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Gabriel Fredi Daar
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freddydaar@gmail.com
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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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EXPLORING STUDENTS' EXPERIENCES AND PERCEPTIONS OF LEARNING ACADEMIC WORD LIST (AWL) THROUGH CONTENT-BASED INSTRUCTION: A QUALITATIVE ANALYSIS Fithriyah Inda Nur Abidah; Gabriel Fredi Daar
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.v4i2.3213

Abstract

This study investigates students’ perceptions and experiences of learning the Academic Word List (AWL) through Content-Based Instruction (CBI) within an English for Academic Purposes (EAP) course at Universitas Katolik Indonesia Santu Paulus Ruteng, Flores. Employing a qualitative approach, the study aims to explore the perceived benefits, challenges, application beyond the classroom, and suggestions for improving AWL instruction. Twenty undergraduate students were purposively selected based on their vocabulary proficiency and enrollment in the Academic Vocabulary course. Data were collected through semi-structured interviews, classroom observations, and student reflection journals, and were analyzed thematically using Braun and Clarke’s (2019) framework. The findings reveal that students perceive learning AWL through CBI as beneficial, as it enables contextualized vocabulary acquisition, supports academic writing and reading, and increases motivation. However, challenges include difficulty in memorizing vocabulary, understanding academic texts, and balancing language and content focus. Outside the classroom, students apply AWL through reading academic texts, writing assignments, participating in discussions, and using digital resources like podcasts and social media. Suggestions for improving AWL instruction emphasize prioritizing high-frequency AWL words, integrating interactive learning activities, promoting consistent usage in writing, and utilizing digital tools to support vocabulary development. The study concludes that CBI enhances vocabulary learning by making it more meaningful and applicable to academic contexts, yet requires pedagogical adjustments to address learner challenges. These findings have implications for instructional design in academic English courses, highlighting the importance of contextual, learner-centered, and multimodal vocabulary instruction.
THE LINGUISTIC LANDSCAPE OF AMED: LANGUAGE CONTESTATION Ni Wayan Mita Milayani; I Nyoman Adi Jaya Putra; I Made Suta Paramarta
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.v4i2.3214

Abstract

This study aims to analyse the linguistic situation in Amed, namely to determine linguistic contestation. This research uses a qualitative approach with a descriptive method. The study was conducted in Amed tourism area. Data collection was conducted by observation and documentation. Language contestation data was analyzed using the theories of Landry and Bourhis (1997). The results of this study found that there are several language variations that appear on outdoor media in Amed, ranging from Balinese, Indonesian, English, French, Russian, Italian, to Balinese script. Of all the language variations found, English is the language that dominates the highest influence in outdoor media texts, both in monolingual, bilingual and multilingual forms created in bottom-up and top-down ways.
EFL STUDENTS’ PERCEPTIONS ON THE USE OF BLOGGING TO ENCHANCE WRITING SKILLS Erliana Santri; Hieronimus C. Darong; Stanislaus Guna
English Language Education Journal (ELEJ) Vol. 5 No. 1 (2026): 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.v5i1.3222

Abstract

The integration of blogs into language learning has become a popular and effective approach to improve students' writing fluency, grammar, vocabulary, and overall engagement in the writing process. This study explores the perceptions of EFL students on the use of blogging as a tool to enhance their writing skills at UNIKA Santu Paulus Ruteng. Using a quantitative research design, this study involved 76 students from the English Language Education Study Program who had engaged in blogging activities. Data were collected through a structured questionnaire adapted from Hossain (2016), consisting of twenty statements across four indicators: effectiveness, role of feedback, grammar and vocabulary impact, and practicality. The results revealed that students had high positive perceptions toward blogging in writing, with an overall agreement rate of more than 84% across all indicators. The study indicated that blogging facilitated continuous writing practice, enhanced motivation, encouraged peer interaction, improved vocabulary use and sentence structure, and offered accessible and flexible learning. Based on the findings, blogging is recommended as an effective pedagogical tool in EFL writing instruction to foster student-centered learning, collaboration, and writing proficiency. This study also provides insights for educators and institutions to further integrate digital technology into language teaching practices
EXPLORING SPEECH ACTS IN MEDIA DISCOURSE: A CASE STUDY OF TALK SHOW INTERACTION BETWEEN JIMMY FALLON AND EMMA WATSON Ni Ketut Veri Kusumaningrum
English Language Education Journal (ELEJ) Vol. 5 No. 1 (2026): 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.v5i1.3412

