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Contact Name
BAMBANG WIDI PRATOLO
Contact Email
bambang.pratolo@pbi.uad.ac.id
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Journal Mail Official
eltej@pbi.uad.ac.id
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Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
English Language Teaching Educational Journal
ISSN : -     EISSN : 26216485     DOI : 10.12928
Core Subject : Education, Art,
English Language Teaching Educational Journal (ELTEJ) is an english educational journal published quarterly in April, August, and December. The ELTEJ aims to provide an international forum for researchers and professionals to share their ideas on all topics related to English language teaching and learning, English literature, and linguistics. It publishes its issues in an online (e-ISSN 2621-6485) version.
Arjuna Subject : -
Articles 146 Documents
English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021 Pamela Barre; Jhonny Villafuerte-Holguin
English Language Teaching Educational Journal Vol. 4 No. 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i2.4295

Abstract

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.
Turkish EFL teachers' attitudes towards online instruction throughout the Covid-19 outbreak Mustafa Civelek; Işılay Toplu; Levent Uzun
English Language Teaching Educational Journal Vol. 4 No. 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i2.3964

Abstract

The purpose of the present study is to shed light on the attitudes of Turkish EFL teachers towards online instruction (OI), the impact of training on their attitudes, the obstacles they encounter, and the strategies to deliver OI more successfully throughout the Covid-19 outbreak. The participants were 70 EFL teachers (52 female, 18 male). The data was collected through a questionnaire and semi-structured interviews. The data were analyzed by using SPSS 26. Descriptive statistics of each item was calculated and an independent sample t-test was conducted to answer the research questions. For the analysis of the interview data, the responses of the participants were transcribed and the recurring themes were identified. The results revealed that the attitudes of Turkish EFL teachers, who experienced online instruction during the Covid-19 outbreak, are not as positive as expected regarding some of the results of the related research in the literature. The interview findings revealed that EFL teachers do not feel capable of delivering online instruction effectively since they do not have adequate knowledge and necessary skills to do that. In view of the findings, it's suggested that online instruction methodology should be integrated into teacher training programs and teachers should receive an in-service training about the related subject.
Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey Özge Koç; Gülru Yüksel; Emin Altun
English Language Teaching Educational Journal Vol. 4 No. 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i2.4269

Abstract

Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to solve their problems. This study aims to investigate technology acceptance and use of English language teachers adopting the CLIL approach in Turkey, and to identify the difficulties they encounter while integrating technology into practice. The study is explanatory in research design and employs the Technology Acceptance Model (TAM) developed by Davis (1989) as a framework. A 27-item Likert-type questionnaire was used to gather data from 61 teachers practicing in private and public schools. The results showed a statistically significant difference in technology integration intention and use behaviors of teachers. The qualitative data suggested that among the difficulties faced by CLIL teachers were facilitating environments, managerial assistance, and teacher technology awareness. 
The effects of different types of written corrective feedback on students’ texting mistakes Hasan Güner Berkant; Nuriye Batmaz Derer; Ozgur Kursad Derer
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.3136

Abstract

The main purpose of this research was to investigate the effects of different types of written corrective feedback on students' texting mistakes in English lessons. In the study, a mixed model including quantitative and qualitative methods was engaged. Two-factor ANOVA was used for mixed measurements to test the significance of the difference between the error numbers of the three types of feedback except direct feedback. The qualitative data of the study were collected by examining the texts and the interviews about the effect of the four feedbacks were made with the students. Content analysis and descriptive analysis were performed. At the end of the study, in the quantitative findings obtained, the most effective type of feedback is the underlined feedback. As for the qualitative findings obtained from the students' opinions, the feedback type in which the error is coded and the information is given is the most effective type.
Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions A. Dzo'ul Milal; Zuliati Rohmah; Wahju Kusumajanti
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.2463

Abstract

Several factors determine the effectiveness of language learning, one of which is the variety of strategies carried out by the teacher in the teaching and learning process. Defined as any efforts made to maximize the learning achievements, strategy encompasses material development, classroom management, and teaching techniques. The question is in what ways the teacher implements such a variety, and what the effect is.This descriptive study was conducted in an in-service teacher training which aimed to improve the trainees’ mastery of ELT strategies and the teaching language. The data were collected using questionnaires, observation, documentation, interviews, and reflection. The subjects were the trainers and the teacher trainees who have mixed language abilities and teaching experiences.The findings show a range of varieties was employed during the training process, covering the use of diverse materials, fun classroom activities, learner-centered approach, affect-lowering classroom management, and varied interaction patterns. As effective learning is dependent on the fresh minds, teachers should always strive to prevent their students from exhausting monotony.
The Benefits of Integrating Video Making in a Speaking Class Edi Dwi Riyanto
English Language Teaching Educational Journal Vol. 3 No. 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i1.1850

