Journal of ELT Research
Journal of ELT Research, Vol 4 Issue 1,Contents: 1) From the Editors, 2) Rhetorical Reading for Writing Strategies, 3) Malaysian Undergraduates’ Behavioural Intention to Use LMS for Online Learning: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM), 3) The Use of Social Media in Designing the Writing Assessment for EFL Students, 4) Contrastive Analysis Hypothesis and Second Language Learning, 5) The Contribution of Facebook Group in Writing Activity, 6) Examining Students’ Response to Student-Centered Classroom Instruction, 7) The Comparison of the Phonological Features of Sikka Language and English, and 8) Linguistic Imperialism: Native-Speakerism from the Perspective of Non-Native English Learners.
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<![CDATA[From the Editors ]]>
<![CDATA[Ilyas, Hamzah Puadi]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Welcome to the January 2017 issue of Journal of ELT Research. This issue, apart from celebrating New Year, is in coincidence with the happiness permeating across the University of Muhammadiyah Prof. DR. HAMKA’s (UHAMKA) campuses. The National Accreditation Board for Higher Education (BAN-PT) has officially announced that UHAMKA is accredited ‘A’ as an institution. This brings the consequence for the institution, and for us as an inseparable part of it, to keep progressing. As regards, we are determined to increase the quality and expand the coverage of this journal to reach wider readers. Our January 2017 issue touches several issues in ELT.]]>
<![CDATA[Facilitating an Implementation of Online Portfolios in an EFL Writing Class ]]>
<![CDATA[Warni, Silih]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This article presents part of a study on the implementation of online portfolios in an EFL writing class and is focused on the facilitation of online portfolio implementation. Students’ experiences in learning EFL writing using the online portfolios and my experiences in facilitating the online portfolio implementation were explored through action research. As for methods for generating data, this study involved students’ interviews, my reflective journals, and an analysis of students’ online portfolio entries. The study reveals that throughout the action research, problems emerged dealing with the use of a blog as the online portfolio platform, online feedback activities and students’ reflection. Some changes in the instructional plan were made throughout the three action research cycles in this study which include; guidance for peer feedback and reflection, organization of students’ online portfolios and procedure of peer commenting. The study suggests that the success of the online portfolio implementation in facilitating students’ learning of EFL writing requires teachers’ understandings of their own roles as well as their willingness to undertake and develop their roles as facilitators in an e-learning environment.]]>
<![CDATA[The Use of Song Worksheet to Enhance EFL Elementary School Students’ Vocabulary Mastery ]]>
<![CDATA[Fadhli, Ahmad]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study aimed to enhance students’ vocabulary mastery through the use of song worksheet. Twenty-two fourth graders of an elementary school in Indonesia were selected as participants. Action research was adopted in this study consisting of three cycles. To find out students’ achievement, vocabulary test was given. To investigate students’ responses, observation and interview were implemented. Findings showed that song worksheet could enhance students’ vocabulary mastery. They also gave positive responses to the use of song worksheet. However, students complained that the songs were too fast. This study supports the use of songs in the EFL context which could make teaching-learning processes more fun. ]]>
<![CDATA[The Effect of Instructional Methods and Cognitive Styles toward Speaking Skill ]]>
<![CDATA[Kaniadewi, Nita]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study investigated the effect of instructional methods and students’ cognitive styles toward speaking skill. It was an experimental research using a two-factor ANOVA at 0.05 and 0.01 significance level. Because an interaction between the variables involved was found, the analysis was then continued by Tuckey Test. The data was collected using oral test rating scale and a cognitive style questionnaire. The findings showed the following points: (1) the speaking skill of the students taught by CLL (Cooperative Language Learning) was higher than the students taught by TBL (Task-Based Language Learning); (2) the speaking skill of FD (Field Dependent) students was higher than FI (Field Independent) students; (3) there was an interaction between instructional methods and cognitive style to speaking skill; (4) the speaking skill of the students taught by CLL was higher than the students taught by TBL in the group of FD students; (5) there was no significant difference of the speaking skill of the students taught by CLL and the students taught by TBL in the group of FI students. The findings above led to a conclusion that generally CLL was more effective than TBL in teaching speaking skill. Moreover, besides instructional methods, cognitive style also gives a significant effect to students’ speaking skill.]]>
<![CDATA[Communication Strategies Used by EFL Students with High and Low Self-Esteem ]]>
<![CDATA[Nurdini, Rahmi Aulia]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study aimed to investigate communication strategies (CSs) used by EFL students with low and high self-esteem in speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students with low self-esteem employed fewer CSs compared to those with high self-esteem. Students with low self-esteem only used the strategies such as non-linguistic means, appeal for help, and fillers or hesitation device, while the students with high self-esteem level used six kinds of communication strategies such as message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to self-esteem aspect to obtain the optimum results of teaching-learning processes. ]]>
<![CDATA[The Effect of TPR and Audio-Lingual Method in Teaching Vocabulary Viewed from Students’ IQ ]]>
<![CDATA[Ekawati, Anita Dewi]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research aimed to investigate the effect of Total Physical Response (TPR) on elementary school students’ English vocabulary mastery with regards to their Intelligence Quotient (IQ). Whether or not there is an interaction between the teaching method and IQ in teaching vocabulary was also investigated in this study. The research was carried out at an elementary school in Central Java, Indonesia. The population was the fifth year students of two classes. Both the experimental and control groups consisted of 40 students. The data were analyzed using multifactor analysis of variance 2 x 2 (ANOVA). Then, it was analyzed using Tukey test. The study reveals that TPR was an effective method for teaching vocabulary in elementary school, and the effectiveness of the method was influenced by the level of students’ IQ. The results of the study may become a reference for EFL teachers to apply an effective method to teach English vocabulary to elementary school students. Moreover, EFL teachers need to take into account students’ IQ in implementing the teaching method. ]]>
<![CDATA[Teachers' Grading Practices: In Search for Clear Grading Criteria ]]>
<![CDATA[Zulaiha, Siti]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Grading is a complicated process yet serves many significant roles such as judging students' achievement and providing parental feedback. However, studies suggest that grading practices are not always uniform in that non-achievement factors are also frequently included in determining grades. Thus it is important to review and further understand teachers' grading practices. This article explores the discussion and debates around grading practices both in the general education field as well as studies in the English as a foreign language (EFL) context. The discussion, in particular, focuses on the range of factors that influence teachers' grading practices. Finally, this article reflects on implications of grading practices and offers suggestions that have been commonly recommended by experts. ]]>
<![CDATA[Case Study: The Use of Recast in the EYL Classroom ]]>
<![CDATA[Shandra, Dede]]>;
<![CDATA[Suryoputro, Gunawan]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This paper reports the use of recast technique in correcting students’ errors in the EYL (English for Young Learners) classroom. Observation and interview methods were conducted to collect the data. While observation was implemented to find out the role of recast in teaching-learning processes, interview to ten teachers and twenty-four students was conducted in order to answer teachers and students’ perceptions of recast technique. Findings showed that teachers and students gave positive perceptions of recast. Recast can encourage students’ language awareness, motivation, and independence. The findings of this study suggest that recast technique can be used as an alternative feedback in giving correction to students’ errors. The study confirms literature showing that recast is an effective corrective feedback. ]]>
