cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Barli Bram
Contact Email
barli@usd.ac.id
Phone
+62274513301
Journal Mail Official
ucpbi@usd.ac.id
Editorial Address
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
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
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 UC Journal, e-ISSN 2774-9401, publishes original, previously unpublished research and opinion papers written in English.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 5 Documents
 1 
Search results for , issue "Vol 2, No 2 (2021): November 2021" : 5 Documents clear
DEVELOPING WRITING SKILLS THROUGH ONLINE SELF-REGULATED LEARNING Cahyaning Imani; Ive Emaliana
UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.502 KB) | DOI: 10.24071/uc.v2i2.3849

Abstract

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.
THE ROLE OF ANXIETY IN ENGLISH LANGUAGE WRITING SKILL AT SECONDARY LEVEL STUDENTS Syed Shahid Nawaz
UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.244 KB) | DOI: 10.24071/uc.v2i2.3443

Abstract

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.
ENGLISH EDUCATION MASTER STUDENTS’ PERCEPTIONS ON THEIR SELF-EFFICACY IN EFL SPEAKING LEARNING CONTEXTS Kristian Florensio Wijaya
UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (14.287 KB) | DOI: 10.24071/uc.v2i2.3438

Abstract

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
SEXIST LANGUAGE SHOWING GENDER STEREOTYPES AS DEPICTED IN EFL TEXTBOOKS Noviantika Saraswati; Rebecca Sarah Ayu
UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.647 KB) | DOI: 10.24071/uc.v2i2.3896

Abstract

 One of the most prominent ways to shape children and adolescents’ mindset is through learning formally at school. EFL textbooks have an important role for students to learn English, but they will also unconsciously learn about gender stereotypes. These gender stereotypes include the belief that women’s role is limited to being a housewife, a good mother to her children, and an obedient woman for her husband. For men, their role is more to the wider part of society, which includes being a breadwinner and more successful in career. The object of this study is BSE English textbooks from grade X-XII. This paper will analyse sexist languages shown in the EFL textbooks using Mills (1995) theory and gender stereotypes using Arliss’ (1991) theory. This research is considered as descriptive qualitative research. The result shows that there are three types of sexist languages: fragmentation, presupposition and inference, and generic nouns. The second research formulation indicates that there are three gender stereotypes, namely stereotypes on traits, roles, and behavior.
THE DEVELOPMENT OF INTERCULTURAL COMMUNICATION COMPETENCE IN ENGLISH LANGUAGE LEARNING CONTEXT: CASE OF LITERATURE FOR YOUNGER AND OLDER CHILDREN COURSE Fahira Akmalia; Adesti Komalasari
UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (517.714 KB) | DOI: 10.24071/uc.v2i2.3533

Abstract

Globalization and the advancement of technology influence people to communicate with each other. Nowadays, people in different regions and countries interact with each other and intercultural interaction happens among them. In this context, there is intercultural communication when the interaction occurs. In recent years, the emergence of the Intercultural Communication Competence (ICC) concept has entered the education field. This paper discusses the integration of ICC concepts and areas to a course in one of the private universities in Jakarta and sees how the course incorporated ICC concepts for students’ ICC development. The course is Literature for Younger and Older Children that integrates the ICC concept by conducting a virtual exchange program, excursion, and a project for their students. The virtual exchange happened between the participants and their group friends from Sweden. The phenomenology qualitative method was applied to dig deep information about the participants during the course activities. Observation, participants’ video reflection and the virtual exchange program are the data of this research. The result of this research is all of the course activities support the participants to develop the ICC areas; the knowledge, skills of interpreting and relating, skill of cultural awareness, skill of interaction and discovery, and attitudes. At the end of the course, the participants have developed their intercultural communication competence.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol 4, No 1 (2023): May 2023 Vol 3, No 2 (2022): November 2022 Vol 3, No 1 (2022): May 2022 Vol 2, No 2 (2021): November 2021 Vol 2, No 1 (2021): May 2021 Vol 1, No 2 (2020): November 2020 Vol 1, No 1 (2020): May 2020