Erudita: Journal of English Language Teaching
Erudita: Journal of English Language Teaching publishes manuscripts within the fields of English as a first, second, or foreign language teaching and learning, teacher professional development, technology-enhanced language learning, curriculum and material design, innovation in language teaching, English for specific purposes, language testing and assessment, intercultural and multicultural education, multimodality, literature and teaching, and textbook analysis.
Articles
48 Documents
<![CDATA[An analysis of apology in an Indonesian ELT textbook and the teacher’s strategy to teach the apology ]]>
<![CDATA[Waliyadin]]>;
<![CDATA[Nurul Hayati Fauzi]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v1i1.4265
<![CDATA[The apology is one of the speech acts that language functions cover. Considering that students must have pragmatic competence to use language appropriately in context, this research looked at apologies in an Indonesian senior high school ELT textbook, as well as the strategies used by teachers to teach apology. This study employed a qualitative approach which involves a textbook analysis and a semi-structured interview of the teacher’s teaching strategies to collect the data. The collected data then were classified, transferred into tables, and analyzed using Limberg (2015)’s principles of teaching pragmatics. The findings of this study show that the textbook entitled Bahasa Inggris Kelas XII covers some parts of Limberg’s principles of teaching pragmatics of apology. There is one principle that is not covered, namely, the principle of drawing a comparison. However, the findings of this study expose that the teacher’s teaching strategies cover all Limberg’s principles of teaching pragmatics of apology. Therefore, English teachers and institutions are expected to take into account the materials used to teach apology to students to raise students’ pragmatic competence.]]>
<![CDATA[Students’ perceptions of adopting songs for English online learning in Indonesian tertiary education ]]>
<![CDATA[Eka Wulandari]]>;
<![CDATA[Yuyun Putri Mandasari]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v1i1.4457
<![CDATA[The pandemic situation in the last two years has forced us to move almost all activities online, including our teaching and learning activities. This creates challenges for teachers to discover suitable techniques or media to motivate students to keep being active in online class interaction. One of the possible media that can be used is songs; a media which is already popular among the youths. This paper presented a data survey towards 107 female students aged 19-20 years old from one of the midwifery academies situated in Central Java, Indonesia. This study used an online questionnaire form. There were 18 items in the questionnaire and the data consisted of demographic data and students’ perception towards the use of songs for improving their skills in English. The data were presented in the percentage data and analyzed using descriptive explanation. The result showed that the students’ perception on songs as media for English online learning achieved positive perception on all items. Referring to this finding, teachers can consider using songs for English online learning in order to create an attractive and interactive online learning process.]]>
<![CDATA[The implementation of EFL online learning: how do the non-English department students perceive it? ]]>
<![CDATA[M. Ali Ghufron]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v1i1.4451
<![CDATA[The COVID-19 outbreak influences nearly all facets of life, including education. This study conducted survey investigations to detect non-English students' views on the implementation of EFL online learning. This study used cross-sectional survey research designs employing questionnaires and interviews as data-gathering devices and procedures. The population of this study was all the first-graders of the Islamic Education Program of a State Institute for Islamic Studies situated in Central Java, Indonesia, in the academic year of 2020/2021. A number of 135 students took part as the sample of this study. The results of the study showed that there are three main phases of EFL online learning. First, at the preparation phase, they had high optimism of EFL online learning. Second, it turned into caution and forbearance at the implementation phase. At last, their optimistic level was increasing at the end (evaluation phase). This study means that it is not simple to retain the enthusiasm and optimism of students through EFL online study, particularly in non-English department classrooms. Teachers should be innovative in delivering instructions for learning, offering learning equipment, and selecting appropriate learning platforms. Teachers should also be able to comprehend pupils' psychological state to prevent boredom in online learning.]]>
<![CDATA[Student’s self-confidence in practicing speaking during online learning: up or down? ]]>
<![CDATA[Rozy Khanafiyah]]>;
<![CDATA[Reza Adinul Akbar]]>;
<![CDATA[Dewi Puspitasari]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v1i1.4312
<![CDATA[The research aims to investigate students' self-confidence in online speaking practice during the Covid-19 pandemic. The synchronous and asynchronous platforms of learning have been used to accommodate the learning process thus students can practice communicating in non-face-to-face meetings. This qualitative research documents the learning experiences of six EFL students of the English Department at a public university in Central Java, Indonesia. By taking a purposive sampling technique, the researchers started the study by collecting participants’ data through an interview. The results of this study prove that four participants experienced a decrease in self-confidence due to the following factors. First, the practice of speaking through digital media makes it difficult for them to practice face-to-face communication. Second, the lack of understanding in the debate material, and the influence of social relations in a hostile home environment (parental variation). However, two students who have strong and high resilience, motivation, self-efficacy, can overcome these challenges.]]>
<![CDATA[The effect of inside outside circle (IOC) model by using flashcards towards students’ English vocabulary mastery ]]>
<![CDATA[Rizki Ani Khairunnisa]]>;
<![CDATA[Agrissto Bintang Aji Pradana]]>;
<![CDATA[Aditia Eska Wardhana]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v1i1.4303
<![CDATA[This research aims to determine the effect of Inside Outside Circle (IOC) model by using flashcards on students’ English vocabulary mastery. This research was done on the 3rd-grade students of one elementary school in Magelang Regency, Central Java, Indonesia. This research used Pre-Experimental Design which type is One Group Pretest Posttest Design through one kind of treatment. The samples in this research were 3rd-grade students as many as 20 students. The data collection method was a multiple-choice test. The instrument test of this research was a validity test by experts (expert judgment), they are English lecturers of a private university Magelang and a 3rd-grade teacher of elementary school in Magelang Regency. The results of this research pointed out that there was a positive effect of the Inside Outside Circle (IOC) model by using flashcards on students’ English vocabulary mastery. The effect was shown by pre-test and post-test results with means 49 and 80. The result of the Wilcoxon test showed that the significance of Z value was -3,725 with Asymp. Sig. (2-tailed) 0,000 < 0,050.]]>
