UC Journal: ELT, Linguistics and Literature Journal
UC Journal: ELT, Linguistics and Literature Journal, or UC (Universal Contributor) Journal, for short, is an international scientific, peer-reviewed journal which is devoted to language and language teaching. UC Journal is an international, scientific, peer-reviewed journal published twice a year, namely in May and November. UC Journal, e-ISSN 2774-9401, publishes original, previously unpublished research and opinion papers written in English. Paper topics include the following: 1. English language teaching (ELT), 2. linguistics, 3. literature, and other closely-related topics will be considered as well.
Articles
37 Documents
<![CDATA[THE BENEFITS OF SKIMMING TECHNIQUE IN READING COMPREHENSION FOR THE SECOND SEMESTER STUDENTS OF SANATA DHARMA UNIVERSITY ]]>
<![CDATA[Sintya Nirwana Gulo]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 1, No 1 (2020): May 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v1i1.2848
<![CDATA[Reading is a process to make sense written ideas through a meaningful interpretation and interaction with the language (Heilman Blair, 1981). One of the techniques that can be used in reading process is the skimming technique. Skimming is used when a reader wants to cover the main idea of the text in a hurry. Basic Reading II class was chosen as the object of the research because reading techniques are covered in this semester. This research is aimed to answer a research question, namely: How does the skimming technique influence students reading comprehension? To answer the research question, the researcher used a quantitative method. Questionnaire was considered as the instrument. The researcher distributed the questionnaire to 28 students in Basic Reading II class C of ELESP of Sanata Dharma University to collect data. The results showed that most of students positively responded that the skimming technique gave them benefits in their reading activity, such as increases their interest in learning English, saves their time, eases students to predict the content, helps students to find the main idea, and keeps them informed about the text.]]>
<![CDATA[DEVELOPING WRITING SKILLS THROUGH ONLINE SELF-REGULATED LEARNING ]]>
<![CDATA[Cahyaning Imani]]>;
<![CDATA[Ive Emaliana]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v2i2.3849
<![CDATA[As a side effect of the emergency transition to remote online learning, all Indonesian schools and universities have stopped teaching in classroom settings in mid-March 2020 and began using internet platforms to deliver online learning activities. However, there are issues concerning students' perseverance and achievement as fully online learning is implemented. Considering many learners may not be able to concentrate on studying under traumatic circumstances, such as a pandemic, it is necessary to consider learning strategies that produce learning opportunities for all students to achieve specific goals in distance learning. Writing skills are considered the most challenging of all language skills among English as foreign language (EFL) students. When students use an online self-regulated learning (OSEL) strategy in learning writing, they can control their performance and benefit from online learning by adjusting their behaviors. Thus, the aim of the study is to find the causal relationship between OSEL strategy and writing skills.]]>
<![CDATA[CODE-SWITCHING IN SUNNYDAHYE’S INSTAGRAM CAPTIONS ]]>
<![CDATA[Clara Clara]]>;
<![CDATA[Annisa Agra Inggitajna]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 1 (2021): May 2021 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v2i1.3244
<![CDATA[Instagram has become one of the most used social-networking websites. In the use of communication, Instagram also provides the user to communicate through picture and video with an addition of caption to explain the media in words. To express oneself on Instagram, some users might use the combination of their first language and English. Thus the phenomena of code-switching occurs. This paper aims to analyse the type and function of code-switching used in one Instagram account, sunnydahye. This paper uses a qualitative approach to provide insights to the problems. The data for this paper is selected by using a purposive sampling method by checking sunnydahye’s Instagram post one by one. From 6 instagram posts taken as the sample, there are 22 sentences identified with a phenomena of code switching. The result of the analysis shows that the type of code-switching which is used most in sunnydahye’s Instagram caption is intra-sentential switching. Meanwhile the function of code-switching which is used most is code-switching as message qualification.]]>
<![CDATA[INDIVIDUAL VARIATIONS IN MONITOR HYPOTHESIS OF MICRO TEACHING STUDENTS ]]>
<![CDATA[Gregoriana Nobilio Pasia Janu]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 1, No 2 (2020): November 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v1i2.2958
