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ELTR Publication Division C.O. English Education Department Fakultas Keguruan dan Ilmu Pendidikan Universitas Sanata Dharma Tromol Pos 29, Yogyakarta 55002 Telephone: +62 274 513301, ext. 51331
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INDONESIA
ELTR Journal
Published by Universitas Sanata Dharma
ISSN : -     EISSN : 25798235     DOI : https://doi.org/10.37147/eltr
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
ELTR Journal publishes original, previously unpublished research and opinion papers written in English. Paper topics on any language include the following main fields: 1. language studies/investigations 2. language teaching/learning 3. linguistics related to language learning Other closely-related topics will also be considered.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 7 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2019)" : 7 Documents clear
METONYMY OF THE WORD ‘INDONESIA’ IN PHRASES ‘PROUD OF INDONESIA’ USED ON FACEBOOK Jennifer Jennifer; Paulus Tri Nugroho Putro; Victory Cahya Adi
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (843.753 KB) | DOI: 10.37147/eltr.v3i1.54

Abstract

Simply defined, metonymy is a phenomenon in which two things are associated, so that one thing stands for the other, i.e. the source stands for the target. (Evans and Green, 2006, p. 314; Barcelona, 2003) The example from Evans and Green (2006, p. 312) is “England beat Australia in the 2003 rugby World Cup ?nal.” In that example, England and Australia stand for their own national football teams. The example is whole-for-part metonymy. Generally classified, the types of metonymy are whole for part and part for whole. (Barcelona, 2003, p. 239) What it means by “whole for part” is a general thing represents a specific thing. It goes the other way around for “part for whole”. As everyone uses metonymy very often, it is everyone’s awareness towards metonymy that should be increased. Metonymy is a powerful tool (Guan, 2009, p. 179). It is a “cognitive tool for people’s conceptualization of the world” (Guan, 2009, p. 179) and particularly “for guiding inferencing in the interpretation of spoken discourse” (Kriskovic & Tominac, 2009, p. 50).
THE TENTH GRADERS’ PERCEPTIONS ABOUT COLLABORATIVE LEARNING TO IMPROVE ENGLISH SPEAKING SKILLS Lourie Maria Katiandagho; Listyani Listyani
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (913.123 KB) | DOI: 10.37147/eltr.v3i1.57

Abstract

Collaborative learning is a method where students learn by working together to achieve a task or goal. The implementation of this method can be maximized by using games. This study aims to find out how collaborative learning with games influenced English speaking skills of the tenth-grader students, and what challenges were faced in doing collaborative learning games. The study was completed using a qualitative descriptive design and was conducted with 20 tenth-grade students at a private senior high school in Salatiga, Indonesia. To explore the students’ views on the use of the collaborative learning with games, all 20 students were asked to fill in a questionnaire and four selected students then completed a semi-structured interview. The data were then analyzed by thematic analysis. The findings revealed a positive result from the students on the use of collaborative learning activities. The study also provides some pedagogical implications and suggestions for further investigations
THE INFLUENCE OF SYSTEMIC FUNCTIONAL LINGUISTICS ON TEACHING FUNCTIONAL TEXTS IN A WRITING CLASS Leni Irianti
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.03 KB) | DOI: 10.37147/eltr.v3i1.58

Abstract

This article analyzed the functional text and register in Systemic-Functional theoretical framework. It explored how both register and genre realized in pedagogic models especially in English business writing course. In English as a foreign-language, writing for functional texts is considered important in teaching learning activities. The register and genre were considered in composing the application letter. It was used the teaching cycle of Genre Based Approach (henceforth GBA) to connect between register and genre in the writing functional text especially in writing application letter activities. There were the models of functional writing provided and the students followed the teaching cycle of GBA the students compose the letter of application. The most noticeable qualities of generic structures and tenor awareness tended to be emphasized by lecturer over less-evident lexico-grammatical patterns. It is also important of how the students’ recognize stages of formal letters. This was suggested that choice of genre and more systematic attention to details of register (especially tenor) awareness are truly important in writing formal letter for learners English for Business Writing class.
STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE Gusti Astika; Toar Y. G. Sumakul
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (367.611 KB) | DOI: 10.37147/eltr.v3i1.59

