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 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Welcome to the July 2017 issue of Journal of ELT Research. This issue is accompanied by the spirit of post-Ramadan followed by Eid al-Fitr, two Islamic events bringing about many insightful meanings of life. The events in short bring humans closer to their Creator and be aware of their role as a creature. As a creature, we are always encouraged to learn, finding out the secret of His creation. In so doing, research is one of the ways to see the unseen phenomena. In terms of language teaching and learning, there are still many things we, ELT practitioners, do not know about. Research, even though it is simple, still can give a positive contribution. Our July 2017 issue touches a variety of issues in ELT which can give such a contribution. ]]>
<![CDATA[Prosody Analysis of Mariah Carey’s 1999 Billboard Award Speech and Its Contribution to EFL ]]>
<![CDATA[Setiawan, Heri]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Prosodic elements are the essential elements in human beings’ speech that can be used to know what the speakers of an utterance exactly mean when they are speaking. This research was a work of analysis on prosody of speech to know the emotion and the meaning of utterances. Descriptive qualitative type of research model was employed in this research. The object of the research was Mariah Carey’s speech when she was receiving a special award named the Billboard artist of the decade in 1999. The researcher was interested in not only knowing about Mariah Carey’s emotion and meaning when she was delivering her speech but also finding other uses of prosodic elements which were not found in the supporting previous literatures used in this research. Moreover, the possible contribution which these research findings could contribute to the EFL teaching and learning was also addressed. It is evident that prosody definitely has significant contribution in EFL teaching and learning especially in improving speaking and reading comprehension skills.]]>
<![CDATA[Historical Perspective: The Development of Critical Thinking in Indonesian ELT ]]>
<![CDATA[Ilyas, Hamzah Puadi]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol2Issue2pp89-102
<![CDATA[Even though critical thinking has been included in education system in Indonesia, it is unlikely to be widely implemented in teaching-learning processes in all levels of education in this country. Indonesian ELT (English Language Teaching) can actually play a role in promoting critical thinking in education. However, the development of ELT in this country since colonial to present era does not seem to facilitate students’ critical thinking skill. This article presents historical perspective with regard to ELT and critical thinking. The first part reviews the history of Indonesian education which did not promote critical thinking, followed by the historical development of Indonesian ELT. The third part discusses socio-political condition which could be partly solved by promoting critical thinking in education and society. The final part suggests incorporation of critical thinking into English textbooks as ELT can also be used as a vehicle for teaching critical thinking. ]]>
<![CDATA[The Implementation of One-Week-One-Article Program in a Reading Class: A Reflective Practice ]]>
<![CDATA[Rahmatullah, Yudi]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This article presents my reflections on the implementation of one-week-one-article program. Fifty-three students participated in this program. Every week they presented the article they had read. I found that the majority of students actively participated in this program, showing seriousness in understanding the content of the article, the pronunciation of difficult words, and the flow of the presentation. This program at least promoted three aspects: students’ motivation, cooperative learning, and their critical thinking. Even though this program was conducted for university students, it is likely to be working with students of junior and senior secondary school with some modification.]]>
<![CDATA[The Implementation of Corpus-aided Discovery Learning in English Grammar Pedagogy ]]>
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Nugraha, Sidik Indra]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol2Issue2pp66-83
<![CDATA[The present study presents the instructional procedures of the implementation of corpus-aided discovery learning and the extent to which corpus-aided discovery learning can create motivating and successful English grammar learning environment for EFL (English as a Foreign Language) students. Corpora promotes inductive learning in terms of that students not only acquire grammar by language data, observation and self-discovery of rules, but also find it entertaining and exciting to make grammar rule generalization on their own (Cheng, 2011; Hunston,2002). Drawing on data of a questionnaire and an interview, the students recounted that incorporating corpus-informed data into grammar learning was very satisfying and useful, and students can be sure that the language they are practicing is up-to-date, used in everyday situations. It is not artificial or invented language but consists of the most widely used grammar (McCarthy, 2004). In addition, language corpora helped students to learn about certain language uses that were not available in any of the traditional tools. Another finding shows that students understood how certain language forms were used by native speakers of English, and students revealed more positive attitude toward corpus in learning English grammar. The findings imply that corpus-informed data can be a means of encouraging autonomous learning, illustrating real uses of abstract rules, presenting authentic daily grammar, and promoting exploratory inductive learning. However, some students, especially inexperienced students, found learning grammar through corpus-informed data was difficult or boring.]]>
<![CDATA[EFL Students’ Writing Style in the Script Introduction Section ]]>
<![CDATA[Rizkanisa, Novalia]]>;
<![CDATA[Samad, Iskandar Abdul]]>;
<![CDATA[Usman, Bustami]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol2Issue2pp139-150
