ELLTER Journal
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.
Articles
40 Documents
<![CDATA[AN INVESTIGATION OF MOTIVATIONAL STRATEGIES USED BY ENGLISH TEACHERS IN TEACHING EFL IN SECONDARY ISLAMIC SCHOOLS IN TANGERANG ]]>
<![CDATA[Fidaniar Tiarsiwi]]>;
<![CDATA[Dini Amaniah]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter-j.v1i1.4906
<![CDATA[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.]]>
<![CDATA[LISTENING COMPREHENSION PROBLEMS AMONG EFL VOCATIONAL SCHOOL STUDENTS ]]>
<![CDATA[Nurhandayani S.]]>;
<![CDATA[Eliza Nur Fadila]]>;
<![CDATA[Zuhad Ahmad]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter-j.v1i1.4907
<![CDATA[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.]]>
<![CDATA[THE CONTRIBUTION OF SELF-REFLECTION IN PORTFOLIO TOWARD STUDENTS’ WRITING SKILLS ]]>
<![CDATA[Tri Setyaningsih]]>;
<![CDATA[Nurhandayani]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter-j.v1i1.4908
<![CDATA[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.]]>
<![CDATA[ENGLISH AS A FOREIGN LANGUAGE TEACHERS' BELIEFS ABOUT GRAMMAR TEACHING IN CLASSROOM ]]>
<![CDATA[Ananda Fitriyani]]>;
<![CDATA[Silih Warni]]>;
<![CDATA[Nita Kaniadewi]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter-j.v1i1.4910
<![CDATA[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.]]>
<![CDATA[THE EFFECTIVENESS OF TEACHERS’ INDIRECT FEEDBACK FOR STUDENTS’ WRITING PERFORMANCE ON DESCRIPTIVE TEXT ]]>
<![CDATA[Aisyah Kamilia]]>;
<![CDATA[Bitadwi Rahmani]]>;
<![CDATA[Siswana Siswana]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter-j.v1i1.4915
<![CDATA[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.]]>
<![CDATA[THE RELATIONSHIP BETWEEN STUDENTS’ SELF-EFFICACY IN LEARNING ENGLISH AND THEIR ENGLISH LEARNING ACHIEVEMENT AT THE TENTH GRADE OF SMAN 04 SOUTH TAMBUN IN 2019/2020 ACADEMIC YEAR ]]>
<![CDATA[Fernindy Fitra Gumanti]]>;
<![CDATA[Nita Kaniadewi]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 2 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v1i2.5369
<![CDATA[The objective of this study was to find out the relation between students’ self-efficacy belief in learning English and their English learning achievement of the tenth grade students of SMAN 4 South Tambun in 2019/2020 academic year. This study used correlational study between two variables which was included in quantitative research. In this study, the writer took one class of tenth grade students which consist of 36 students as the sample. The writer found the correlation coefficient (r) result between students’ self-efficacy in learning English and their English learning achievement which was 0,628. Afterward, the writer compared r result to the interpretation of correlation table and showed there was positive correlation. Thus, It proves that self-efficacy belief encourages and helps students to improve their skills and self-confidence, and finally achieve better learning outcomes. Keywords: Self-Efficacy, Learning, Learning Achievement, English Learning Achievement.]]>
<![CDATA[THE IMPLEMENTATION OF THE SYLLABUS WHICH CONTAINS LOCAL WISDOM AT X GRADE SMKN 1 PAYAKUMBUH ]]>
<![CDATA[Normalasari]]>;
<![CDATA[Veni Roza]]>;
<![CDATA[Genta Sakti]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 2 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v1i2.5448
<![CDATA[Abstract: The research was due to the problem. The teacher had implemented the syllabus which contained local wisdom Minangkabau, but when the researcher saw the English textbook, the researcher found that there was no local wisdom included. This study used descriptive qualitative method as the paradigm in this research. The finding of this research reveals that the teacher included local wisdom in various ways. The first was when in a part of the introduction, the teacher included local wisdom through giving the motivation to the students, giving advice to students. The second was in a core activity the teacher included local wisdom through giving explanation before, through giving exercises. And the last in a part conclusion, the teacher included local wisdom through concluding the lesson and asking the students about the local wisdom related to a lesson. The result, the teacher implemented local wisdom values Minangkabau for increase character personality students.]]>
<![CDATA[AN ANALYSIS OF TRANSITIVITY IN READING TEXT FOR SECOND GRADE STUDENTS’ OF SENIOR HIGH SCHOOL ]]>
<![CDATA[Annisa Nurhadi Maya]]>;
<![CDATA[Eliza]]>;
<![CDATA[Loli Safitri]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 2 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v1i2.5449