Abstract

Integrated teaching has been advocated and implemented for decades. Lately it has been accelerated by the development of video making. This study aims to investigate the benefits of integrating video making in a speaking class of the 29 first semester students of a public university in Surabaya, East Java Province, Indonesia. It employed action research which was done to improve the quality of the teaching and learning process of the class. The data were collected through direct observation in the classroom, video reviews, and survey. The findings showed that the integration of video making in a speaking class gave benefits to students in the form of four components i.e. social, language and literary, psychological, and technical. The class has been successful in integrating the video making in a speaking class which means that the integration may be applied again in the same class in the future or for a wider scope with similar conditions or settings.
A corpus study of verbs in opinion articles of The Jakarta Post and the relation with text characteristics Ikmi Nur Oktavianti; Asmad Adnan
English Language Teaching Educational Journal Vol. 3 No. 2 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i2.2158

Abstract

As one of the text categories, opinion texts have distinctive characteristics compared to any other texts in newspapers, including the choice of verb usage. This study then aims at preliminarily examining the verbs used in opinion articles in The Jakarta Post to find out the relation between frequency and text characteristics. This study collected the opinion articles of The Jakarta Post comprising 47.143 words. This study was assisted by Lancsbox to store the corpus of opinion section texts, to identify the verb lemmas, and to count the frequency of verbs. The verbs found in this study were then classified based on Scheibman’s main verb classification (which is based on Halliday’s and Dixon’s verb types). The results of the study show that there are three most frequent verb types used in opinion texts in The Jakarta Post; they are material, verbal, and feeling verb types. Meanwhile, the lesser frequent ones are perception, possessive/relational, relational, and cognition verbs types. Meanwhile, the least frequent verb types are existential, corporeal and perception/relational verbs types. As opinion text conveys the argument of the writer, it is plausible to find feeling verb type belongs to the third most frequent types, along with material type to show concrete actions and verbal type to report the information. These frequencies exhibit that there is a firm relationship between text characteristics and the tendency of verb choice.
Utilizing learner language to craft well–targeted endorsements in English language teaching practices Nasrullah Nasrullah; Elsa Rosalina; Eka Puteri Elyani
English Language Teaching Educational Journal Vol. 3 No. 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.2277

Abstract

Learning a foreign language for those who have their first and second language often puts learners in imperfection mastery such as irrelevant lexical choice, and source cultural bounds language utterances. Knowing the concepts merely cannot guarantee the process of avoiding mistakes or errors that learners have. There has been an amount of research on learner language which focuses on language corpus but little on highlighting the research specific language components grammatically contributing to language learners’ competence. Therefore, to fill the void, this study aimed at scrutinizing and yielding information on the practical way of phenomena in Indonesians’ interference by knowing the students’ feature descriptions of language competence. In this research, a guided interview was used to sub-ethnic of Banjarese which covered several Banjar Kuala and Banjar Hulu pre-service English teachers in getting the data of this study.  The findings reveal language problems in lexical aspect, semantic confusion, incorrect use of word-formation pattern, prepositional misuse, and problems in language syntax and discourse.  The implication of this study calls for recommendations to adopt techniques in mitigating suggested learner language in the area of subject-verb concord, tenses, and lexical problems in a process of language development
The Influence of Family’s Support for Students English Learning Achievement at Elementary School Age Arum Priadi; Rafa Aly Nuha
English Language Teaching Educational Journal Vol. 2 No. 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i2.912

Abstract

This research is carried out 1) to find out whether there is a positive and significant correlation between family’s support and students’ English learning achievement and 2) to find out whether there is a difference between students who get the support and students who do not get the support from family. This research belongs to correlational research with quantitative approach. It was held at SD Negeri Kaliwungu 05, Cilacap in academic year 2017/2018. The sample of this research is the fifth grade students at SD Negeri Kaliwungu 05. The data collecting techniques of the research were questionnaire, documentation, and interview. Then in analyzing the data, the researchers used Product Moment Formula with computer application SPSS. The result findings show that : 1) family’s support (X) level is in “supported” level at SD Negeri Kaliwungu 05. 2) The level of students’ English learning achievement (Y) at fifth grade of SD Negeri Kaliwungu 05 is in “fair” level. 3) there is positive and significant correlation between family’s support and students’ English learning achievement of the fifth year students of SD Negeri Kaliwungu 05, Cilacap, shown by the coefficient correlation 0.508.
The Implementation of 2013 Curriculum in English Teaching: Stories From Rural Areas Afrianto Daud; Heri Gunawan
English Language Teaching Educational Journal Vol. 1 No. 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v1i2.616

Abstract

This study aims to document how the 2103 curriculum has been implemented by English teachers in a high school located in a rural area in Riau province. This research in particular investigates the implementation of Scientific Approach by English teachers in Bunga Raya Siak regency. The study is specifically aimed at investigating two research questions: (1) how the scientific approach has been implemented in the classroom and (2) what problems the teachers face during the implementation. Three English teachers were selected as participants of this study using total sampling technique. Since the study employed mixed method, the data consisted of quantitative and qualitative entities. The quantitative data were obtained from a questionnaire (survey) while the qualitative ones were gained through semi-structured interviews. The results revealed that the teachers have implemented the scientific approach relatively well. This can be seen from the results of the survey in which the overall mean score calculated was categorized ‘very good’. However, the interview data shows that all teachers experienced some problems in implementing this new curriculum. In general, the problems can be classified into four: (a) insufficient English teaching hour; (b) the students’ high diversity in terms of ability; (c) discrepancy between curriculum and national examination contents; and (d) lack of the facility.

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