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English Language Teaching Educational Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 26216485     DOI : 10.12928
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
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.
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Articles 5 Documents
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Search results for , issue "Vol. 2 No. 1 (2019)" : 5 Documents clear
Using Pictures for Teaching Vocabulary to the Junior High School Students Khafidhoh Khafidhoh; Anita Carolina
English Language Teaching Educational Journal Vol. 2 No. 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i1.913

Abstract

The research objective is to investigate the impact of using pictures for teaching vocabulary. The research belongs to experimental study. The study population was seventh-grade students of SMP N 2 Imogiri. While two groups or classes of the population as the sample, they are experimental and control group. The data collection technique used was pre-test and post-test. The research findings were the impacts of using pictures, and the pre-test and post-test mean score. First, the impacts of using pictures can improve the students' score, besides it also can draw the students' attention, and students enjoyed and want to participate in the instructional process. Second, the pre-test mean score of the experimental group was 63.04 and the control group was 70. While the post-test mean score of both groups had increased, the mean score of the experimental group was 90.54, and the control group was 84.29. The result of t-test indicated that there is a significant difference in students' vocabulary achievement between both groups. Then, the Sig. (2-tailed) was 0.009 which is lower than 0.05 (0.009<0.05). Thus, the Ha of the hypothesis was accepted. It can be concluded that there is a significant difference in students’ vocabulary achievement of students between both groups.      
A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students Sucipto Sucipto; Septian Dwi Cahyo
English Language Teaching Educational Journal Vol. 2 No. 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i1.918

Abstract

This study aimed to analyze reading activities in “Bright 2” an English textbook for junior high school students grade VIII in Indonesia by using Bloom’s revised taxonomy. A content analysis was conducted to achieve the research purpose. The findings show that the textbook has dominant reading activities on the cognitive process “analyze” 27% and “apply” 21% of the total 145 reading activities, respectively.  The number of higher and lower cognitive processes in this textbook is almost balanced on 49% of higher order thinking skills and 51% of lesser order thinking skills correspondingly. There is a slight difference between the number higher thinking process and lower thinking process since most reading activities are on “analyze”, which is belong to the higher thinking process while the second most frequent reading activities are “apply”, the lower thinking process. Meanwhile, “apply” and “analyze” is placed on the 3rd and 4th in the taxonomy, it means that the textbook emphasizes the middle cognitive thinking process of Bloom’s revised taxonomy, which is formed by “apply” and “analyze”  thinking process.
Collaborative Learning Activities through MoE in Engaging EFL Learners and Diminishing their Foreign Language Anxiety Sitti Fatimah
English Language Teaching Educational Journal Vol. 2 No. 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i1.925

Abstract

Mantle of the Expert (MoE) is an approach integrating drama in learning. A number of studies have   proven the approach to be effective in enhancing student’s learning experience and vary teacher’s teaching strategy. This article is drawn from the results of a multi-case study that implemented MoE in  EFL teaching in Indonesia. The study involving three cohorts of Grade 11 Indonesian senior and vocational high school students and three English teachers used multiple data collection methods: classroom observation, questionnaire and interview. While questionnaire was distributed to the student participants, the interview was administered to collect the data from teacher participants. The MoE implementation involved a series of drama activities integrated with the lesson topics. During the activities the student participants were assigned several tasks to be completed in small groups. This required students to collaborate. The findings show that these collaborative learning activities has shown positive major impacts, two of them are students’ increased engagement and decreased speaking anxiety. 
An Exploration of English Students’ Attitude toward Learning English Teuku Zulfikar; Syarifah Dahliana; Riska Amelia Sari
English Language Teaching Educational Journal Vol. 2 No. 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i1.947

Abstract

Attitude is one of the success factors in language learning. It includes students’ feelings, beliefs, and behavior tendencies. This study is conducted using the mixed-method research  exploring English Department students’ attitude on learning English. The main focus of the study is to discover students’ belief on English, to understand students’ attitude, feeling and behavior on learning English. The data were collected through questionnaire and semi-structured interview. The participants of the reseach were fifty five students selected randomly to fill in the questionnaire. However, only six students were selected purposively to gain data more in-depth through interview. The results indicate that English department students show positive attitude in three points of cognitive aspect; the students’ reason for learning English, the students’ level of English competeent, and the students’ thinking toward learning English which they consider that English is important.  Moreover, the students have positive in four points of emotional attitude; the students’ interesting in learning English, the students’ feeling in learning English, the students’ preference in learning English, and the students’ enjoyment in learning English which the students show good feeling in learning English. Furthermore, the students have positive in three points of behavioral attitude; the students’ attention during learning English, students’ participation in the English which the students act posively during learning English. In other words, English Department students were found to have positive attitudes toward learning English.
The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center Noor Qomaria Agustina; Fanni Mukhtaruddin
English Language Teaching Educational Journal Vol. 2 No. 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i1.1043

Abstract

The competition in the workforce demands quality programs to make the learners to have competitive advantage by mastering the foreign language especially English. Language Training Centre is one institution that provide service on teaching language skill. The aim of this research was to make an evaluation on the program conducted by the Centre using the CIPP Model developed by Stufflebeam that evaluated the effectiveness and quality of the program seen from the context, input, process and product, and was applied for a program namely Integrated English Learning (IEL). The methodology was the combination of quantitative and qualitative design. The setting was a a language Center and the participants were the students from two departments. This study described the program from the point of view of its context, input, process and product. The context is seen from the effectivity of the program, while the input discusses about the quality.  The process is to describe the implementation of the program and the product reveals how the goals are achieved.

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