<![CDATA[This study investigated the rhetorical pattern (RP) of the introduction section of the scripts written by Acehnese undergraduate students studying in four different universities in Aceh. The focus of this study is on three elements: placement of the thesis, patterns of idea, and metadiscourse markers of the introduction section. Literature has reported a number of findings regarding the RP; however, information about this in undergraduate level, particularly in state universities in Aceh, is still limited. This study was conducted qualitatively by employing content analysis to identify the RP. A number of introduction sections of students’ scripts from four selected universities in Aceh were collected and analysed. The result shows the dominance of the three elements in the introduction section.]]>
<![CDATA[L2 Writing Strategies Used by EFL Graduate Students ]]>
<![CDATA[Arifin, Syaadiah]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol2Issue2pp115-129
<![CDATA[This study investigates the writing strategies and the predominantly strategies used by four Indonesian graduate students when writing in L2 (English). They were divided into 2 groups, skilled and less skilled writers, to examine what strategies they applied when writing. The main instrument of this study is Think Aloud Protocols (TAPs). The analysis of data collected discovered some findings: (1) both skilled and less skilled writers used varied strategies. However, the frequency of using each strategy was different. Skilled writers used each strategy in high frequency. On the other hand, less skilled writers only used each strategy in low frequency, while skilled writers understand the recursive nature of writing. (2) Skilled writers used reading and rereading strategies in high frequency for several purposes: revising and editing the text, developing ideas, and getting new ideas, while less skilled writers rarely used those strategies. They wrote whatever ideas came into their mind, and reread the text once in a while. These findings suggest that effective writing strategies should be introduced explicitly when student writers have already mastered the foundation of writing. Unfortunately, they are seldom guided on the use of writing strategies in the process of their writing. In fact, effective writing strategies and the frequency of using each strategy could help them become good writers and influence the quality of their writing. Based on these findings some suggestions are discussed. ]]>
<![CDATA[Improving Students’ Speaking Ability through Small-Group Discussion ]]>
<![CDATA[Fauzi, Imam]]>
<![CDATA[ Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research aimed to investigate how small-group discussion can be implemented to improve vocational high school students’ speaking ability and to identify the role of small group discussion in improving students’ speaking skill. This research was conducted by using action research, with 35 students of the second grade participating in this research. The findings of research can be explained in three cycles. Cycle 1 revealed that there were 37.2% of the students who did well; 42.8% were good although they had weaknesses in some aspects of using statements of introduction and choosing good sentences; 20% were weak and did not understand to choose appropriate sentences for introduction. Cycle II showed that 45.7% of the participants were good either in choosing appropriate sentences and pronunciation; 54.3% were considered good although they still lacked speaking communicatively with appropriate words. Cycle III was implemented after having additional classes, small guidelines of active speaking, and intensive practices. It found that 71.4% of the participants could communicate with English basic words and better structure, and 28.6% of them were still slightly below. Findings of this study showed that small group discussion could effectively improve students’ speaking skill, engage them in the group work discussion actively, encourage them to be independent learners who can expose themselves in learning activities, make them feel more relaxed at learning, give them more opportunities to improve their speaking skills. ]]>
<![CDATA[The Implementation of One-Week-One-Article Program in a Reading Class: A Reflective Practice ]]>
<![CDATA[Yudi Rahmatullah]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
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<![CDATA[This article presents my reflections on the implementation of one-week-one-article program. Fifty-three students participated in this program. Every week they presented the article they had read. I found that the majority of students actively participated in this program, showing seriousness in understanding the content of the article, the pronunciation of difficult words, and the flow of the presentation. This program at least promoted three aspects: students’ motivation, cooperative learning, and their critical thinking. Even though this program was conducted for university students, it is likely to be working with students of junior and senior secondary school with some modification.]]>
<![CDATA[Improving Students’ Speaking Ability through Small-Group Discussion ]]>
<![CDATA[Imam Fauzi]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 2 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
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Full PDF (411.663 KB)
<![CDATA[This research aimed to investigate how small-group discussion can be implemented to improve vocational high school students’ speaking ability and to identify the role of small group discussion in improving students’ speaking skill. This research was conducted by using action research, with 35 students of the second grade participating in this research. The findings of research can be explained in three cycles. Cycle 1 revealed that there were 37.2% of the students who did well; 42.8% were good although they had weaknesses in some aspects of using statements of introduction and choosing good sentences; 20% were weak and did not understand to choose appropriate sentences for introduction. Cycle II showed that 45.7% of the participants were good either in choosing appropriate sentences and pronunciation; 54.3% were considered good although they still lacked speaking communicatively with appropriate words. Cycle III was implemented after having additional classes, small guidelines of active speaking, and intensive practices. It found that 71.4% of the participants could communicate with English basic words and better structure, and 28.6% of them were still slightly below. Findings of this study showed that small group discussion could effectively improve students’ speaking skill, engage them in the group work discussion actively, encourage them to be independent learners who can expose themselves in learning activities, make them feel more relaxed at learning, give them more opportunities to improve their speaking skills. ]]>
