English Language Education Journal
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.
Articles
46 Documents
<![CDATA[Exploring the Use of ChatGPT in ELT: The EFL Students Voices ]]>
<![CDATA[Leonardus Par]]>;
<![CDATA[Mathilda Saputri Anung]]>;
<![CDATA[Simfora Sarwini Taluk]]>;
<![CDATA[Frumensius Erfano]]>;
<![CDATA[Claudius Iglesias Seraf Tatuk]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 3 No. 1 (2024): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v3i1.1613
<![CDATA[This study investigates the perspectives of EFL students regarding the integration of ChatGPT in ELT and learning. To this end, this study employs the quantitative approach with 71 participants majoring in English Language Teaching (ELT). The students with ChatGPT experience in various ELT contexts were specifically selected through purposive sampling. The data collected through the questionnaire centres around the utilization of ChatGPT, their attitudes towards the use of ChatGPT toward English language skills, and their suggestions for integration of ChatGPT into ELT classrooms. The study findings indicate a favourable response of the EFL students toward the use of ChatGPT in ELT and learning. Moreover, most of the students reported improvements in their English language skills, especially in writing, reading, and speaking. Besides, the findings highlighted the impressive improvement in the students' vocabulary knowledge and grammar. Although there were some challenges mentioned, the overall satisfaction and willingness to recommend indicate that EFL students have positive views of ChatGPT.]]>
<![CDATA[Exploring the Pedagogical Efficacy of TikTok Application in Enhancing English Vocabulary: Insights From EFL Students ]]>
<![CDATA[Fransiskus Jemadi]]>;
<![CDATA[Yulian Juita Ekalia]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 3 No. 1 (2024): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v3i1.1614
<![CDATA[The objective underpinned the present study is to explore students’ perception of the pedagogical efficacy of the TikTok application in enhancing their vocabulary. This study applied a survey method to gather students’ perceptions using a questionnaire to measure their pedagogical efficacy of TikTok in enhancing vocabulary. The participants (N=109) were English study program students at a private university, in Eastern Indonesia. The results of the study are as follows. TikTok's greatest perceived benefit in language learning is its ability to improve vocabulary, with 50% agreeing. However, an equal proportion of students disagreed, demonstrating a disparity in students' experiences and opinions. While 59% of students believe TikTok is less effective at illustrating how vocabulary is used in real-life circumstances and 58% of students disagree that re-watching TikTok videos is an effective learning approach. Despite TikTok's reputation as an entertaining site, 58% of students disputed that it is fun and pleasing for learning, indicating a gap between entertainment and education value and 58% of students disagree that TikTok helps with memorization. Henceforth, while TikTok may provide certain benefits, such as vocabulary enhancement, students have serious doubts about its overall effectiveness as a language learning tool.]]>
<![CDATA[The Application of Word Formation in Students’ Essay Writing: Morphological Analysis ]]>
<![CDATA[Maria Olga Jelimun]]>;
<![CDATA[Helena Indryani Jumat]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 2 No. 2 (2023): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v2i2.1620
<![CDATA[Morphology is an essential part of language. Investigation of word development, including the manners in which new words were made in the dialects of the world, is important. The purpose of this study was to determine the most prevalent word formations used by students when writing essays. This study utilized a descriptive-qualitative method. Five second-year English department students enrolled in an Academic Writing class at Universitas Katolik Indonesia St. Paulus Ruteng participated in this study. The information was gathered from the exposition-composing task. According to the findings, the students used 128 processes that fall under five different kinds of word formations. Affixation, acronyms, blending, compounding, and clipping are all possible subcategories. The understudies applied less mixing and cutting word-arrangement processes. The application of the word-formation procedure also encountered some difficulties. It was unclear to some students how to form blending and clipping. It is hoped that this study will make a significant contribution to our understanding of word formation. Teaching and learning word-based lexical studies in general and word-formations in particular will benefit from the findings of this study.]]>
<![CDATA[Investigating Indonesian EFL Learners’ Extramural English ]]>
<![CDATA[Daning Hentasmaka]]>;
<![CDATA[Adjidarma Putra Pradana]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 2 No. 1 (2023): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v2i1.1654
