative text entitled “Ugly Duckling” from English into Bahasa Indonesia carried out by the EFL Students utilizes nine translation techniques. They are translation, discursive creation, generalization, modulation, linguistic compression, adaptation, borrowing, established equivalence, and amplification.
Exploring the Language Features in Narrative Text Used by Secondary School Students Yulian Juita Ekalia; Fransiskus Jemadi; Oktaviana Maya Hayati
English Language Education Journal (ELEJ) Vol. 2 No. 2 (2023): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v2i2.1595

Abstract

This study aims to find out what kinds of language features secondary school students utilized to write narrative texts throughout the 2022–2023 school year is the goal of this research. The seven categories of language features were the main focus. This study employed a descriptive qualitative methodology. The data was taken from narrative data that first-graders at SMAN 1 Purang wrote during the 2022–2023 school year. According to the findings, first-grade social program students employed a wide range of language features in their narrative texts. They were action verbs, linking verbs, speaking verbs, adverbs, noun phrases, and connectives in the simple past tense. Among the seven categories, noun phrases accounted for the most data (138 total). Connectives came in second place with 48 data, followed by adverbs with 28 data, simple past tense with 64 data, action verbs with 21 data, linking verbs with 30 data, and saying verbs with 31 data. The researchers have discovered 360 instances of language features.
Analyzing Students’ Translation Methods in Writing Descriptive Text Agustinus Amrano Angku; Ely Heldydiana Selamat
English Language Education Journal (ELEJ) Vol. 2 No. 2 (2023): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v2i2.1600

Abstract

This study examined the translation procedures employed by students when writing descriptive texts using Newmark's theory (1988). There are eight different sorts of translation methods: word-for-word translation, literal translation, faithful translation, free translation, semantic translation, adaptation translation, idiomatic translation, and communicative translation method. The descriptive-qualitative technique was used in this study, with interviews and documentation serving as the primary instruments. According to the findings of this study, students employed just three translation strategies when creating descriptive text: literal translation, free translation, and word-for-word translation. It might be determined that students used translation methods when producing descriptive texts; however, not all translation methods were used.
Evaluating English Teachers' Test Items Construction Based on the Revised Bloom's Taxonomy Skolastika Neldis; Ely Heldydiana Selamat; Stanislaus Guna
English Language Education Journal (ELEJ) Vol. 3 No. 1 (2024): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v3i1.1601

Abstract

This study aims to find out how senior high school English teachers constructed the final English item tests for grade XII Language Program students under the cognitive domain of the revised Bloom’s taxonomy. This study utilized a descriptive quantitative approach. The source of data for this study was 50 multiple-choice items from final English tests for grade XII that were constructed by six English teachers. The result of this research indicated that out of 50 item tests, 39 items or 78% were LOTs-based, 4 items or 8% in MOTs-based, and 7 items or 14% in HOTs-based. Besides, the tests only applied four of six levels of cognitive domain, such as remembering (C1), understanding (C2), applying (C3), and analysing (C4). It is proposed that future test constructions have a fairer distribution of item types across all six cognitive levels. This will allow for a more accurate evaluation of the broad range of cognitive abilities that students possess. With this approach, not only will assessments be more closely aligned with educational standards, but it will also create a more comprehensive evaluation of the learning and comprehension of students.
English Teachers' Beliefs and Practices of Flipped Classroom in ELT Indawati Nur Mahir; Leonardus Par
English Language Education Journal (ELEJ) Vol. 2 No. 2 (2023): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v2i2.1604

Abstract

This study aims to address research questions concerning English teachers' beliefs and practices regarding flipped classrooms in English Language Teaching (ELT). Teachers' beliefs are intertwined with their comprehension of theory, and their proficiency in applying the flipped classroom methodology enhances students' learning outcomes. Teachers' practices, on the other hand, pertain to the actual implementation of the flipped classroom approach. To this end, the study, employing a qualitative approach with interviews and observations, included 12 English teachers from two highly accredited Public High Schools (SMAN 1 and SMAN 2 Negeri Langke Rembong). The research instruments were adapted from various sources. Data analysis followed Miles and Huberman's framework, involving data reduction, display, and conclusion. The results are presented thematically, with interview findings in descriptive text and observational data in tabulated form. The study's findings showed discrepancies between the beliefs and practices of teachers. Teachers may be perceived as lacking pedagogical knowledge about the flipped classroom. However, they still demonstrate an implicit understanding of the flipped classroom through their implementation of expected practices.
Revolutionizing Education: Unveiling the Game-Changing Hybrid Learning Strategies of Future Educators Samsul Khabib; Tri Indrayanti; Adam Romy Salsabilah
English Language Education Journal (ELEJ) Vol. 3 No. 1 (2024): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v3i1.1612

Abstract

This study investigated the challenges prospective professional teachers face in implementing hybrid learning in their future classrooms. It explores the potential of hybrid learning, which combines online and in-person instruction, to revolutionize traditional education. The research involved 21 students from a private university in Surabaya, Indonesia, who participated in the Teacher Professional Development program. Data were collected through questionnaires and interviews to gain insights into the participants' experiences and perspectives. A comprehensive analysis using both quantitative (descriptive statistics and inferential analysis) and qualitative (thematic analysis) methods identified key strategies for effectively implementing and carrying out hybrid learning. The findings highlight the importance of enhancing students' and teachers' learning competence, explaining the course structure, properly preparing and delivering lessons, and obtaining support from various stakeholders. Additionally, the study outlines the responsibilities of teachers in designing and delivering best-practice hybrid courses and emphasizes the essential support and policy obligations of educational institutions. This study fills a significant gap in implementing hybrid learning in education, providing valuable insights for future educational practices.

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