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<![CDATA[THE INFLUENCE OF L1 ON L2 IN TRANSLATION: ERRORS MADE BY YOGYAKARTA STATE UNIVERSITY STUDENTS ]]>
<![CDATA[Laser Romios]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (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.v4i2.64
<![CDATA[This study investigates the errors made by Indonesian English learners within crosslinguistic interference between L1 and L2 (Indonesian and English). The data were gathered by making the respondents translate 6 Indonesian sentences which are commonly used during class presentation into proper English. Such task was aimed at investigating the interlingual preposition errors induced by the process of transfer between the target language (English) and the source language (Indonesian). The translation task was assigned in 22 October 2018 to 19 adult EFL learners of English Education Magister’s Program of Yogyakarta State University semester I. They were asked to translate the sentences from Indonesian into English within the allocated time. The task was conducted directtly by writing down the translation on a piece of paper. The data was then analyzed through Coder’s error analysis theory. The findings suggested that these particular English foreign language learners made the fewest errors on preposition omission – and more errors on wrong use and redundancy of prepositions.]]>
<![CDATA[FOSTERING LANGUAGE LEARNER AUTONOMY THROUGH THE INVOLVEMENT OF ICT: TEACHERS’ PERCEPTION ]]>
<![CDATA[Aji Budi Rinekso]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (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.v4i2.66
<![CDATA[Learner autonomy has become a key issue in promoting effective language teaching. Besides, ICT has contributed to the betterment of English language teaching. In fact, there is still limited research which focuses on investigating English teachers’ perception on the use of ICT to promote learner autonomy. This study aimed to investigate the English teachers’ perception on the involvement of ICT for promoting learner autonomy. A Qualitative research design was employed in this study. The data were collected through online questionnaires and interviews. Thirty English teachers were voluntarily involved to participate in this research. The results of the study revealed that the majority of the English teachers saw ICT as an opportunity for them to promote learner autonomy since it helped the students to be more independent and engaged with the lessons. Further research focusing on students’ perspectives about learner autonomy was suggested to enrich the literature of language learner autonomy.]]>
<![CDATA[IMPROVING READING COMPREHENSION ON RECOUNT TEXT BY USING AUTHENTIC MATERIAL ]]>
<![CDATA[Yeni Mustika]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (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.v4i2.68
<![CDATA[The research was aimed to improve students’ reading comprehension on recount text by using authentic material to Class IIS 2 students of Year-10 in SMAN 1 Mempawah, membership of 33 students. This research was a Classroom Action Research with two cycles. Each cycle consisted of planning, acting, observing, and reflecting. Field notes, observation checklist, video recording, and individual tests were used as the tools to collect the data. Qualitative and quantitative analyses were used to analyze the data. The finding showed that there was a significant improvement from cycle to cycle. Through authentic material, the students were able to improve their reading comprehension well. It helped the students to learn with the real model and found an interesting way in the learning process. The researcher focused on reading comprehension of recount text by using authentic printed materials in kinds of newspapers. It was very appropriate, effective, and helpful to be used by the teachers in teaching reading comprehension on recount text.]]>
<![CDATA[THE STRENGTHS AND DRAWBACKS OF LYRICSTRAINING IMPLEMENTATION IN BASIC LISTENING COURSE ]]>
<![CDATA[Patricia Angelina]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (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.v4i2.69
<![CDATA[Development in ICT has resulted in innovations in terms of new applications and software to use in education, one of them is in the English language teaching. This study aims to find out the strengths and drawbacks of LyricsTraining implementation as one example of the web-based CALL in the Basic Listening course, one of the obligatory courses in the English Language Education Study Program of Sanata Dharma University. LyricsTraining is a website that integrates audio and video taken from YouTube with the song lyrics. It allows the students to play the music video and requires them to type in the missing lyrics or choose from the options provided. Survey was used as the method of this study, involving 30 first semester students from one class of Basic Listening course as the participants. Questionnaire with close and open-ended questions was used to gather the data. The results of this study describe the strengths as well as the drawbacks of the implementation of LyricsTraining in the Basic Listening course experienced by the students.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS ]]>
<![CDATA[Maria Eva Damayanti]]>;
<![CDATA[Listyani Listyani]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (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.v4i2.70
