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Journal of ELT Research

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Published by Universitas Muhammadiyah Prof. Dr. Hamka

ISSN : 2502292X EISSN : 25277448 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media Other

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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Articles 6 Documents

Search results for , issue " 2019: Journal of ELT Research, Vol. 4, Issue 1" : 6 Documents clear

The Comparison of The Phonological Features of Sikka Language and English Darmawan, Darmawan; Suryoputro, Gunawan
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (567.209 KB)

The paper is aimed to find out: (1) the similarities and the differences of segmental features of Sikka language and English, and (2) the appropriate way to solve the problem of phonological teaching in Maumere. The data was collected from EFL participants who were their mother tongue are Sikka language, one of local languages in Maumere East Nusatenggara Island, Indonesia. To collect the data, theAural Phoneme Discrimination test, the Phoneme Recognition tes, andReading test were used. The findings revealed that errors were largely limited to final stops and sibilants, initial and final affricates, and interdentals. The error data did not completely accord with previous findings. A language transfer viewpoint offers an explanation as to why these particular sounds were found difficult for the participants. Patterns in the error data showed that stops were mostly devoiced, and these processes were developmental. The affricates and interdentals were frequently generalized to a stop or sibilant found in the first language. Overgeneralization of these articulatory difficult sounds is a common developmental process. Both transfer and developmental factors and their interaction explain much of the error data, though other factors such as hypercorrection and spelling interference also seem to play a role. An implication of the study is that these systematic, specific errors, dependent on first language, should be taken into account when teaching pronunciation to English learners from these local language groups.   Keywords: Contrastive analysis, phonetic features,  Sikka language

Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM) Ong, Christine Yik Fang Shane
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

The usage of Learning Management System (LMS) conducted in Blended Learning style is believed to increase students’ academic performance and their self-directed learning. Nonetheless, the success of students’ behavioural intention to use these e-learning platforms still remains unclear due to factors like self-directed learning, computer self-efficacy, satisfaction and perceived enjoyment and ESL. This preliminary study aims to incorporate factors that impact students’ self-directed learning of English language in achieving behavioural intention to use LMS with an extended model namely, SDLTAM, generalised for the Malaysian educational institutions. The original Technology Acceptance Model 1 by Davis (1989) was used as a theoretical framework of this study. However, the last variable Actual Use was excluded in this study. A sample of 338 respondents from both private and public universities in Malaysia took part in the 48-items survey. The data were analysed through Structural Equation Modelling through SPSS AMOS 24. The SEM AMOS revealed that the factors were found to moderately fit into the proposed model. This could be misspecification within the model and some items within a factor were more correlated to each other than others.

Rhetorical Reading for Writing Strategies Kuzborska, Irena
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.  

Examining EFL Student Response to Student-Centered Classroom Instruction Juliaty, Hanna; Yuyun, Ignasia; Pattiwael, Athriyana S.; Mau, Emanuella C. Natalia
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.75 KB)

Student-centered learning has been the new trend in education field in recent years. Various levels of education have started to gradually shift their teaching approach from the traditional teacher-centered instruction into student-centered instruction. This transition that focuses the learning process on students is considered desirable by society as it offers various benefits for students’ personal and academic growth (Clifford, 1999). However, in higher education, where most teaching instructions are naturally conducted in the form of lectures, the application of student-centered approach may appear as unfamiliar to students who are used to teacher-centered instruction. This study, hence, aims to investigate how undergraduate students responded to a shift in their classroom instruction, from teacher-centered into student-centered. An action research was conducted in three meetings of a Reading and Writing course for EFL undergraduate students in the Department of English. The study collected the data from class observations done by three observers. The field notes, observation reports, and discussion notes resulted from the three observation sessions were then analyzed using a qualitative approach to find out the students’ responses towards the student-centered classroom instructions. The findings of this study reveal that most of the students responded positively towards the student-centered instruction, as shown in their active involvement during the learning activities, such as in pair works, group discussions, and collaborative work using technology. The implications and recommendations drawn from this study are discussed in the paper.

The Use of Social Media in Designing The Writing Assessment for EFL Students Suswati, Rita; Saleh, Syarbaini
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This research investigates social media as the assessment for EFL students at State University of Medan (UNIMED) of second semester English educational program. This research focuses on how social media influences the students’ competences in writing skills. The problems are how it influences their ability to develop their ideas in writing; develop the reading & writing materials; change the students’ opinion on social media in writing class. Questionnaire was designed to get the students’ thought on social media matter, their intention of social media for study, particularly in reading and writing topic and the influence of social media on their ability in developing the idea in writing class. The instruments used in this research were social media as Facebook, WhatsApp and Instagram as a text in reading & writing class. The population consisted of 80 students from two classes of English educational program. Data was analyzed using Research & Development Method (R&D) and the Linkert Scale to get the percentage of students’ perception. The findings of this paper indicate that students more enjoy and engage in writing class using social media as their assessments; using social media to develop ideas on a topic; and being more creative in writing skills. However, control and development are still needed on this topic.

Linguistic Imperialism: Native-Speakerism from The Perspective of Non-Native English Learners Silalahi, Ronald Maraden Parlindungan
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (676.956 KB)

Native-Speakerism is an ideology that focuses on the belief that the best model and teacher in foreign language learning (specifically English) are native speakers of that language. In the context of English Language Teaching (ELT); the native speaker of English are considered more capable of representing western culture appropriately in accordance with their social and cultural contexts (Holliday 2005: 6). This ideology explicitly shows the phenomenon of linguistic imperialism and inequality in ELT. In Teaching English as a Foreign Language (TEAFL); the phenomenon of Native-Speakerism is still debatable. A number of Indonesian-English teachers and learners realize the importance of learning English in the western context, but others do not rule out the possibility of learning English in a non-western context. Referring to this dualism, this article discusses the way in which Indonesian non-native English learners view the ideology of Native-Speakerism. This study uses a qualitative method to collect the data. Focus Group Discussion with 60 Non-Native English Learners were conducted to find out the learners' perceptions of Native-Speakerism. The informants are the native Indonesian students from a number of the English departments (such as, English Literature, English Language and Culture, or English education) from several private universities in Jakarta. This article shows that the native-speakerism ideology developed in the context of TEAFL. Non-native English Speaking Teachers and Native English Speaking Lecturers have equal opportunities in TEAFL because teaching is not only measured by the teacher's linguistic and contextual abilities but also the ability to manage the class accurately and precisely. This research is expected to be beneficial for the development of English language learning in Indonesia. In addition, the results of this study are expected to encourage the development of appropriate English learning methods in Indonesia.

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