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<![CDATA[TEACHERS' PERSPECTIVES TOWARD L1 USE IN EARLY ENGLISH IMMERSION PROGRAMS ]]>
<![CDATA[Anita Kurniawati]]>
<![CDATA[ ELTR Journal Vol. 1 No. 1 (2017) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v1i1.1
<![CDATA[Teachers' Perspectives toward L1 Use in Early English Immersion Programs]]>
<![CDATA[ENGLISH TRANSLATION OF GOD’S PRONOUNS “I”, “HE”, AND “WE” IN (IN)DIRECT SPEECHES IN HOLY QURAN ]]>
<![CDATA[Junaedi Setiyono]]>
<![CDATA[ ELTR Journal Vol. 1 No. 1 (2017) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v1i1.3
<![CDATA[The problems are the fact that We, I, and He are all used to represent God in the Holy Quran translated in English, the fact that You does not always refer to the Prophet, and the possibility to use the Direct and Indirect speeches to answer the problems having mentioned. The problems arise because the researcher was informed that the only human being who God speaks directly to him is Moses. Thus, in the Holy Quran, there should not be found We or I because We or I implies that God speaks directly to the Prophet. After the researcher investigates one the longest sura namely Baqara or the Heifer, he finds that the third singular pronoun for God He with all of its derivations (Him and His) appears 85 times, the first plural pronoun for God We with all of its derivations (Our, Ours, and Us) appears 19 times.]]>
<![CDATA[IMPLEMENTING MOBILE COMPUTING EXERCISES BASED ON ANDROID IN CREATING IDEAS TO FACILITATE INDEPENDENCE LEARNING OF READING COMPREHENSION ]]>
<![CDATA[Lusy Tunik Muharlisiani]]>
<![CDATA[ ELTR Journal Vol. 1 No. 2 (2017) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v1i2.10
<![CDATA[Computer technology has been experiencing quite rapid development in which it, in turn, has also caused a change in the human lifestyle. Nowadays, a new trend in e-learning is known as Mobile Learning. The main research argues the need to implement online learning environments to better support the representation and sharing of factual, procedural, to build and develop m-learning that can be used as a flexible learning media and conceptual knowledge to develop students' implement capabilities and produces learning logical reasonable will be prepared based on the needs of development. The implement-based research methodology explicates how to implement not only allowed more effective student representation and sharing of the different levels of knowledge required for abstraction to occur, but also enabled better teacher assessment and, hence, remediation also provides detailed guidance on creating interactive content (from the application of learning strategies and media to courseware development). The result obtained from this research is that 95% of the user from university students enjoy in using the application of mobile learning and it is only 5% does not enjoy. At last, it can be concluded that the use of the mobile learning application can make the learning process more flexible.]]>
<![CDATA[THE IMPLEMENTATION OF SEMANTIC MAPPING TECHNIQUE IN THE TEACHING OF READING COMPREHENSION ]]>
<![CDATA[Siti Kholifah]]>;
<![CDATA[Sudiran Sudiran]]>
<![CDATA[ ELTR Journal Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i1.31
<![CDATA[This study aimed to describe the students’ involvement to the implementation of semantic mapping in reading activities and to describe the students’ responses to the implementation of semantic mapping technique in reading activities. This research used a qualitative case study conducted at MTs Maarif Sukorejo - Pasuruan. It involved one class of the eighth grade which consists of 32 students. The data were collected through observation, document interpretation, and interview. The data from the three instruments were analyzed qualitatively. The results of observation and documentation showed that the implementation of semantic mapping could actively involve the students’ reading activities dealing with pre-, whilst-, and post-reading activities at VIII A Grade of MTs. Maarif Sukorejo – Pasuruan. In addition, the results of interview indicated that all students had positive responses to reading activities and the implementation of semantic mapping in the learning of reading comprehension. Dealing with the results of documentation mainly in the field notes, most of students were interested in the implementation of semantic mapping technique such as: vocabulary brainstorming activities, reading aloud, finding detailed information, finding main idea, making a summary and answering question through semantic mapping.]]>
<![CDATA[JUNIOR HIGH SCHOOLS TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF UJI KOMPETENSI GURU TO ASSESS PROFESSIONAL DEVELOPMENT ]]>
<![CDATA[Nadia Aprilia Listyantari]]>
<![CDATA[ ELTR Journal Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i1.32
<![CDATA[This research explores teachers’ perception on the implementation of UKG to assess professional development. UKG is one of the government policies that must be followed by teachers who are still actively teaching. The implementation of UKG is expected to map teachers’ competence whose results will be followed up as a reference in the development of teachers’ competency and professionalism so that they can reach the expected result based on the Standar Nasional Pendidikan or National Education Standards (SNP). Survey research is conducted since the researcher needs a method that is able to make the result of this study represents the population of junior high school teachers. Teachers’ perception are divided into three main parts which each of them focuses on teachers’ understanding before taking UKG, teachers’ views about UKG after taking the test, and teachers’ action for the upcoming UKG.]]>
<![CDATA[STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE ]]>
<![CDATA[Gusti Astika]]>;
<![CDATA[Dian Toar Y. G. Sumakul]]>
<![CDATA[ ELTR Journal Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i1.33
