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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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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ELTR Journal publishes original, previously unpublished research and opinion papers written in English.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 5 Documents
 1 
Search results for , issue "Vol. 6 No. 1 (2022)" : 5 Documents clear
EXPLORING ENGLISH EDUCATION MASTER STUDENTS’ METACOGNITIVE AWARENESS IN ACADEMIC WRITING LEARNING ENTERPRISES Kristian Florensio Wijaya
ELTR Journal Vol. 6 No. 1 (2022)
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 | DOI: 10.37147/eltr.v6i1.120

Abstract

Abstract Inculcating a higher degree of metacognitive awareness in the presence of academic writing learning scope is a crucial matter for globalized ELT educationalists since learners can regulate their learning objectives, behavior, motivation, and endeavor for a better purpose. Specifically, this present qualitative study aimed to further investigate English Education Master Students’ metacognitive awareness in academic writing learning enterprises accompanied with the support of 10 narrative written interview inquiries asking about the significance of metacognitive awareness in their academic writing learning activities. Two English Education Master Students batch 2018 and 2020 from Sanata Dharma University were invited to take part in this study. Based on the obtained findings, these two participants concurred that a higher degree of metacognitive awareness gradually transformed them into more persistent and goal-oriented academic writers. In line with those aforementioned findings, it is worthwhile to be recommended for worldwide educators to continually nurture the robust development of graduate EFL learners’ metacognitive awareness to provide more long-lasting holistic academic writing learning values for their future career occurrences. Keywords: Metacognitive awareness, academic writing, narrative inquiry
INVESTIGATING STUDENTS’ ONLINE LEARNING EXPERIENCE USING REVISED COMMUNITY OF INQUIRY FRAMEWORK IN AN EFL WRITING COURSE Mega Wulandari
ELTR Journal Vol. 6 No. 1 (2022)
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 | DOI: 10.37147/eltr.v6i1.124

Abstract

Quality online programs often demonstrate significant teaching presence, social presence, cognitive presence, learner presence with the help of technology use. This study investigates online learning experience based on the Revised Community of Inquiry (RCoI) framework in a writing course. The goal of this study is to explore how asynchronous and synchronous activities in an LMS can be utilized to create higher levels of cognitive presence in the online environment. Learning experience of one writing course consisting 28 students were assessed through questionnaire & FGD. Hopefully, the result of this study will contribute to the more accessible, convenient, and effective online learning in the future.
THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN AN ESP CLASS TO IMPROVE READING AND SPEAKING SKILLS Ignatius Indra Kristianto; Monica Ella Harendita
ELTR Journal Vol. 6 No. 1 (2022)
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 | DOI: 10.37147/eltr.v6i1.126

Abstract

Employing a descriptive qualitative method, the study aims at describing how the implementation of Project-Based Learning (PBL) has improved students’ reading and speaking skills in an English for Specific Purposes (ESP) class at Universitas Atma Jaya Yogyakarta. The contextual and real-life situations designed in PBL are expected to equip them better to practice the language and apply the content knowledge. The results of the questionnaires and interviews suggest that the students generally perceived PBL as an effective and creative method in learning. It has also helped them acquire better reading and speaking skills through the accomplishment of a variety of group projects. The improvements cover, among others, vocabulary, grammar as well as fluency and confidence in speaking. It is hoped that this research can provide benefits to researchers and FBE UAJY in general. The results of this study may provide meaningful inputs on the process of teaching and learning activities. Thus, ESP lecturers can find the most appropriate method to improve students’ English skills.
NAVIGATING TEACHING DURING PANDEMIC: THE USE OF DISCUSSION FORUM IN BUSINESS ENGLISH WRITING CLASS Anastasia Nelladia Cendra; Eric Sulindra
ELTR Journal Vol. 6 No. 1 (2022)
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 | DOI: 10.37147/eltr.v6i1.127

Abstract

To response the spread of Covid-19, almost all offline education institutes are shut down and e-learning is conducted almost abruptly, including in a Business English writing class for university students. The discussion forum in the LMS ‘Moodle’ is used a lot to help the discussion of this class alive. To widen the knowledge of the use of discussion forum, especially during an emergency time like this Covid-19 pandemic, this qualitative descriptive qualitative research aims to explore how discussion forum is used in the LMS ‘Moodle’ for university students in e-learning during a pandemic, especially concerning optimization of the questions, the arrangement of the topics of discussion, and the assignments. By analyzing the patterns of how the discussion forum is used and interviewing the students, this research found that what determines the student's response to the discussion in the forum is the question words and the key words in the discussion sentences in the forum. These two things will determine students’ answers in terms of the key words used by students, the length and shortness of student answers, and the type and depth of student answers, which in turn show how students interact in the discussion forum.
IS LEARNING ENGLISH BORING WITH GAMIFICATION? Muhamad Laudy Armanda; Lilia Indriani
ELTR Journal Vol. 6 No. 1 (2022)
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 | DOI: 10.37147/eltr.v6i1.129

Abstract

COVID-19 is a global pandemic that has brought significant disruptions to education. EFL educators ought to be aware of suitable methods during hybrid learning. The Digital learning trend that is reshaping EdTech for Gen-Z is gamification. It is the application of game-design elements and game principles in non-game contexts. Thus, this study aims to shed light on student teachers' perceptions on gamification for boostering motivation in hybrid language classes. To assess the perception, we tracked it of 32 students. Critical aspects highlighted by students in their learning experience were also analyzed. Evidences show the usefulness of gamification in improving students’ motivation and, to some extent, in changing their habits.

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