Abstract

This study investigates the realization and functions of speech acts in media discourse through a case study of interaction between Jimmy Fallon and Emma Watson in a talk show setting. Grounded in Speech Act Theory, the study aims to identify the types of speech acts employed, determine the dominant type, and explain their intended meanings within the interaction. The data were obtained from a transcribed segment of the talk show and analyzed qualitatively using a pragmatic approach. The findings reveal that all five major categories of speech acts expressive, directive, representative, commissive, and declarative are present in the interaction. Among these, directive speech acts are the most dominant, primarily used by the host to control the flow of conversation, manage turn-taking, and elicit responses from the guest. Expressive acts are also frequently used to build rapport and maintain a friendly atmosphere, while representative acts function to convey information and personal experiences. Commissive and declarative acts occur less frequently but contribute to the performative and institutional dimensions of the discourse. The study highlights that speech acts in talk show discourse are not solely informational but also serve interpersonal and entertainment purposes. The dominance of directive acts reflects the institutional role of the host, whereas the use of expressive and representative acts enhances audience engagement. These findings suggest that speech act realization in media discourse is shaped by both communicative goals and contextual factors, offering valuable insights for pragmatic studies, media communication, and discourse analysis.
STUDENTS' ATTITUDES TOWARD LEARNING ACADEMIC WRITING COURSE Ardianus Kowot
English Language Education Journal (ELEJ) Vol. 4 No. 1 (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.v4i1.3435

Abstract

Academic writing is a crucial skill in higher education. It enables students to communicate ideas, construct arguments, and present research effectively. However, for English as a Foreign Language (EFL) learners, academic writing poses significant challenges due to linguistic limitations, cognitive demands, and unfamiliar rhetorical conventions, which may influence students’ attitudes toward learning. This study aims to explore undergraduate students’ attitudes toward learning academic writing courses in higher education. A qualitative research design was employed to gain in-depth insights into students’ attitudes. The participants were undergraduate students from English Education program who had completed an academic writing course. The participants were selected through purposive sampling. Data were collected using semi-structured interviews, allowing participants to share their experiences and perceptions in depth. The data were analyzed using thematic analysis to identify patterns related to students’ beliefs, emotions, and behaviors toward academic writing. The study revealed that students’ attitudes toward learning Academic Writing course are complex and multidimensional. Although students recognized academic writing as an essential skill for higher education, they also experienced difficulties related to grammar, vocabulary, organization, coherence, citation, and plagiarism.
STUDENTS’ DIFFICULTIES IN SPEAKING CLASS Mariella Putri Adita Pantur
English Language Education Journal (ELEJ) Vol. 4 No. 1 (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.v4i1.3438

Abstract

The objective of this research is to identify the primary factors contributing to students' difficulties and to understand how these factors manifest in both classroom participation and social contexts. The study employed a descriptive qualitative methodology, focusing on fourth-semester students of the English Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. The participants have completed the "Speaking for Argumentation and Debate" course. Data were collected through unstructured, open-ended interviews. The interview was conducted in Bahasa Indonesia to ensure participants could fully reflect on their lived experiences and emotional states during the course. The findings revealed that speaking difficulties are deeply rooted in psychological manifestations of anxiety rather than mere linguistic incompetence. This research provides significant theoretical contributions to the field of EFL anxiety and offers practical insights for educators to design more supportive, empathy-based teaching strategies.
CODE -SWITCHING PRACTICES IN EFL CLASSROOM INTERACTION Dominikus Seno; Maria Develina Linda
English Language Education Journal (ELEJ) Vol. 5 No. 1 (2026): 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.v5i1.3439