<![CDATA[A number of studies show that studenents' approaches to learning are important elements to achieve success. Learning approache provides perspectives on the characterisics of good learners. Using R-SPQ-2F (Biggs, Kember, & Leung, 2001), a revised version of Biggs'(1987) Study Process Questionnaire (SPQ), this study attempted to explore the learning approaches of first year students of 2013 academic year at the Faculty of Language and Literature, of Satya Wacana Christian University. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in the Integrated Course (IC), and the profile of their approaches to learning English in the first semester. From 151 respondents participated in this study, it was found that, although weak, there was a positive correlation between students’ achievement scores and Deep Approach and a negative correlation between their IC scores and Surface Approach. This study also found that Deep Motive was associated with the students' achievement. However, from the findings of the students' profile based on SPQ indicated that the study could not predict the students at risk. Other factors could have affected the students' achievement in their learning.]]>
<![CDATA[WORTHY OR NOT? TEACHING ENGLISH TO YOUNG INDONESIAN LEARNERS USING TECHNOLOGY IN THE CLASSROOM ]]>
<![CDATA[Marselus Suarta Kasmiran]]>
<![CDATA[ ELTR Journal Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i1.35
<![CDATA[Indonesia is one of the seven countries that the principals informed the lack of infrastructure and educational materials. The Indonesian government is improving all aspects of the education. The use of technology in the classroom has been concerned as it is one of the criteria in OECD rank. In this study, we explore the use of technology in the classroom from in-service teachers’ (n = 20, male = 2, female = 18) perspectives. The data were collected with a web-based survey with some open-ended questions which allow the researcher to detect the teachers’ responses. The findings report that some of the teachers use technology to deliver learning and to attract their students. The others may prefer to deliver teaching without technology to make the students experience the real things. Meanwhile, some combine the use of technology and realia to make the students grab the materials easily and to deliver meaningful learning to the students. The study suggests that the government should not only emphasize the improvement in technology and educational infrastructure. The government should also provide training for the teachers which help the teachers to be more creative in using real things around them.]]>
<![CDATA[A CORPUS ANALYSIS OF LEXICAL SOPHISTICATION IN LLT JOURNAL: A JOURNAL ON LANGUAGE AND LANGUAGE TEACHING ]]>
<![CDATA[Monica Vinny Kusumaningrum]]>;
<![CDATA[Priyatno Ardi]]>
<![CDATA[ ELTR Journal Vol. 4 No. 1 (2020) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v4i1.39
<![CDATA[This research focused on the description of lexical sophistication in LLT Journal: A Journal on Language and Language Teaching. To obtain the description of lexical sophistication in LLT Journal: A Journal on Language and Language Teaching, the researcher used a corpus software called Tool for the Automatic Analysis of Lexical Sophistication (TAALES). Sixty-six articles published in 2016, 2017 and 2018 were used as the data of this study. There were five descriptions of lexical sophistication in LLT Journal: A Journal on Language and Language Teaching, namely word frequency, word range, n-gram, academic list and word information. The word frequency (87%) showed the good amount of percentage in the articles. Word range (87%) showed the use of words in the articles were delivered properly. N-gram (35%) showed the sign of low lexical sophistication scores. Academic list (15%) showed low lexical sophistication scores. Word information (60%) showed high lexical sophistication scores. The percentage of each description of lexical sophistication showed that the academic list gained the lowest percentage among the other descriptions of lexical sophistication. It can be inferred that the academic list aspect in LLT Journal: A Journal on Language and Language Teaching needs to be upgraded.]]>
<![CDATA[TEXT-TYPE-BOARD AS A LEARNING MEDIA TO INCREASE JUNIOR HIGH SCHOOL STUDENTS’ INDEPENDENT LEARNING ]]>
<![CDATA[Victory Cahya Adi]]>
<![CDATA[ ELTR Journal Vol. 3 No. 2 (2019) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v3i2.42
<![CDATA[This study was intended to see whether a set of text type board for junior high school students can help them to find some basic information about text types in English in a simple way. This learning media also help the students find proper sources of information directly. This study was conducted to answer on a question about how the text type board teaching media affect the junior high school students’ learning process. The writer concern about their independent learning on student’s learning process. The data were gathered from questionnaire and interview. All of the data from Research and Information with interview technique was going to be analyzed. The interview was conducted for two of English teacher in SMP Putra Tama and all of the 7th and 8th grades of SMP Putra Tama. The writer presented the learning media called Text-Types-Board. Then, the writer applied it to7th and 8th grades of SMP Putra Tama for four times. The research was conducted on March 29th, 30th2017 and 5th, 6th April 2017. The students said that the availability of the Text Types Board really helps them solve the problem about English texts by themselves.]]>
<![CDATA[ENGLISH PHRASAL COMPOUNDS AND THEIR INDONESIAN TRANSLATION IN SPIDER-MAN: INTO THE SPIDER-VERSE MOVIE ]]>
<![CDATA[Yohanes A Deo Damar Krisnadi]]>;
<![CDATA[Priyatno Ardi]]>
<![CDATA[ ELTR Journal Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v2i2.43
<![CDATA[This research analyzed the types of English phrasal compounds and the degree of acceptability of the Indonesian translation of the English phrasal compounds in Spider-Man: Into the Spider-Verse movie. This research aims to know the types of English phrasal compounds found in the Spider-Man: Into the Spider-Verse movie and the acceptability of the translation of the English phrasal compounds in the Indonesian subtitle. The research was qualitative research and the research used document analysis. In gathering the data, two tables were used to collect the data. The first table was about the types of English phrasal compounds according to Hockett (1958) and the second table was the translation acceptability of English phrasal compounds according to Larson (1984). The researchers found 102 English phrasal compounds. The researcher discovered that phrasal verbs became the most frequent phrasal compounds. There were 97 phrasal verbs (95.1%). The researcher found 5 compound nouns (4.9%). Meanwhile, there was no compound adjective in the movie. Furthermore, the translation of English phrasal compounds into Indonesian was acceptable. All of the one hundred and two (102) translation fulfilled the three criteria of a good translation]]>
