cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Cahya Komara
Contact Email
ellter.journal@uhamka.ac.id
Phone
+6281808895221
Journal Mail Official
ellter.journal@uhamka.ac.id
Editorial Address
English Education Programme, A Building, 2nd Floor, Tanah Merdeka Street, Kp. Rambutan, Psr. Rebo, East Jakarta Faculty of Teachers and Eduacation, University of Muhammadiyah Prof. Dr. HAMKA, Jakarta Indonesia
Location
Kota adm. jakarta selatan,
Dki jakarta
INDONESIA
ELLTER Journal
Published by Universitas Muhammadiyah Prof Dr Hamka
ISSN : -     EISSN : 27461424     DOI : https://doi.org/10.22236/ellter-j.v1i1
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
ELLTER Journal: English Linguistics and Language Teaching Research Journal is home of scholars in publishing their works in the area of English Linguistics and Language Teaching Research across world. ELTTER JOURNAL welcomes following fields: 1. Teaching English as a Second Language or a Foreign Language 2. English language planning, language testing, evaluation, and assessment; 3. Curriculum design and development; 4. Primary education, cross cultural, multilingualism and multilingual education; 5. Discourse analysis; 6. Translation; 7. Structural linguistics; 8. Literature; 9. Functional linguistics.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2020): ELLTER JOURNAL" : 5 Documents clear
AN INVESTIGATION OF MOTIVATIONAL STRATEGIES USED BY ENGLISH TEACHERS IN TEACHING EFL IN SECONDARY ISLAMIC SCHOOLS IN TANGERANG Fidaniar Tiarsiwi; Dini Amaniah
ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter-j.v1i1.4906

Abstract

The study aims to investigate the motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and analysed it based on four motivational aspects as proposed by Zoltan Dornyei (2001). The focus question of the study was the way of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang. The sub-focus questions of the study were the frequency of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and the implementation of motivational strategies that the English teachers used in teaching EFL in secondary Islamic schools in Tangerang. To answer the questions, the study employed a qualitative approach that applied a case study design through questionnaire, semi-structured interview and observation to collect the data. The participants of this study were twenty-five English teachers. Six English teachers were selected for individual interviews and classroom observations based on the resulted of the questionnaire which had been filled in by twenty-five English teachers. Those six interviewees were selected according to the result of the questionnaire. Two were from good category, other two interviewees were selected as the moderate, while the other two were from poor category.
LISTENING COMPREHENSION PROBLEMS AMONG EFL VOCATIONAL SCHOOL STUDENTS Nurhandayani S.; Eliza Nur Fadila; Zuhad Ahmad
ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter-j.v1i1.4907

Abstract

Listening to a conversation, dialogue, or a story in foreign language is an activity which needs effort to understand the content. There are several aspects that should be considered to do accordingly. This research investigated the main problems of listening comprehension in English as a foreign language faced by vocational high school students. Thirty students of the first grade participated in the research. The quantitative descriptive and qualitative methodologies were applied in this study with questionnaires and interviews used as instruments for collecting data. The findings show that the foremost problems of understanding the spoken text are the unfamiliar accents and topics. The other problems also have contribution to the students’ comprehension. They are noises, poor quality equipment, long spoken text, and the high speed of delivery. The findings of this study is expected to provide valuable information for English teachers regarding the listening difficulties faced by English as a foreign language students, which enable them to help students to improve their listening skills.
THE CONTRIBUTION OF SELF-REFLECTION IN PORTFOLIO TOWARD STUDENTS’ WRITING SKILLS Tri Setyaningsih; Nurhandayani
ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter-j.v1i1.4908

Abstract

Writing is considered to be a sequence of complicated process in which the students need to organize their ideas and develop them into a systematic order. Due to its complexity process, students often find problems in writing, such as idea organization, sentence arrangements, punctuation, and capitalization. Consequently, this study examined the essay writing class students of the undergraduate program to find out whether or not self-reflection in portfolio gives contribution in improving their writing skills. A questionnaire, observational field notes, and document of students’ self-reflections were used to collect data about the students’ awareness about self-refection, portfolio and writing based on their perspectives. The findings reveal that the self-reflection in portfolio indeed has given contribution toward students’ writing through a set of guided questions so that the students become more aware about their strengths and weaknesses in every draft of their writing. Knowing those things will eventually help students to produce better writing on their own that lead them to be autonomous learners.
ENGLISH AS A FOREIGN LANGUAGE TEACHERS' BELIEFS ABOUT GRAMMAR TEACHING IN CLASSROOM Ananda Fitriyani; Silih Warni; Nita Kaniadewi
ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter-j.v1i1.4910

Abstract

This study investigated English as a Foreign Language teachers’ beliefs toward grammar teaching in the classroom. This research paper aimed to explore EFL teachers’ belief about grammar teaching and the factors influencing teachers in shaping their beliefs on grammar teaching. A qualitative study using a semi-structured interview with eight English as foreign language teachers of secondary schools in East Jakarta has been conducted. The result revealed that most teachers believed that grammar was essential. Explicit grammar teaching was also believed to be more effective to be implemented in teaching grammar, yet teachers still used both explicit and implicit instructions. Nonetheless, some teachers believed that implicit instruction that was suggested in the 2013 Curriculum was less effective due to the limited time of English learning in classroom practice. The factors shaping the teachers’ beliefs involved the student factor and the teacher factors which included teachers’ prior education and personal experiences. This research was expected to improve the teaching of grammar practices and suggest an effective approach to be implemented in teaching grammar in EFL context for teachers in classroom.
THE EFFECTIVENESS OF TEACHERS’ INDIRECT FEEDBACK FOR STUDENTS’ WRITING PERFORMANCE ON DESCRIPTIVE TEXT Aisyah Kamilia; Bitadwi Rahmani; Siswana Siswana
ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter-j.v1i1.4915

Abstract

This quasi-experimental study aimed to discover the empirical evidence on the effectiveness of employing teachers' indirect feedback on students' writing skills of the descriptive text in one senior high school in Indonesia. The participants of the research are 52 students in total comprising 26 students from the science program class assigned as the experimental group, and 26 students from social program class as a control group. This research implemented teachers' indirect feedback in the experimental group for 6 meetings with the descriptive text topic based on the 2013 curriculum. On data collection, the descriptive writing test was employed, then, the data was analyzed by using SPSS version 25 software program. Based on the analysis of the data, it is yielded that there is a significant increase in the mean of post-test scores of the science class which is from 62.84 to 79.97. In addition, the post-test means score in the social class growth as well from 58.96 to 63.00. It is assumed that the implementation of teachers' indirect feedback is effective to improve students’ skills in writing descriptive text.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2023): ELLTER JOURNAL Vol. 4 No. 1 (2023): ELLTER JOURNAL Vol. 3 No. 2 (2022): ELLTER JOURNAL Vol. 3 No. 1 (2022): ELLTER JOURNAL Vol. 2 No. 2 (2021): ELLTER JOURNAL Vol. 2 No. 1 (2021): ELLTER JOURNAL Vol. 1 No. 2 (2020): ELLTER JOURNAL Vol. 1 No. 1 (2020): ELLTER JOURNAL