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Sanata Dharma University English Language Education Study Programme Sanata Dharma University Jl. Affandi/Jl. Moses Gathotkaca, Depok, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281
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UC Journal: ELT, Linguistics and Literature Journal
Published by Universitas Sanata Dharma
ISSN : -     EISSN : 27749401     DOI : https://doi.org/10.24071/uc
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
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 UC Journal, e-ISSN 2774-9401, publishes original, previously unpublished research and opinion papers written in English.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.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
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Search results for , issue "Vol 3, No 2 (2022): November 2022" : 6 Documents clear
ENGLISH EDUCATION STUDENTS’ PERCEPTION OF INSTAGRAM USAGE AS A MEDIUM TO LEARN ENGLISH Kezia Anindita; Dhanesvar Karel Noveintine
UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 2 (2022): November 2022
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v3i2.5388

Abstract

The popularity of Instagram made people increasingly use it well, one of which is to learn new languages. English as an international language is a language that is being encouraged to be mastered by people. The objective of this study is to know how EFL students use Instagram as an English learning medium. The data collected was from ELESP students’ batch 19-21 who learn English with Instagram as the learning medium. This study was conducted in a descriptive qualitative method by distributing an open-ended questionnaire. This study result showed that ELESP students have a positive perception of Instagram usage as the learning medium to learn English. ELESP students deliver how Instagram can enhance vocabulary, grammar, and pronunciation knowledge, and also gain new information.
LINGUISTIC REVITALISATION AND THE DRAMA IN AFRICAN INDIGENOUS LANGUAGES Patrick Charles Alex
UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 2 (2022): November 2022
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v3i2.5469

Abstract

This paper explores the drama written in indigenous African languages across many countries in Africa. It highlights the intellectual snobbery suffered by drama written in indigenous languages, probing the reasons behind the critical marginalization. It equally probes the elemental compositions of drama written in indigenous languages, investigating how oral elements revitalize and fertilize the dramatic works. The theoretical framework for this study was anchored on Ethnodramatics, a theory of indigenous drama projected by Affiah and Osuagwu while the inspirations which substantiate indigenous African languages as viable and effective linguistic mediums for dramatic creativity are derived from Ngugi wa Thiongo’s theoretical postulation on the language of African theatre in Decolonising the Mind: The Politics of Language in African Literature (1986). The paper reveals that traditional African drama in indigenous languages creatively utilizes oral resources and elements such as proverbs, riddles, mime, music, songs, dance, and other folk arts in ways that embellish and relive their drama. The paper concludes that by writing in indigenous languages, playwrights expand the resources and frontiers of African indigenous languages, a situation that nurtures and preserves them.
PHONOSEMANTICS: PHONEMES OF MODERN GREEK CAN EXPRESS INHERENT MEANINGS? Elpida Tilikidou
UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 2 (2022): November 2022
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v3i2.5152

Abstract

There are four categories of phonological iconicity (sound symbolism or phonosemantics): lexical and non-lexical onomatopoeia (direct phonological iconicity), associative and phonaesthetic iconicity (indirect phonological iconicity). This paper focuses on the third category, the examples of indirect associative phonological iconicity with examples of onomatopoeic words from Modern Greek, which are connected with concepts that refer to acoustic but also to non-acoustic experiences. Indirect, associative connection of consonants and vowels with specific or abstract concepts is based on the phonological characteristics of these phonemes (sonority, manner of articulation, etc.).
TEACHERS’ READINESS TOWARD THE NEW PARADIGM OF ENGLISH LANGUAGE TEACHING: A NARRATIVE INQUIRY Tri Pujiani; Ida Dian Sukmawati; Nunun Indrasari
UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 2 (2022): November 2022
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v3i2.5363

Abstract

The development of English Language Teaching grows rapidly. The pandemic of Covid-19 became the turning point for teachers' awareness of the need for changes in language teaching practices. The advance in technology also takes an important role in the current trends of Language teaching. A narrative inquiry research method was applied to investigate the teachers' perception of their readiness toward the paradigm shift of English Language Teaching. Eight English teachers from many areas in Indonesia such as Semarang, Lampung, Jombang, Surakarta, Yogyakarta, and Purwokerto participated in this research through in-depth interviews. Then, the data collected were classified into several points regarding the new paradigms of education. The teachers' views on the paradigm shift in Education and the current practice of English Language Teaching were presented in this paper. Finally, teachers as the spearhead of education are required to be lifelong learners who are creative, innovative, and adaptive to the rapid change in world trends.
STUDY ON ENGLISH LANGUAGE EVALUATION STANDARDS Oyun-Erdene Tumurbat; Namuun Sergelen
UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 2 (2022): November 2022
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v3i2.5365

Abstract

There are several evaluation standards to assess English levels. Through this article, we consider the Common European Framework of Reference (CEFR) as an important tool. We aimed to reveal the evaluation standards used in universities and English language training courses in our country and to clarify how the standard tolerates internationally accepted English language evaluation standards. Within the scope of this goal, 27 teachers who teach English in universities and colleges in Mongolia, 22 teachers of English language training centers (general informants), and 656 students who study English in 21 universities and colleges in Mongolia (casual informants) were randomly selected and a survey with 3 groups of 24 questions was conducted over 2 months using Google Form, and the collected results were processed and compared using SPSS program.96.3% of the teachers of universities and colleges evaluate the English course on a 100-point scale. 55.5% of them agreed that the future use of CEFR assessment standards would provide a more objective assessment of students' language levels. According to the responses of training center teachers, 68.2% of the participating training center teachers evaluate the student's language level according to the CEFR standard, which shows that they use an internationally recognized evaluation method. In this regard, 42.7% of the 656 students who participated in the study agreed that the CEFR assessment standard, rather than the 100-point scale, could fully reflect their language level internationally in the future, which was in line with the researchers' hypothesis.
ECOLOGICAL CONTENT ANALYSIS IN BOHLKE’S SKILLFUL READING AND WRITING Yohanes Heri Pranoto; Vewent Fest Levinli
UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 2 (2022): November 2022
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v3i2.5390

Abstract

Ecology has long been a part of processes in current education. Hence it has become gentle evidence that the instillation of ecological values has been carried out extensively and thoroughly to students. One of the ecological promotion media is textbooks. This study aimed to analyze the ecological content of reading materials and instructions in the Skillful Reading and Writing book – a compulsory student book in the Critical Reading and Writing I course. Reading materials and instructions were on the analysis from the aspects developed by Rule and Atkinson (1994) namely appreciation of nature, realistic ecological problems, positive tone, appropriate illustrations, and hope for a solution. This study belongs to qualitative descriptive research with document study data collection techniques. The content analysis results revealed - at least - half of all readings in the book treat the natural environment. Of the five ecological aspects, they could be sorted according to the degree of conformity, namely positive tone (4.9), appreciation of nature (4.05), realistic ecological problems (4.15), appropriate illustrations (3.5), and hope for a solution (2.0). However, not all those selected readings are supplemented with learning instructions leading to real actions to preserve and appreciate environments. Therefore, teachers should make a purposively instructional adjustment to students’ conservation practices.

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