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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.
Arjuna Subject : -
Articles 162 Documents
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Traces of Linguistic Imperialism Enacted through Discursive Strategies in ELT Textbooks in Indonesia Budairi, Ahmad
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.v1i2.581

Abstract

Although in many educational contexts textbooks serve as the backbone of teaching, providing practical guides for teachers as well as useful references for learning progress, they could also serve as a site of struggle for many competing discourses. ELT textbooks bear particular relevance here, as they place English at the center of prominence while serving as a medium for knowledge transmission. This paper reports on part of the findings of a case study examining the exercise of dominant discourses in two ELT textbooks for high school in Indonesia. The analysis revealed that there are imbalanced power relations—enacted through such discursive strategies as foregrounding,, backgrounding and framing in two areas: topics and visuals. These strategies were understood as part of the author’s attempt to preserve the hegemonic status of English and its associated dominant ideology in ways that reflect traces of linguistic imperialism. With regard to the pedagogical value of the textbooks, this paper offers some suggestions on how the textbooks could be more engaging and culturally sensitive towards learners’ socio cultural context. The discussion concludes with an appeal for more balanced representation between the discourse of the third world and that of Britain in ELT textbooks in Indonesia.
Pedagogic Code-Switching: A Case Study of the Language Practices of Filipino Teachers in English Language Classrooms Mangila, Benjamin Baguio
English Language Teaching Educational Journal Vol 1, No 3 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v1i3.738

Abstract

This study was conducted to primarily investigate the language practices of two bilingual Filipino teachers in English language classrooms. It made use of the qualitative case study guided by Hymes’ methodological approach of the ethnography of communication. The findings of this study revealed that teachers made use of code-switching in teaching and they code-switched for several pedagogic purposes. In sentential-level analysis, the results showed that several code-switching acts were made by teachers in classroom discourse. Intra-sentential, inter-sentential, and intra-word code-switch types were most commonly used by teachers while extra-sentential code-switch was not used in their classroom discourses. In pedagogic-functional level analysis, the results revealed that the teachers frequently used code-switching mostly for instructional or content acquisition. The findings also showed that teachers sometimes code-switched for reformulation and facilitation but they rarely code-switched for language acquisition and habitual purposes. This study recommended that a similar study be conducted to gather sufficient data on class interactions through utilizing intensive classroom observations to deepen investigation on teachers’ language practices. Furthermore, it also recommended that other methods like interviews could also be done to gather teachers’ viewpoints about when and why they code-switch and their attitudes toward their use of code-switching in second language classrooms.
Developing English for Specific Purposes (ESP) Module for Computer Science Students Vocabulary Mastery Kusumawati, Fitri Palupi
English Language Teaching Educational Journal Vol 1, No 1 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v1i1.142

Abstract

Abstract :This research development aimed to develop as a learning media of  Module to students of Compter Science, to determine the feasibility of Module which is developed as a learning media using the assessment from the experts, and to determine the students’ response to media esp Module in improving Vocabulary Mastery. Research and Development (R&D) used in this study was conducted using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation).  The results obtained from 5 phases include Analysis, Design, Development, Implementation, and Evaluation. Assessing the feasibility of Module showed the following: 1) The material experts and the lecturer of Computer Science gave percentage of 69,63% in the range 66.67% <p~ ≤ 80% which means developed media gets “B” score and the category is “GOOD”. 2)The media experts and the lecturer of Computer Science gave percentage of 75,3% in the range 66.67% <p~ ≤ 80% which means developed media gets “B” score and the category is “GOOD”. 3) questionnaire response that has been filled by the students of Computer Science obtained a total number is 2034 and percentage 69,63% which lies in the range 60<P≤80%, module got the “B” value the category is “positive”. 4) The students’ response to media esp module in improving Vocabulary Mastery at Computer Science was gotten from the interview, The results of interviews to the students’ as a whole showed a good response to the use of module learning media in the learning process of Computer Science.  Therefore, the researcher can conclude that the module for Computer Science is applicable and can be used as instructional media to teach English in the class.  
The Implementation of 2013 Curriculum in English Teaching: Stories From Rural Areas Daud, Afrianto; Gunawan, Heri
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.
An Exploration of English Students’ Attitude toward Learning English Zulfikar, Teuku; Dahliana, Syarifah; Sari, Riska Amelia
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.
A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students Sucipto, Sucipto; Cahyo, Septian Dwi
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.
The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center Agustina, Noor Qomaria; Mukhtaruddin, Fanni
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.
Using Pictures for Teaching Vocabulary to the Junior High School Students Khafidhoh, Khafidhoh; Carolina, Anita
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.      
Apology Strategies in Harry Potter Movie Series Nisa, Intan Khairu; Sutrisno, Adi
English Language Teaching Educational Journal Vol 1, No 1 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v1i1.230

Abstract

Apology is an inevitable part of human communication as an act of face-saving strategy. It is necessarily uttered if an offense is made. This research is an attempt to reveal the apology strategies used as well as to analyze the influence of social distance and relative power to the realization of apology strategies,  as seen in Harry Potter and the Order of the Phoenix, Harry Potter and the Half Blood Prince, and Harry Potter and the Deathly Hallows Part 1 and 2. In total, there are 125 data found and those are classified according the apology strategy employed. The result shows that the majority of the speakers employ indirect apology strategy ?Explanation or Account of Cause? to apologize. Furthermore, this research also found that social distance and relative power are taken into account during the apology process and they affect the linguistic realization of apology strategies in the movies. 
Pedagogic Code-Switching: A Case Study of the Language Practices of Filipino Teachers in English Language Classrooms Mangila, Benjamin Baguio
English Language Teaching Educational Journal Vol 1, No 3 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v1i3.643

Abstract

This study was conducted to primarily investigate the language practices of bilingual Filipino teachers in English language classrooms. The findings of this study revealed that teachers made use of code-switching in teaching and they code-switched for several pedagogic purposes. In sentential-level analysis, the results showed that several code-switching acts were made by teachers in classroom discourse. Intra-sentential, inter-sentential, and intra-word code-switch types were most commonly used by teachers while extra-sentential code-switch was not used in their classroom discourses. In pedagogic-functional level analysis, the results revealed that the teachers frequently used code-switching mostly for instructional or content acquisition. Furthermore, the findings showed that teachers sometimes code-switched for reformulation and facilitation but they never code-switched for language acquisition and habitual purposes. This study recommended that a similar study be conducted to gather sufficient data on class interactions through utilizing intensive classroom observations to deepen investigation on teachers? language practices. Furthermore, it also recommended that other methods like interviews could also be done to gather teachers? viewpoints about when and why they code-switch and their attitudes toward their use of code-switching in second language classrooms.

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