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[An Indonesian Child Learning Sentence Construction ]]>
<![CDATA[Djonhar, Santi Chairaini]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study investigates the language acquisition of an Indonesian child (a boy, aged 6 years) who learns and uses English (in Indonesia/Jakarta) inside and outside the classroom. This child regularly watches his favorite English movies such as Disney Channel and Nickelodeon from cable TV, and he frequently communicates in English at home, particularly with his only younger brother and mother. The data were collected for 18 months by recording his spontaneous speech. The data were transcribed then analyzed to see the development of his English syntactic constructions: i.e. infinitival and sentential complements. These types of constructions are chosen to investigate since it is not always easy for EFL learners to learn these constructions. The findings of this study show that the development of these constructions is enormous: the process of his learning English can be similar (if not the same) to that of English Children. It is because this child and the English children basically share common principles (sufficient exposure to and practices of English) of learning the language. ]]>
<![CDATA[The Relationship between Authentic Materials and Cooperative Learning Strategy towards EFL Students’ Reading Comprehension ]]>
<![CDATA[Nurlela, Siti]]>;
<![CDATA[Suryoputro, Gunawan]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[EFL (English as a Foreign Language) students of vocational high schools are requested to have skillful reading strategies to comprehend specific texts in English. To have a good comprehension, they utilize not only their strategies but also interesting and suitable texts. Therefore, this current study investigated the correlation between students’ perception of the authentic materials and cooperative learning strategy towards students’ reading comprehension. The data of the reading comprehension tests and the students’ perception were analyzed using the multiple regression. The result revealed that (1) there was positive correlation between students’ perception of the authentic materials and students reading comprehension, (2) there was significant positive effect of cooperative learning strategy towards reading comprehension, and (3) there was significant positive effect of reading materials towards cooperative learning strategy. These findings suggested that the choice of authentic materials could motivate students to comprehend ESP texts. Besides this, by doing cooperative learning strategy, the scaffolding could happen so that they could share their comprehension. In spite of its limitation, this study could have certain pedagogical implications to reading classroom activities. ]]>
<![CDATA[The Application of Multimedia-Based Presentation in Improving Students’ Speaking Skill ]]>
<![CDATA[Fauzi, Imam]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Although speaking is one the important skills, it is not easy to have this skill. English teachers have used various techniques to improve students’ speaking skill. So far, however, there has been little discussion about the role of multimedia-based presentation in improving students’ speaking skill. This action research taking place at a private university in Serang, Banten investigated the use of multimedia-based presentation to improve speaking skill. The findings showed that students’ speaking and presentation skills improved and their confidence to speak in front of the class increased. Students also learned technology which is beneficial for their study and future career. This study, therefore, suggests that teachers consider this aid in teaching-learning processes. ]]>
<![CDATA[The Relationship between Field Dependence-Independence and Reading Strategy toward Reading Comprehension ]]>
<![CDATA[Rahmani, Bita Dwi]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study investigated the relationship between learning style (X1) and reading strategy (X2) toward reading comprehension (Y). The learning style is categorized into two: field independence (FI) and field dependence (FD). This study was carried out in one of the public senior high schools in Jakarta by using purposive sampling technique; 79 out of 120 students of science class in academic year 2008-2009 were chosen. The quantitative and qualitative methods were used to analyze the data. Questionnaires and one reading comprehension test were distributed to analyze the data quantitatively. The first instrument identified students belonging to FI or FD. The second instrument concerned with identifying the frequency of reading strategy that students mostly used. 20 numbers of reading comprehension test were given to measure the comprehension and strategy that they used. This study found that both learning style (X1) and reading strategy (X2) influenced the reading comprehension (Y). In other words, the more independent students are and the more frequent they use strategy, the greater they will comprehend the text. As a consequence, the findings suggest that teachers introduce various kinds of strategy in reading comprehension because every student needs particular strategy. ]]>
<![CDATA[Infusing Critical Thinking into English Coursebooks ]]>
<![CDATA[Ilyas, Hamzah Puadi]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Though critical thinking has been officially written as one of educational objectives in Indonesia as written in the Regulation of the Republic of Indonesia Number 17 Year 2010 Regarding Educational Management and Administration, it seems that schoolteachers in this country still do not understand what it is and do not realise the importance of critical thinking for students and professionals of this country. This might be because there is no clear conception of what kind of critical thinking needed in education in this country, or it may be because Indonesian schoolteachers do not really know how to encourage students’ critical thinking as they may be still confused with this concept as mentioned above. The latest 2013 curriculum, however, seems to have accommodated the infusion of critical thinking into school subjects, as can been seen in the adoption of Bloom’s taxonomy. This article therefore attempts to argue what critical thinking can contribute to Indonesian students and people as well as proposes reading activities based on Ilyas’ critical thinking framework. This framework is the result of synthesising, examining and evaluating critical thinking taxonomies, strategies, programmes and tests.]]>
