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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.

Arjuna Subject : -

Articles 156 Documents

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Infusing Critical Thinking into English Coursebooks Ilyas, Hamzah Puadi
Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (150.539 KB)

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.

Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design Yuyun, Ignasia
Journal of ELT Research 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom.  Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TPACK) framework has been developed by Koehler & Mishra (2006) to equip student teachers in English Department. Therefore, Technology and Curriculum Design course is designed to tailor Pre-Service English Teachers how to integrate technology in EFL curriculum design. By having blended learning activities, teaching and learning activities are conducted to explore technology applications to design an EFL curriculum. Any class projects are technology-based assignments such as infographic, poster, mind map, questionnaire, presentation, etc. using CANVA, Google applications, presentation applications, lesson plan application (LessonWRITER), quiz application (Quizlet), and interactive book applications (AnyFlip, Flipping Book, FlipSnack), etc.                Keywords: curriculum, EFL, technology

The Implementation of Corpus-aided Discovery Learning in English Grammar Pedagogy Yanto, Elih Sutisna; Nugraha, Sidik Indra
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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.

The Effect of Instructional Methods and Cognitive Styles toward Speaking Skill Kaniadewi, Nita
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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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.

Teachers’ Perspectives on the Integration of Culture and EFL Abdulrahman, Triyanti; Usu, Novi Rusnarty; Tanipu, Zulkifli
Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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This study is aimed to investigate teachers’ opinion and their attitudes toward the integration of culture and English language education. More specifically, this study explores how and to what extent these opinions and attitudes are reflected in their classroom applications. Data were collected from 31 teachers of English Department at one of universities in Indonesia using questionnaire, interview, and observation. Findings revealed that teachers were willing to support the language and cultural objectives, but they had conflicts when having to prioritize language teaching or cultural teaching. Teachers informed that limited class time, curriculum requirements, lack of cultural issues in the textbooks, and their lack of cultural knowledge were the main constraints for the integration of cultural teaching into EFL. This study shows the importance of integrating culture & intercultural dimension into EFL instruction in order to help facilitate both language learning and effective communication.

EFL Teachers' Belief, Knowledge and Practices in Using Dictionaries Yanto, Elih Sutisna
Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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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.

The Use of STAD to Improve Students’ Writing Skill Suryani, Suryani; Azlim, Azlim
Journal of ELT Research 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This study aims to know whether Student Team Achievement Division (STAD) can improve students’ ability in writing descriptive text or not. To answer this research questions, the researchers applied experimental study. Two classes of the second-grade students in MTs (Islamic Junior Secondary School) Babun Najah were chosen as the sample of this study. In order to get the data, the test was used as the main research instrument. The researcher applied teaching writing descriptive text by using STAD in the experimental class. Based on the result, it was found that the t-test score of post-test in experimental and control groups is higher than the t-table score (4.21>1.69). This means that the alternate hypothesis was accepted or the implementation of STAD improves the students’ ability in writing descriptive text. The findings also revealed that the writing component that had improved by using STAD is the content component. The students show more knowledgeable in their writing. In addition, through STAD the students had the opportunity to work together in a group to share and learn in order to produce good writing.                                                                                                                        Keywords: STAD, writing ability, descriptive text

EFL Students’ Writing Style in the Script Introduction Section Rizkanisa, Novalia; Samad, Iskandar Abdul; Usman, Bustami
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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.

Communication Strategies Used by EFL Students with High and Low Self-Esteem Nurdini, Rahmi Aulia
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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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.

Students’ Perceptions of the Use of English at a Bilingual Setting Based on Their Kindergarten Language Background Surdyanto, Annas
Journal of ELT Research Vol 1 No 2 (2016): Journal of ELT Research, Vol. 1, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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This research investigated what students with English-kindergarten, Indonesian-kindergarten, and English-Indonesian-kindergarten background perceived regarding the use of English at a bilingual school. The study adopted a qualitative case design and took place at one of private primary schools in Jakarta. There were 27 participants (14 males and 13 females) being involved in this research. They were 21 students of grade one, 3 students of grade two, and 3 students of grade three. Most students with English-kindergarten background gave positive perceptions of the use of English, while most students with Indonesian-kindergarten background had negative perceptions of the use of English. Students with bilingual kindergarten background gave positive perceptions of the use of English at bilingual school. The findings can show that there is a correlation between students’ previous exposure to a foreign language and their future preference for the language used as the medium of teaching-learning processes. This study can contribute to the policy making of schools which intend to adopt bilingual education.

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