<![CDATA[Extramural English has been proven to have an impact on language learning. The positive connection had looked into the beneficial relationship between frequent contacts with Extramural English learning language. Considering the importance of extramural English in language learning, it is important to investigate the tendency of extramural English activities done by Indonesian EFL learners especially the adult learners. A survey study with a cross sectional design was implemented to investigate the tendency. The data were collected by using questionnaire that focused on six Extramural English activities. The data collected were analyzed by calculating the frequency and percentage of the students’ response in each extramural English activity. Further, an analysis on the average score of each activity was done to rank the popularity of the extramural English activities among Indonesian adult EFL learners. The results showed that the most popular extramural English activity done by Indonesian EFL learners in the present research with highest average score was listening to music especially English songs (AVG = 4,15), followed by watching YouTube especially English videos (AVG = 3,25), watching English TV/films (AVG = 3,2), English streaming or surfing in the internet (AVG = 3,02), using social media (AVG = 2,8), playing online games with English instruction (AVG = 2,73).]]>
<![CDATA[Derivational and Inflectional Morphemes Used in Students’ Argumentative Essay ]]>
<![CDATA[Fransiskus Jemadi]]>;
<![CDATA[Elysabeth Putri Handayani]]>;
<![CDATA[Yustus Sentus Halum]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 2 No. 1 (2023): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v2i1.1655
<![CDATA[This study analyzes the derivational and inflectional morphemes used in argumentative essays written by students. This study aims to determine the word formation and dominant categories of derivational and inflectional morphemes found in argumentative essays written by students. This study was conducted using a descriptive qualitative approach and the documentation technique to collect data. This investigation utilized humans as its instrument. All categories of derivational and inflectional morphemes were found in students' argumentative essays. There are three dominant categories of inflectional morphemes: 228 morphemes in the verb to noun category, 51 morphemes in the noun to adjective category, and 20 morphemes in the adjective to adverb category. Two categories dominate the derivational morpheme, with 292 morphemes belonging to the -s as plural category and 20 morphemes belonging to the -ed as past tense category. The results of the present research have shone some light on the field of English teaching context and are discussed herein.]]>
<![CDATA[Speaking Skill Assessment through Debate for University Students ]]>
<![CDATA[Indra Susanto]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 2 No. 1 (2023): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v2i1.1656
<![CDATA[Speaking is one of the productive skills in language, including English. Along with writing, speaking serves as a visible skill that show one’s language skill. Not like listening and reading, speaking skill complex in terms of its assessment. Therefore, it needs a proper assessment to really measure the students’ comprehension in speaking skill. In this paper, the writer proposes debate as a comprehensive method to assess the students’ speaking skill. Based on the available literatures, the instruction to do a comprehensive assessment of speaking through debate is proposed, as well as the rubrics used to ensure the assessment’s consistency. Beside the method, the writer also shed light on how debate is seen in the perspective of different test principles. Despite some drawbacks regarding its implementation, as an assessment tool for speaking, debate offers more benefits than just for speaking itself, such as cooperation between the members and critical thinking when building their arguments.]]>
<![CDATA[Bridging the Challenges and Opportunities of EFL Teachers’ Professional Development through Digital Competencies ]]>
<![CDATA[Yosefina Rosdiana Su]]>;
<![CDATA[Siti Musarokah]]>;
<![CDATA[Novita Eka Tristiana]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 2 No. 1 (2023): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v2i1.1657