<![CDATA[EFL Teachers' Belief, Knowledge and Practices in Using Dictionaries ]]>
<![CDATA[Yanto, Elih Sutisna]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This paper reports the survey results of 20 EFL teachers regarding their beliefs, knowledge and practices in using dictionaries in their classes at English education programme of a state university in Karawang - West Java, Indonesia. The questionnaire consists of four parts. The first part investigates the profile of the participants as dictionary users. The second part reports the results of teachers’ knowledge with regard to dictionary use through the lexicographic survey. The third part presents the results of EFL teachers’ general preconception about dictionaries. The fourth part presents teachers’ belief in the value of dictionaries for students. Finally, this paper suggests teachers how to utilize dictionaries in the classroom activities. Though the teacher participants are somewhat small, certain tendencies emerge as they show familiarity with dictionaries as an indivisible part of English language learning kit; they also agree that students need to be taught how to use dictionaries.]]>
<![CDATA[From the Editor ]]>
<![CDATA[Ilyas, Hamzah Puadi]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Deductive and Inductive Methods in Teaching Tenses ]]>
<![CDATA[Arifin, Saadiyah]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Teaching English grammar seems easy but difficult to conduct. Some methods have been introduced to answer this problem. Two methods that have been known so far are deductive and inductive methods. Studies have been conducted concerning these methods, with some supporting deductive while the others being in favor of inductive method. This study attempts to investigate which method works better in facilitating students’ writing skill. The findings of this experimental study (n=40) taking place in one of English course in Jakarta show that deductive method is more effective in promoting students’ writing skill. ]]>
<![CDATA[Developing Native-Like Listening Comprehension Materials Perceptions of a Digital Approach ]]>
<![CDATA[Mulyono, Herri]]>;
<![CDATA[Vebriyanti, Devi Nur]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol1Issue1pp1-20
<![CDATA[This paper reported the attempt teachers did in developing native-like (NLS) listening materials for their EFL learners using a text-to-speech (TTS) technology. Observation was carried out to record teachers’ procedures for developing NLS materials. Interview with teachers were undertaken to explore their’ perceptions towards the NLS listening materials and the benefits they gained from developing instructional media using technology. In addition, a questionnaire was distributed to 65 eight-grade pupils to gather information related to their opinions regarding the listening materials developed and used by their teachers. The findings show that teachers and pupils responded positively towards the NLS materials for listening comprehension. In addition, teachers were found to have more confidence in teaching listening skill while using the technology. There are three conditions which endorse this teaching confidence: the suitability of instructional materials used with the learning curriculum and pupils’ level of English proficiency, teachers’ self-efficacy to the teaching task, and the integration of technology in classroom teaching. The study suggests that TTS system can be used as computer assisted language learning (CALL) application particularly in the development of listening comprehension materials. The study also confirms earlier studies that teacher professional development can be promoted through integrated training on technology for classroom use.]]>
<![CDATA[Developing Native-Like Listening Comprehension Materials Perceptions of a Digital Approach ]]>
<![CDATA[Herri Mulyono]]>;
<![CDATA[Devi Nur Vebriyanti]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol1Issue1pp1-20
<![CDATA[This paper reported the attempt teachers did in developing native-like (NLS) listening materials for their EFL learners using a text-to-speech (TTS) technology. Observation was carried out to record teachers’ procedures for developing NLS materials. Interview with teachers were undertaken to explore their’ perceptions towards the NLS listening materials and the benefits they gained from developing instructional media using technology. In addition, a questionnaire was distributed to 65 eight-grade pupils to gather information related to their opinions regarding the listening materials developed and used by their teachers. The findings show that teachers and pupils responded positively towards the NLS materials for listening comprehension. In addition, teachers were found to have more confidence in teaching listening skill while using the technology. There are three conditions which endorse this teaching confidence: the suitability of instructional materials used with the learning curriculum and pupils’ level of English proficiency, teachers’ self-efficacy to the teaching task, and the integration of technology in classroom teaching. The study suggests that TTS system can be used as computer assisted language learning (CALL) application particularly in the development of listening comprehension materials. The study also confirms earlier studies that teacher professional development can be promoted through integrated training on technology for classroom use.]]>