<![CDATA[The study aimed to gain information about what made students felt anxious and what factors triggered students’ speaking anxiety in Academic Speaking class in English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The participants of the study were 52 second-year ELEP students. A close-ended and open-ended questionnaire developed from Horwitz et al, (1986) and Angelia and Listyani (2019) were administered to the participants. The findings revealed that students’ speaking anxiety in English speaking class was derived from three main factors of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. Moreover, as the questionnaires answers and interview data revealed, lack of vocabulary, underestimate their ability, lack of preparation, being afraid of making mistakes, and worried of being embarassed at by his/her friends had also contributed to students’ anxiety in speaking. These findings suggest that the teachers’ role is very important in this situation. Students and teachers could build a positive classroom atmosphere in order to overcome students’ anxiety.]]>
<![CDATA[THE EFFECT OF DUOLINGO APPLICATION ON STUDENTS’ ENGLISH VOCABULARY MASTERY ]]>
<![CDATA[Husnur Rosyidah Aulia]]>;
<![CDATA[Eka Wahjuningsih]]>;
<![CDATA[Rika Andayani]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (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.v4i2.71
<![CDATA[This paper examined the effect of Duolingo application on students English vocabulary mastery using quasi-experimental with post-test only design. The participant of this research was the eighth-grade students in one of junior high school in Jember. In this study, the experimental group got treatment by using Duolingo application; meanwhile, the control group taught as usual by using flashcard as the media. The data was collected from vocabulary test and was analyzed by using SPSS with independent sample t-test. The result showed a significant difference between students who use Duolingo application and who didnt with the value of significance (0.017) which was less than 0.05 and the mean score of the experimental group (84.69) was higher than the mean score of the control group (80.78). This demonstrates that using Duolingo Application has a significant effect on students’ vocabulary mastery.]]>
<![CDATA[THE IMPACT OF SELF-MONITORING ON STUDENTS’ CLASSROOM PARTICIPATION: THE CASE STUDY OF STUDENTS OF ENGLISH IN MOHAMED FIRST UNIVERSITY, OUJDA ]]>
<![CDATA[Abdellah El Boubekri]]>;
<![CDATA[Moad Benyahia]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (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.v4i2.72
<![CDATA[Self-monitoring is an intriguing psychological construct that has been receiving much attention from the part of the researchers in a wide range of disciplines. At its core rests the proposition that individuals have the ability to control their expressive behavior, and that they vary in the extent of doing so. This difference results in different outcomes regarding how people behave in their social interactions. Since its inception in the 1970s, myriad articles were written on self-monitoring, and many studies were conducted to explore its effects on people’s performance in a variety of contexts; this comprises schools, universities and hospitals, for example. The paper aimed to explore the influence of self-monitoring on students’ classroom participation, since no study has ever been conducted in this regard. To attain this aim, 121 of students of English in Mohamed First University in Oujda were selected to participate in this study. The results have shown that self-monitoring indeed affects students’ classroom participation. The difference between students who are high self-monitors and those who are low self-monitors, which is manifested in how they think and behave and on which basis they do so, accounts for their differing performance related to the various aspects of classroom participation.]]>
<![CDATA[LEXICAL ANALYSIS OF THE MOST FREQUENT ACADEMIC WORD IN STUDENTS’ ACADEMIC ESSAY ]]>
<![CDATA[Christianus I Wayan Eka Budiartha]]>;
<![CDATA[Yoga Pratama Putra Ramadhan]]>
<![CDATA[ ELTR Journal Vol. 4 No. 2 (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.v4i2.88
<![CDATA[Writing as a productive skill in English has been valued greatly, especially in academic context. The process approach was started to be considered when teaching writing as it offers a more meaningful learning. Furthermore, the approach makes room for collaborative learning between students and teachers. For EFL students whose first language is not English, mastering writing skills could be more challenging. To address the issues, the idea of a writing center has been adapted in a higher educational level for students who want to improve their writing. The study was conducted by using a qualitative descriptive approach and its data collection was carried out through a number of instruments to fulfill the triangulation method of a qualitative approach such as observation, semi-structured interview, survey, and corpus-based research. From the eight purposive sampling of tutees and the four tutors, the study concluded that EFL students are not familiar with the process of writing, so many of them consider having support merely on revising their essay draft. Even though collaborative writing was successfully carried out, but EFL students need to improve their independent study to follow up the discussion they had with the tutors.]]>