<![CDATA[This paper presents issues about Indonesian EFL teachers' competencies and their challenges in developing them through professional development (PD). This study was library research in which the researcher constructed her perspectives on the issues by studying the existing literature on the discussed areas. The previous studies confirmed that EFL teachers are typically challenged by the unavailability of effective professional development that meets their personal and contextual needs. Teachers are then encouraged to engage in professional learning as one of the most flexible professional development programs. Instead of being externally designed, professional education helps teachers personalize their professional development needs. Therefore, utilizing online instructional resources is at the heart of professional learning. However, several studies confirmed that most teachers lack digital competencies and must be professionally assisted to participate in this professional development opportunity. Those studies also demonstrated that digital competencies afford teachers essential benefits. As for English teachers, adequate digital skills will enable them to personalize their professional development in a way that is not remote from their classroom needs. In light of this, digital competencies will facilitate teachers' professional learning and extend their professional practices to be more effective and innovative, improving learning outcomes.]]>
<![CDATA[Ludwig Wittgenstein's Concept of Language Game ]]>
<![CDATA[Gabriel Fredi Daar]]>;
<![CDATA[I Nengah Sudipa]]>;
<![CDATA[Tobias Gunas]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 2 No. 1 (2023): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v2i1.1658
<![CDATA[The term of game is often used metaphorically about language in everyday life. Language game is a term that Wittgenstein uses in his Philosophical Investigations to emphasize the fact that language use is part of an activity or way of life consisting of language and action. Wittgenstein's Concept of Language Games is one of three important concepts in his philosophical work. Language game is a key term in Wittgenstein's philosophy. Wittgenstein's main argument about language is that the rules for using ordinary language are neither right nor wrong. Language is only useful for use according to the context in which it is implemented. Wittgenstein concluded that the meaning of a word is its use in sentences, the meaning of a sentence is its use in language, and the meaning of language is its use in various contexts of human life. However, Wittgenstein emphasizes the use of correct language, because by using the right language, we can get the true meaning. In this regard, Wittgenstein argues that the rules in language also need to be obeyed just like the rules in a game.]]>
<![CDATA[Implementing Written Corrective Feedback on Writing: Can It Affect Students' Writing Skill? ]]>
<![CDATA[Fatmawati]]>;
<![CDATA[Hartia Novianti]]>;
<![CDATA[Ike Dian Puspita Sari]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 1 No. 2 (2022): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v1i2.1659
<![CDATA[Written Correction feedback (WCF) is a form of assessment that has empirically proven to improve students' writing quality. This study aimed at investigating the effectiveness of this type of assessment on students paragraph writing. In this study, the researchers implemented Focused Written Corrective Feedback (FWCF) on experimental group. The aspects of feedback were pre-determined on content and organization aspects of writing. The total 66 EFL students majoring in ELT were the participants in this study. They were divided into experimental and control group with 33 students respectively. The results of statistical analysis indicated that the writing score of experimental group was significantly higher than the control group. This means that FWCF was effective to improve students’ writing quality. This study suggested pedagogical implication to EFL writing teacher to focus the feedback on content and organization of writing. Other aspects such as grammar and vocabulary can be learnt independently. Moreover, students nowadays are benefitted by the development of technology.]]>
<![CDATA[Probing Lexical Cohesion in Abstract of Thesis Written by Undergraduate Students ]]>
<![CDATA[Lidfina Rice Nawu Sari Ambon]]>;
<![CDATA[kapudion Juita Ekalia]]>;
<![CDATA[Ely Heldydiana Selamat]]>
<![CDATA[ English Language Education Journal (ELEJ) Vol. 1 No. 2 (2022): English Language Education Journal ]]>
Publisher : <![CDATA[English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng ]]>
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DOI: 10.36928/elej.v1i2.1660
<![CDATA[Abstract: The objectives of this research are to find out types of lexical cohesion used by undergraduate students of Universitas Katolik Indonesia Santu Paulus Ruteng in their abstracts and to figure out types of lexical cohesion which is dominantly in their abstracts. The researcher used descriptive qualitative method in which the data would be analyzed descriptively because the data of this research is in the form of words and sentences that represent in the twenty-five abstracts of thesis written by Undergraduate Students of Universitas Katolik Indonesia Santu Paulus Ruteng. The instrument in this research was the writer herself. The results of this research showed that in twenty-five abstracts written by Undergraduate Students of Universitas Katolik Indonesia Santu Paulus Ruteng used six types of lexical cohesion related to repetition, synonym, antonym, hyponym, metonym, and collocation and the types which is dominantly used in their abstracts thesis is Repetition with percetage 87,23% Keywords: writing, lexical cohesion, abstract of thesis]]>
