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Gabriel Fredi Daar
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jurnalelej@gmail.com
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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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INDONESIA
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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Students Speaking English Anxiety In Online Learning Grace Jasmine; Stanislaus Guna; Dewi Hidayati
English Language Education Journal (ELEJ) Vol. 1 No. 2 (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.v1i2.1661

Abstract

This research aimed to investigate the factors of students’ speaking anxiety during online learning and how they overcome it. This research used a descriptive quantitative method with 46 participants majoring in English language teaching. The data were taken from the questionnaire through the link Google Form. In measuring the data, the writer used SSPS 24 to view statistics in the form of mean, frequency, and percentage of the data. The result showed that the most factors which affected students in speaking English were vocabulary knowledge and classmates. In terms of vocabulary knowledge, students have a lot of English vocabulary but have problems practising the words and rarely use them. In classmates, many anxious learners feel nervous when they have to speak in front of their other friends when the teacher is appointing them to answer a question. Moreover, they feared their friends would laugh at them when speaking English. Moreover, they were not confident because other students spoke English better than them. Then, students overcome anxiety with preparation, peer-seeking, and relaxation. Teachers are recommended to emphasize the vocabulary on the topic they are discussing and create a comfortable classroom atmosphere to make students feel confident.
Integrating TPACK into English Language Teaching Before and During Covid-19 Pandemic: The State of the Art Leonardus Par
English Language Education Journal (ELEJ) Vol. 1 No. 2 (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.v1i2.1662

Abstract

Nowadays, the Covid-19 pandemic has brought a profound impact on English language teaching (ELT). Consequently, the English language teachers had to adapt and shift to remote teaching utilizing technology quickly. This article reviews the recent studies and practices of integrating the TPACK (technological pedagogical content knowledge) framework in ELT. To this end, the previous studies and best practices of employing technology in ELT by the English language teachers before and during the Covid-19 Pandemic are reviewed and discussed based on the TPACK framework. Moreover, the studies conducted before and during the Covid-19 Pandemic are analyzed to know the consistent use of the TPACK framework in the ELT context. The analysis results inspire the future orientation of integrating the TPACT framework in the English language teaching post-Covid-19 Pandemic.
Investigating the Effectiveness of Interactive Powerpoint in Teaching English Listening Skills to Young Learners Anthony Pradana; Rahma Amelia Putri; Nadia Putri Natasya; Daning Hentasmaka
English Language Education Journal (ELEJ) Vol. 3 No. 2 (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.v3i2.2447

Abstract

This study aimed to investigate the effectiveness of interactive PowerPoint in improving the listening skills of young learners. The study employed a pre-experimental one-group pretest-posttest design, with 30 fourth-grade students selected through quota sampling. Data were collected using pre-test and post-test in the form of multiple choice and visual questions to assess students’ listening skills. The data were evaluated with the Wilcoxon Signed-Rank Test due to the non-normal distribution of the data. The findings revealed a significant improvement in students’ listening skills, with 24 participants showing higher post-test scores, and a p-value of less than 0.05 indicating the intervention’s effectiveness. The study concluded that interactive PowerPoint, with its engaging features such as audio cues, animations, and gamification, effectively addressed the unique characteristics of young learners, enhancing their focus, interest, and comprehension. Thus, it is suggested an integration of interactive PowerPoint into the teaching practices of listening to young learners to create more engaging and effective learning experiences.
Implementing Self-Assessment in Writing Course at Higher Education: Is It Challenging? Leonardus Par; Fatmawati; Maria Magdalena De Passi
English Language Education Journal (ELEJ) Vol. 3 No. 2 (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.v3i2.2491

Abstract

The purpose of this research is to investigate how students of English as a Foreign Language (EFL) view self-assessment (SA) in writing and the challenges they encounter while implementing it. A mixed-method approach is utilized in this study. The overall number of participants in the study was 115, all of whom were students majoring in English language teaching. The quantitative data was collected using a questionnaire that consisted of 15 statements. The questionnaire addressed the question linked to the students' perspectives on SA. In the meantime, 20 students of varying cognitive levels participated in a focused group discussion to gather qualitative data. The results show that students generally have a reasonable opinion toward their self-evaluations. Students learning autonomy, responsibility, and motivation are all significantly impacted by SA, while teacher evaluation anxiety is much reduced. However, because this is their first time utilizing self-assessment, they struggle when attempting to use it in their work. The difficulties occurred because it was a new concept for them. According to the findings of this study, more practice should be put into adopting self-assessment in ELT, not just in writing but also in other language skills.
The Effectiveness of Canva for Presenting Descriptive Text in Vocational High School Silvi Nadia; Lailatus Sa'adah
English Language Education Journal (ELEJ) Vol. 3 No. 2 (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.v3i2.2535

Abstract

This study investigates Canva's effectiveness as a presenting tool for descriptive texts in vocational schools. Canva is a user-friendly graphic design software that improves the interactivity and visual attractiveness of presentations, potentially helping students grasp and retain course information. Using a quantitative experimental research approach, this study used tests as instruments and examined data with the Independent Sample T-Test. The findings revealed that both the experimental and control groups had higher post-test scores than their pre-test scores, with significant values (Sig. 2-tailed) of 0.011 and 0.015, respectively, both less than the 0.05 threshold. The results obtained indicate a statistically significant difference in presentation performance between students who utilized Canva and those who didn't. The study concludes that utilizing Canva improves the effectiveness of presenting descriptive texts in vocational education. Further research is needed to compare Canva to other popular graphic design software among vocational students.
The Effectiveness of Using Elicitation Technique Toward Students’ Speaking Ability at the Second Grade of SMAN 7 Kupang Eanggelita Gracella Merukh; Angelina Martina Nahak; Yohanes Tresno Kurnianto
English Language Education Journal (ELEJ) Vol. 3 No. 2 (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.v3i2.2539