Abstract

This study aims to explore the use of code-switching in offline EFL classroom interaction and examine its functions in supporting students speaking performance. The study employed a qualitative descriptive design involving 10 students from the English Education Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng. The participants were determined purposively. Data were collected through observation and semi-structured interviews and analyzed using thematic analysis. The findings revealed that students frequently used inter-sentential and intra-sentential code-switching when they experienced difficulties in expressing ideas, understanding complex materials, and maintaining communication during speaking activities. The participants generally perceived this strategy positively because it helped reduce speaking anxiety, improve confidence, enhance comprehension, and support smoother classroom interaction. In addition, linguistic limitations and psychological factors were identified as the main reasons influencing students’ use of code-switching. Despite its benefits, the participants emphasized the importance of balancing the use of Indonesian and English to promote continuous language development. Therefore, code-switching should be applied strategically as a pedagogical tool in EFL classrooms.
STUDENTS’ DIFFICULTIES IN PARAPHRASING ACADEMIC TEXT Felomena Jen Putri Hardi
English Language Education Journal (ELEJ) Vol. 4 No. 1 (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/zsd1ks27

Abstract

Paraphrasing is an essential skill in academic writing that requires students to restate source ideas accurately while maintaining their original meaning. However, many students encounter difficulties that affect their writing quality and confidence. This study aims to identify the challenges students face in paraphrasing and examine their impact on academic writing performance. Using a qualitative design, data were collected through observation, documentation and semi-structured interviews with five undergraduate students of the English Education Study Program, at Universitas Katolik Indonesia Santu Paulus Ruteng. The data were analyzed through thematic analysis involving systematic coding and categorization to identify recurring patterns. The findings indicated some primary challenges: limited vocabulary, fear of distorting the original meaning, grammatical and syntactic difficulties, and time constraints. Students also reported low confidence and uncertainty regarding the academic acceptability of their paraphrases, which led some to rely on translation tools or AI applications. Therefore, explicit instruction in paraphrasing strategies, vocabulary development, structured practice, and formative feedback are necessary to enhance students’ competence and confidence in paraphrasing academic text.
MIDWIFERY STUDENTS PERCEPTIONS OF LEARNING ENGLISH Ignasius George Meje
English Language Education Journal (ELEJ) Vol. 4 No. 1 (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.v4i1.3455

Abstract

This study aims to explore midwifery students’ perceptions of learning English in the context of health education. This research applied a descriptive qualitative design involving five midwifery students selected through purposive sampling. Data were collected using observation, documentation and semi-structured interviews. In conducting interview. There were five open-ended questions used for interview related to the importance of English, learning difficulties, learning methods, and students’ feelings. The study revealed that students generally have positive perceptions of learning English, as it helps them access medical information, understand international journals, and improve professional competence. However, students also face several challenges, such as limited vocabulary, especially medical terms, pronunciation difficulties, lack of confidence, and limited opportunities for practice. In addition, students use various strategies such as practicing speaking, reading medical texts, using digital applications, and watching educational videos to improve their English skills.
EFL STUDENTS’ CHALLENGES IN WRITING ACADEMIC ESSAY INTRODUCTIONS Gabriel Fredi Daar; Solania Putri Yuna
English Language Education Journal (ELEJ) Vol. 5 No. 1 (2026): 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.v5i1.3463

Abstract

This study critically examines the challenges encountered by English as a Foreign Language (EFL) students in composing effective academic introduction sections. Employing a qualitative case study design, this research involved undergraduate students enrolled in an academic writing course at English Education Department, Universitas Katolik Indonesia Santu Paulus Ruteng. Data were collected through document analysis and semi-structured interviews to capture both textual deficiencies and learner perceptions. The findings revealed that students encounter multifaceted challenges, including inadequate synthesis of scholarly sources, inability to establish a coherent research territory, and limited awareness of gap identification strategies. Furthermore, linguistic constraints such as restricted academic vocabulary and syntactic inaccuracies exacerbate these issues. Notwithstanding these challenges, some students exhibit adaptive strategies, including the utilization of model texts and collaborative peer feedback. The study underscores the necessity for explicit pedagogical interventions focusing on genre awareness, critical reading, and structured writing scaffolds.

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