<![CDATA[The paper aims to find out the types of users in performing English as a second language and to figure out principal conditions that might affect students monitoring process as proposed by Krashen (1982). Two research problems were formulated, namely: First, what individual variations are shown by students in the Micro Teaching class? Second, to what extent do Micro teaching students regard the three principal conditions in the monitor hypothesis? Both qualitative and quantitative methods were used. The qualitative method of data collection was participant observation. Nineteen students Micro Teaching videos were recorded to be observed to answer the first research problem. The quantitative method was applied through a questionnaire to answer the second research problem. An interview was also done to support the analysis of the questionnaire. The results showed that only two types of monitor users occurred in Micro Teaching Class A. The two types were monitor under-users, who were not aware of the conscious checking, and monitor over-users, who seemed to consciously check their L2 output.]]>
<![CDATA[LEXICAL FEATURES OF ENGLISH ADVERTISEMENT TAGLINES DURING PRIME TIME ]]>
<![CDATA[Gregorius Aditya Christianto]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 1, No 1 (2020): May 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v1i1.2846
<![CDATA[Advertisement language employs certain characteristics which make its usage unique so that it is interesting to explore. There are 2 research problems addressed in this study. The first is to classify and analyze lexical features which are contained in English advertisement taglines during prime time moment. The second is to figure out what triggers the dominant lexical features used in English advertisement taglines during prime time. The data were taken from English advertisement taglines during the period of prime time in any local television stations in Indonesia. This study used document analysis method and was categorized as a qualitative research. Six lexical features were proposed to classify and analyze the data, namely colloquial words, coinages, loanwords, use of verbs, use of adjectives, and frequent use of compounds. The results of the study were there are six lexical features used in English advertisement taglines during prime time and the most three dominant features are colloquial words with 40%, use of verbs with 28.57%, and use of adjectives with 18.57%. There is a similarity between three of them that all of them employ monosyllabic words so it makes easier to catch by the audiences.]]>
<![CDATA[THE ROLE OF ANXIETY IN ENGLISH LANGUAGE WRITING SKILL AT SECONDARY LEVEL STUDENTS ]]>
<![CDATA[Syed Shahid Nawaz]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v2i2.3443
<![CDATA[This study has investigated the role of English language anxiety, its types and impacts on writing skill at secondary school level. Quantitative approach was used in this study. One hundred seventeen students and twenty teachers of English Language were selected randomly in this study. Questionnaire was used as data collection tool. It was adapted from Cheng (2004) in a modified form of English language writing anxiety (i.e. second language writing anxiety inventory) to analyze the causes and effects of English language writing anxiety. Another questionnaire was used to collect data from teachers, which were related with English language writing anxiety in their students. Consequently, the findings confirmed that most of the students feel anxiety, which had a debilitating impact on English language writing. Similarly, evaluation of data discovered that somatic anxiety, cognitive anxiety, insufficient writing practice, avoidance behavior, loss of vocabulary expertise in the performance of writing represent the primary sources of anxiety in English language writing by students. Moreover, this research showed that very few teachers seem to assist their students’ triumph over writing anxiety because of massive elegance and the limited time allocated for English classrooms. On the basis of the findings, a few suggestions made so as to help to lessen anxiety in English language writing classrooms. The suggestions for classrooms exercise centered on ways of handling English language writing anxiety and guidelines to make the writing magnificence and to create a good environment for stressful students.]]>
<![CDATA[THE ADVANTEGEOUS VALUES OF CODE-SWITCHING IN INDONESIAN EFL TEACHING-LEARNING CONTEXTS ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 1 (2021): May 2021 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v2i1.3419
<![CDATA[Code-switching had been one of the central discussed educational topics forming in both globalized and Indonesian EFL learning contexts. On the first supportive side, the further utilization of code-switching is cogently supported by Indonesian EFL teachers to better facilitate the whole second language learning dynamics. Taking a glance on another contradictory side, the use of code-switching is strongly discouraged to maximize learners’ target language competencies in a meaningful manner. This qualitative study employed a document analysis approach to proffer the advantageous values potentially imparted by the incorporation of code-switching through Indonesian EFL learning settings. Thirty code-switching studies conducted in this archipelago were carefully selected to generate more robust research findings. Two major themes were unearthed in this study namely code-switching potentially promote more meaningful L2 learning encounters and lead Indonesian EFL learners to foster their target language competencies to the fullest potentials. Regarding the future advancement of code-switching studies in this nation, the researcher expectantly hoped future researchers will conduct more exhaustive library qualitative investigations focusing on the disadvantages of code-switching to provide richer perspectives toward this L2 communication strategy.]]>
<![CDATA[FACTORS CONTRIBUTING TO STUDENTS DIFFICULTIES IN ACADEMIC WRITING CLASS: STUDENTS PERCEPTIONS ]]>