Abstract

This study examines the effectiveness of the elicitation technique in enhancing the speaking abilities of second-grade students at SMAN 7 Kupang. Through a quantitative approach, 24 students participated in pre-test and post-test assessments to measure their progress in vocabulary, comprehension, pronunciation, fluency, and grammar. The findings revealed a significant improvement in the students' speaking abilities after employing the elicitation technique, as indicated by the increase in mean scores from the pre-test (65.16) to the post-test (85.83). The elicitation technique not only helped students to overcome their fear of making mistakes but also boosted their motivation and confidence in speaking English. These results suggest that the elicitation technique is an effective method for improving students' speaking skills, offering valuable insights for educators seeking to enhance language instruction.
Analysis of Post-colonial identity and Cultural Adaptation of people based on Amitav Ghosh’s Novels Amalan R; K. Kumar
English Language Education Journal (ELEJ) Vol. 3 No. 2 (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.v3i2.2544

Abstract

Amitav Ghosh is an acclaimed Indian author known for his thought-provoking novels and non-fiction works that explore a wide range of themes, including history, culture, environment, and migration. Many of his works examined the intersections of different cultures, particularly those influenced by the Indian subcontinent and the Western world. Ghosh analyses and writes in his novels, how people's identity and culture have been changed after colonial periods. Hence, the present research focused on Post-colonial identity and cultural adaptation of the characters in the selected novels of Amitav Ghosh. The novels are 1) “The Glass Palace” spans generations and geographies, exploring colonialism, war, and cultural change in India and Burma during a time of upheaval, 2) The “Hungry Tide” delves into the complex relationship between humans and the environment in the Sundarbans, following a marine biologist and a translator, 3) “Sea of Poppies”, the first book in the Ibis Trilogy, portrays characters from diverse backgrounds on a journey aboard the Ibis amidst the opium trade in the 19th century, and 4) A “River of Smoke”, the second in the Ibis Trilogy, continues the saga as characters navigate the opium trade and the events leading to the First Opium War. The present research analysed the characters from these novels and observed how their identity was changed and how they adapted to the new culture.
SCHOOL LITERACY MOVEMENT PROGRAM AND ITS IMPACT ON THE STUDENTS READING INTEREST AND READING COMPREHENSION Meldyani Yolfa Jaya; Leonardus Par; Tobias Gunas
English Language Education Journal (ELEJ) Vol. 4 No. 2 (2025): 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.v4i2.2952

Abstract

This study explores the implementation of the School Literacy Movement Program (SLMP) and its impact on students’ reading interest and reading comprehension at SMPK Immaculata Ruteng. Utilizing a mixed-methods approach with an exploratory sequential design, the research combined qualitative methods (interviews, observations, documentation) and quantitative methods (questionnaires and tests). The findings revealed that SLMP was systematically implemented through three stages: habituation, development, and learning. Students exhibited a high level of reading interest, especially in pleasure, attention, and participation aspects. In addition, the reading test results showed that most students achieved strong performance in literal comprehension. These outcomes suggest that the SLMP has significantly enhanced students’ motivation to read and their capacity to understand texts. The study recommends continuous provision of diverse reading materials, professional development for teachers, and school community collaboration to sustain and optimize the program's impact.
FACT-CHECKING IN THE DIGITAL AGE: SAFEGUARDING TRUTH IN THE INFORMATION ECOSYSTEM ARTICLE STRUCTURE S. H. Sheik Mohamed; Nirmala. M; Sam Hermansyah
English Language Education Journal (ELEJ) Vol. 4 No. 2 (2025): 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.v4i2.3037

Abstract

In the digital era, the rapid proliferation of information has amplified the spread of misinformation, posing significant challenges to individuals, communities, and institutions. Fact-checking has become an essential mechanism to ensure the accuracy and reliability of content; however, several obstacles impede its effectiveness. These include the overwhelming volume of online information, the rise of deepfakes and manipulated media, algorithm-driven echo chambers, political bias, and limited public awareness or digital literacy in certain populations. Together, these factors complicate the verification process and reduce the reach of accurate information. Addressing these challenges requires a multifaceted approach, combining technological tools, educational initiatives, crowdsourced participation, and institutional oversight, to foster informed decision-making, social trust, and democratic integrity.
THE EFFECTIVENESS OF BILINGUAL TEACHING IN ENHANCING STUDENTS’ VOCABULARY MASTERY Fidestri Murdian
English Language Education Journal (ELEJ) Vol. 4 No. 2 (2025): 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.v4i2.3101

Abstract

This study explores how effective bilingual teaching can be enhancing students' vocabulary mastery at SMK Tiara Nusa Borong, specifically focusing on class X ULW 2. The researcher conducted research with a group of 30 students, who participated in vocabulary lessons delivered in both English and Indonesian. To measure the impact of this teaching method, the researcher used a pretest-posttest design. The data analysis involved descriptive statistics and  a paired sample t-test and correlation analysis. The researcher observed a notable improvement in students vocabulary scores. On average, their scores jumped from 35.00 in the pretest to an impressive 73.00 in the posttest. Additionally, the lowest score improving signifucantly, rising from 10 to 50. The analysis also revealed a strong correlation between pretest and posttest results, with a correlation coefficient of r=.595 and p-value of .006, indicating that the changes were statistically significant.

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