<![CDATA[Abstract: This research concerned transitivity in reading text for senior high school. The purposes of this research were to describe and to find out the dominant process types of transitivity occurred in the reading text. This research was descriptive qualitative. The data was obtained from reading text in English textbook entitled Pathway to English. The result of the research were six types of process that occurred in the textbook. There were material process (38%), relational process (30%), verbal process (20%), mental process (19%), behavioural process (4%), and existential process (2%). The dominant types of transitivity was material process. It means that reading passage in English textbook entitled Pathway to English contained action and physicaly. Futhermore, the benefit that can be gained from analyzing the transitivity in the text could stimulate the reading skills to comprehend the idea and information in a text that could be applied in spoken and written texts.]]>
<![CDATA[AN ANALYSIS OF STUDENTS' ABILITY IN WRITING USING NOUN PHRASE ON DESCRIPTIVE TEXT ]]>
<![CDATA[Selli Wahyuni]]>;
<![CDATA[Eliza]]>;
<![CDATA[Merry Prima Dewi]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 2 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v1i2.5511
<![CDATA[This research is conducted because the researcher found some problems at the eleventh grade students at SMAN 1 Padang Gelugur in writing. The first problem was some of the students felt reluctant to write in English. The second problem was some of the students had limited vocabulary. And the last problem was some of the students still had difficulties to understand the correct form of using noun phrase. This study aimed to find out the level achivement of students’ ability in writing using noun phrase on descriptive text. The design of this research was descriptive quantitative. The population of this research were the eleventh grade students that consist of 111 students. The students were divided into four classes. The number of samples of this research were 27 students. The researcher used purposive sampling technique to determine the sample, because the researcher had some considerations, the reason were: it is because the students have already learned about noun phrase on descriptive text. Then some of the students did not have a good writing noun phrase on descriptive text. To collect the data, the researcher used writing test. There were 3 indicators of noun phrase. They were head, premodifier and postmodifier. Based on the result of the research, it was found that 54,5% of the students had written noun phrase in ‘head’ correctly. Then it was found that 53,6% of the students had written noun phrase in ‘premodifier’ correctly. And it was found 53,5% of the students had written noun phrase in ‘postmodifier’ correctly. In conclusion, the students ability in writing using noun phrase based on those three indicators above was 54% which mean the students ability was in fair level. Therefore, based on the result that has been obtained by the researcher, it is concluded that the students still have difficulties using correct form of noun phrase in writing.]]>
<![CDATA[ENGLISH LECTURERS' PERCEPTION TOWARD PROFESSIONAL DEVELOPMENT PROGRAMS ]]>
<![CDATA[Nurhandayani Supraptiningsih]]>;
<![CDATA[Silih Warni]]>;
<![CDATA[Zuhad Ahmad]]>
<![CDATA[ ELLTER Journal Vol. 1 No. 2 (2020): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v1i2.5742
<![CDATA[This study aims to explore the experiences and perceptions of lecturers on the professional development activities of lecturers in the English Language Education Study Program. This study applied a quantitative descriptive approach by using a questionnaire as an instrument to collect data. This study's subjects were the lecturers of the English Education Study Program at a private university in Jakarta. The findings indicate that the professional development activities that have been attended by the majority of English Education lecturers are research activities, both individually and in groups, conferences or seminars, and workshops or training related to courses and/or other topics related to education. The professional development activities needed by lecturers include training related to National Education Standards (60%), multicultural teaching (60%), knowledge and understanding (competence) of the subject (53%), and teaching for students with special needs ( 53%). This study also confirms that effective time management for organizing or developing professional development activities regarding teaching schedules and other administrative activities is urgently needed. That way, lecturers can still fulfill their obligations to teach, research, and do community service while still having the opportunity to develop their professionalism.]]>