<![CDATA[Algrenita Silvina Budjalemba]]>;
<![CDATA[Listyani Listyani]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 1, No 2 (2020): November 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v1i2.2966
<![CDATA[Writing is one of the most difficult skills in learning English as a Second Language (ESL) or English Foreign Language (EFL). Many language learners encountered difficulties from the writing process. At the tertiary level, students are required to produce academic essays, which are difficult and may frustrate students. The purpose of this study was to analyze factors contributing to students difficulties in an Academic Writing course based on the students perceptions. This study used a qualitative method. The instruments used were open-ended questionnaires and interview protocol. In this study, all the participants answers were coded and analyzed descriptively. The participants were 22 students who were taking Academic Writing class for repeaters in Semester I, 2018/2019 academic year, in an English Language Education Program, in a university in Central Java, Indonesia. Questionnaire data were coded and classified by the researcher. In conducting the interview, data were audio-recorded and transcribed. Those data were analyzed to answer the research questions in this study. Based on the findings, there were two factors that caused students difficulties in writing academically. The two factors were internal and external. Internal factors consisted of self-motivation, self-confidence, lack of knowledge and feeling of under pressure. External factors consisted of the teachers teaching style, classroom atmosphere, materials, and writing aspects. This research hopefully can help teachers and instructors in developing appropriate teaching techniques in Academic Writing and minimize students' difficulties in Academic Writing.]]>
<![CDATA[METAPHORS IN BRING ME THE HORIZONS SELECTED SONG LYRICS ]]>
<![CDATA[Laurentius Jalu Waskitho Jati]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 1, No 1 (2020): May 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v1i1.2847
<![CDATA[This research aims to analyze the selected Bring Me The Horizons song lyrics. There are two selected songs entitled Drown and Throne. The songs were chosen based on the variety of words used in the song lyrics. The aim of this research is to find out the types of metaphors found and the meanings of the selected songs. As a result, there are two research questions, namely: First, what types of metaphors are found in Bring Me The Horizon?s selected song lyrics? Second, what are the meanings of the songs? There are two sources that are used in this research. They are the primary subject and the secondary subject. The primary subject is two selected Bring Me The Horizons song lyrics. The secondary subjects are theories and information about metaphors, denotative and connotative meaning, formalist approach and biographical approach. The researcher used theories about metaphors and formalist approach in answering the first research question, while the theories about denotative and connotative meaning and biographical approach are used to answer the second research question. The researcher found three types of metaphors are used in Bring Me The Horizon?s selected song lyrics, namely: conventional metaphor, mixed metaphors and new metaphor. Conventional metaphor is the type of metaphor that mostly used in the selected song lyrics. After the types of metaphors are found, the researcher analyzes the meanings of the songs. Drown song tells about a person who is lonely, depressed and frustrated. Throne song tells about a person who wants to prove to others that he can do more than what people think.]]>
<![CDATA[ENGLISH EDUCATION MASTER STUDENTS’ PERCEPTIONS ON THEIR SELF-EFFICACY IN EFL SPEAKING LEARNING CONTEXTS ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v2i2.3438
<![CDATA[AbstractSelf-efficacy should be fully integrated as one of the mainstays assisting multiverse EFL academicians to achieve greater speaking learning achievements, improve their actual communicative competencies, and justify their misconceptions of L2 speaking learning enterprises. Corresponding with these 3 aforementioned advantages, the full activation of robust self-efficacy will potentially allow EFL academicians to show greater effortful actions, resilience, motivation, and commitment to relentlessly forge their L2 communicative competencies in the presence of adverse speaking learning situations. This qualitative study was conducted in the support of the narrative inquiry approach to yield rejuvenated facts, trustworthy truth, and apparent evidence for worldwide EFL educationalists concerning the significance of self-efficacy implementations in diverse wide-ranging L2 speaking classroom vicinities. Two major positive influential factors are deemed as both internal and external factors affecting the luxuriant proliferation of striking L2 speaking skills as well as self-efficacy levels advancement namely the induction of long-life speaking learning endeavor and supportive speaking learning environments. For the future betterment of self-efficacy and EFL speaking studies, varied relevant research instruments need to be mutually accompanied by a considerable number of research participants to produce more significant research results contributing a richer understanding of affective second language learning fields. Keywords: Self-efficacy, EFL speaking, narrative inquiry]]>