Abstract

A number of studies show that students' 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 an English Education Program at a private university in Central Java. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in an Integrated Course (IC), and describe 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 their Deep Approach to learning, and a negative correlation between their IC scores and their Surface Approach to learning. This study also found that Deep Motive was associated with the students' achievement. However, 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.
WRITING THESIS IN THE FIELD OF ENGLISH EDUCATION: HOW DIFFICULT IS IT FOR INDONESIAN EFL STUDENTS? Syayid Sandi Sukandi
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (860.538 KB) | DOI: 10.37147/eltr.v3i1.60

Abstract

This research highlights Indonesian EFL students’ problems in writing thesis in the field of English Education at a private college in Indonesia. Respondents in this research were divided into two groups: Quantitative Research Group (QRG – 1) and Qualitative Research Group (QRG – 2). In terms of references section of the thesis, ‘writing references for different sources’ was the most difficult aspect for QRG – 1 and QRG – 2 indicated that the respondents shown ‘confusion with references format’. Findings of this research emphasize that research design influenced to which degree an individual Indonesian EFL student encountered problems in the process of writing a thesis for a bachelor’s degree in English Education.
PERSONALIZING POTENTIALS OF WEBLOG IN EFL CLASSROOMS Yustinus Calvin Gai Mali
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (354.025 KB) | DOI: 10.37147/eltr.v3i1.61

Abstract

A weblog (also called a blog) has been pervasively used as an alternative language learning technology in English as a Foreign Language (EFL) settings. However, there are still limited attempts to shed more lights on the (a) integration of various applications in the blog and (b) how they can be maximized for teaching and learning purposes in the context of Indonesian higher education. Therefore, this study aims to explore issues concerning the use of a tutor blog run in an English Education Study Program of a private university. The exploration focuses on the potentials of the tutor blog and their relevance to current blogging activities as well as draws on related literature and reflective experiences in utilizing the blog in EFL classrooms. This study seems to confirm the potentials of the tutor blog, as asserted by Campbell (2003). The analysis also reveals some possibilities of integrating the blog into other technological applications, which should be beneficial for pre-service and in-service EFL teachers who wish to utilize blogs to support their pedagogical agendas. The study concludes with directions for further studies.
THE CORRELATION BETWEEN STUDENTS’ SPEAKING ANXIETY AND THEIR SPEAKING PERFORMANCE IN AN EFL CONTEXT Rahma Faridila Amaliah
ELTR Journal Vol. 3 No. 1 (2019)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.403 KB) | DOI: 10.37147/eltr.v3i1.62

Abstract

Numerous studies have been conducted in investigating the role of foreign language speaking anxiety on students’ performance; facilitating (positive) or debilitating (negative) effects. Unfortunately, previous studies on this issue show that language anxiety negatively affected students’ performance in most cases. This study aimed to find out the correlation between speaking anxiety and speaking performance in EFL context and investigating the major stressors of English speaking anxiety perceived by the students involved in this study. Mixed method was applied in this study. Then, three instruments were used to collect the data; a questionnaire named FLCAS (Foreign Language Classroom Anxiety Scale), an interview, and a speaking test. The finding showed that there was no significant relationship between speaking anxiety and speaking performance. Furthermore, based on the finding from FLCAS and interview, the major stressors of speaking anxiety perceived by the participants were resulting from comparing one’s speaking skill to others, getting a spontaneous question, being concerned if they were grammatically incorrect and used wrong pronunciation, not understanding what the teacher said, and being unable to convey something in the target language. These major stressors were basically stemmed from fear of negative evaluation and communication apprehension.

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