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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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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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CHALLENGES FACED BY EFL STUDENTS IN WRITING ACADEMIC TEXT Kalista Astuti Sanjung
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: 10.36928/91yphs72

Abstract

This study aims to identify the challenges faced by EFL students in writing academic texts and the factors contributing to these challenges. This research employed a qualitative descriptive design involving students from the English Education Study Program at Unika St. Ruteng. The data were collected through semi-structured interviews, observation, and documentation, and analyzed using thematic analysis. The findings revealed that students face both linguistic challenges, such as grammar, vocabulary, and sentence structure, and non-linguistic challenges, including lack of motivation, writing anxiety, and limited practice. These findings suggest that both language proficiency and psychological factors play significant roles in students’ academic writing development.
Students Writing Strategies in Producing Academic Text Jesika Tangkal
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: 10.36928/66gpd055

Abstract

This study investigates the writing strategies employed by undergraduate students in producing academic texts. Using a qualitative approach, this research explored the experiences of 10 students at the Department of English Education, Universitas Katolik Santu Paulus Ruteng. Data were gathered through observation, documentation and in-depth interviews. The interview consists of five open-ended questions covering pre-writing, idea organization, academic language maintenance, source integration, and revision strategies. The findings reveal that students employ a range of metacognitive and cognitive strategies when approaching academic writing tasks; however, significant challenges persist in three key areas: maintaining consistent academic formality in an EFL context, moving beyond direct quotation toward critical source synthesis, and engaging in deep-level rather than surface-level revision. Specifically, all participants reported using mind-mapping and brainstorming during the pre-writing stage, while structured outlining served as their primary tool for managing idea organization. Although students demonstrated awareness of academic register, they struggled to apply formal language conventions consistently across their drafts. These findings point to the need for more systematic writing instruction at the tertiary level, particularly targeting deep-level revision strategies and critical source integration skills.       
THE EFFECTIVENESS OF CRITICAL DISCOURSE ANALYSIS IN ENHANCING THE ARGUMENTATIVE WRITING SKILLS Albetia Sinu; Yulian Juita Ekalia; Ely Heldydiana Selamat
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: 10.36928/59rhtr14

Abstract

  This study aimed to test the effectiveness of the Critical Discourse Analysis (CDA) approach in enhancing the argumentative writing skills. It focused on addressing the challenges vocational students face in constructing critical and logical arguments within English language learning. The researcher employed   two groups of 40 students and saw how they participated in argumentative writing lessons delivered through Fairclough’s three-dimensional model. To measure the impact of the teaching method, the researcher used a pretest-posttest design. Before the instruction began, the researcher assessed the students’ writing knowledge and then the writers evaluated their progress after the lesson. The collected data were analysis using t-test to determine the statistical significance of the intervention. The findings indicated that the Critical Discourse Analysis (CDA) approach is effective in enhancing students’ argumentative writing skills.  This is supported by the t-test results, which yielded a significance value of 0.000, falling below the 0.05 significance threshold. Therefore, the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. The findings demonstrate that the Critical Discourse Analysis (CDA) framework significantly enhances the coherence and critical depth of students' argumentative writing.
THE ROLE OF LINGUISTIC LANDSCAPE IN PROMOTING TOURISM IN INDONESIA: A SYSTEMATIC LITERATURE REVIEW Mauli Denil
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.v5i1.3520

Abstract

This study presents a systematic literature review examining the role of linguistic landscape (LL) in promoting tourism in Indonesia. Using the PRISMA framework and guidelines for systematic reviews, relevant studies published between 2015 and 2025 were identified, screened, and analyzed. The findings reveal that LL plays a significant role in shaping tourists’ first impressions by visually communicating a destination’s identity, readiness, and professionalism. Multilingual signage, particularly the combination of Indonesian and English, emerges as the dominant communication strategy, facilitating accessibility for international visitors while maintaining national identity. In addition, the inclusion of local languages contributes to cultural preservation and enhances the authenticity of tourist experiences. The review also highlights the function of LL as a destination branding tool, where language, symbols, and visual elements work together to create attractive and memorable images. Clear and readable signage is found to improve tourist mobility, satisfaction, and overall travel experience. Furthermore, private businesses actively utilize LL as a marketing strategy, while digitalization expands its scope through online and interactive platforms. However, disparities in LL development across regions indicate unequal tourism readiness. LL serves as a strategic instrument for communication, branding, and cultural representation in Indonesian tourism.
Student's Challenges in English Online Class Reinardus Cherubim Array Mooy
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/y329ep83

Abstract

Online learning has become increasingly common because it provides flexibility, accessibility, and opportunities for independent learning in universities. However, students may encounter technological, academic, social, and motivational difficulties that reduce the effectiveness of online classes. This study aims to identify the challenges experienced by university students in online classes and understand how these challenges influence their learning experiences. A qualitative approach was employed through interviews with 10 university students at Universitas Katolik Indonesia Santu Paulus Ruteng. Interview responses were analyzed by identifying common patterns and grouping similar responses into major themes. The findings reveal four challenges: unstable internet connections, limited interaction between students and lecturers, reduced learning motivation, and difficulty understanding learning materials. Unstable connectivity disrupted students’ participation and caused them to miss parts of lessons. Limited interaction reduced opportunities to ask questions and participate actively. Students reported lower motivation because of distractions at home, including social media, family activities, and other responsibilities. In addition, insufficient lecturer explanations and reliance on digital materials made learning difficult. The study concludes that online learning challenges are interconnected and require technological and pedagogical support. Reliable internet access, interactive teaching strategies, clear explanations, and supportive learning environments are needed to improve students’ online learning experiences.
Students’ Perception of Using ChatGPT in English Language Learning Anjas Asmara Djami
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/p1veym51

Abstract

This study investigates university students’ perceptions of using ChatGPT to support English language learning within their regular academic contexts in contemporary higher education settings. A qualitative approach was employed to explore students’ experiences, feelings, perceived benefits, challenges, and recommendations regarding ChatGPT use. Data were collected through interviews with five university students who had used ChatGPT for English learning activities and were analyzed thematically. The findings revealed that students generally held positive perceptions of ChatGPT. Participants described the tool as enjoyable, accessible, flexible, and supportive of independent learning. They reported that ChatGPT helped them develop vocabulary, improve grammar, practice writing, understand meanings, and generate ideas for speaking and conversation. Immediate responses, clear explanations, and the ability to study anytime and anywhere contributed to students’ confidence and motivation. However, several limitations were identified. Students sometimes found ChatGPT responses too complex or lengthy, particularly when unfamiliar vocabulary was used. Participants also reported difficulties in formulating effective questions and concerns about becoming overly dependent on AI instead of thinking independently.

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