<![CDATA[Exploring teachers’ strategies in teaching writing for young learners ]]>
<![CDATA[Hani Elmahida]]>;
<![CDATA[Desi Prameli Nia]]>;
<![CDATA[Titik Komariyah]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v1i1.4274
<![CDATA[Teaching writing for young learners (YL) needs unique strategies from each teacher. The purpose of this study is to help teachers explore strategies for teaching writing for young learners. The survey was used with a descriptive-qualitative method which was carried out by giving an open-ended questionnaire to five English teachers and tutors from a different institution. Then, the most appropriate strategy could not be generalized because there are different conditions of students' and teachers’ qualifications. However, teachers must pay attention to three aspects of teaching such as understanding the characteristics of students, developing fun ways of learning, and peer feedback strategies. Teachers must be able to evaluate whether or not the strategy they provide can produce good results. From this research, with the exploring three different teachers' strategies in teaching writing, most of the students have succeeded in the minimum passing grade in each class. Furthermore, this paper pursued teachers to be able to design teaching writing for young learners in the right ways.]]>
<![CDATA[Students’ attitude and difficulties in practicing speaking through autonomous learning on podcast ]]>
<![CDATA[Nurunnisa Rachma Buana]]>;
<![CDATA[Miftachudin]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v1i1.4401
<![CDATA[This research aims to examine the students’ attitude on producing podcasts as a media to practice speaking for autonomous learning and the difficulties faced by students in producing podcast of speaking. This research was descriptive qualitative research and the data is collected using questionnaire and semi-structured interview. As many 28 students of English Education Department of one of public Islamic institution in Central Java in various semesters participated in the questionnaire and 4 students were chosen to be interviewed to validate the information from the questionnaire. The research found that the majority of the students have positive attitude towards producing podcasts activity as their media to practice their speaking. In the affective aspect, students are excited with the process and behaviorally they are encouraged to prepare the material well. In the cognitive aspect, students consider the activity of producing podcast is a great activity for beginner students. They are assisted to autonomously practice speaking without partner which allows them to evaluate their own quality of speaking particularly in pronunciation. Students faced many difficulties such as speaking anxiety, complex preparation, and the inconvenience of doing repeated recording.]]>
<![CDATA[EFL learners’ perception of the project-based learning method in extensive reading course ]]>
<![CDATA[Harini]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v1i1.4527
<![CDATA[The lack of English reading ability in Indonesian students is a common problem, and many times the teacher uses the Project-Based Learning (PBL) method to help students improve their English reading ability. This study wants to portray students’ perception of the PBL method in the English extensive reading course. Data of this study were collected through interviews. The participants of this research involved five students from the English Extensive Reading class. The data were analyzed using Miles and Huberman analysis technique. By using a narrative inquiry, this study found that, according to the students' perception, the teacher provides projects that aim to support understanding of the material that has been given to students. In that activity, the teacher has a role as a facilitator. She guides the students to do the project and provides feedback to them. However, in the process of implementing PBL, the students find it difficult in terms of time because the project takes a long time. Overall, PBL help students comprehend better in the English extensive reading course.]]>
<![CDATA[From drawings to puppet shows: practical ways in teaching vocabulary to primary school EFL learners ]]>
<![CDATA[Rizki Maulida Khasanah]]>;
<![CDATA[Ali Burhan]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i1.5328
<![CDATA[Mastering vocabulary is one of fundamental conditions that determine learners’ success to be skilled in learning English. The present study aims to explore how young EFL learners engage in learning vocabulary through puppet shows. Grounded in a qualitative approach, this study employed classroom action research (CAR) consisting of two cycles. 11-12 years-old sixth graders of an Islamic primary school in Pekalongan, Central Java, Indonesia volunteered to take part in this study. Data were collected through classroom observation, written documents, and interviews. The data were analyzed by reducing data, displaying data, and verifying conclusion. Findings of the study show that the young EFL learners were more enthusiastic about learning English and participating in vocabulary activities. The learners were encouraged to actively respond to the question and provide meaningful feedback. By supplying the EFL learners with engaging puppet shows, the researchers set fascinating activities for them to guarantee that they were not bored in class. Many vocabularies had already been introduced to the students when the study was overtaken. This study contributes to empirical insights into how puppet shows are adopted in teaching vocabularies to primary school EFL learners that has shifted from drawings as educational media.]]>
<![CDATA[Examining Google Classroom-assisted blended learning in Indonesian EFL grammar classes ]]>
<![CDATA[Nur Muthmainnah]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i1.5345
<![CDATA[The present study aims to examine the effectiveness of Google Classroom-assisted blended learning in two EFL grammar classes. It investigates the difference between EFL students’ grammar mastery applying blended learning and discussion method. Framed in experimental research, this study recruited 52 EFL student teachers in an Indonesian university to participate. Data were garnered through multiple choice tests. Study findings reveal that the significance value of paired sample t-test was 0.00 < 0.05, showing that there was significant influence of blended learning toward the EFL students’ grammar mastery. The significance value of t-test (2.029) > t-table (0.2732) indicates that there was a difference in the students’ grammar mastery after giving treatment in experimental and control groups. The N-gain value was 0.1164 > 0.7, proving that Google Classroom-aided blended learning was effective to foster the students’ grammar mastery. Since the t-test (2.029) > t-table (0.2732), H1 was accepted and H0 was rejected. This means that Google Classroom-assisted blended learning gave a positive impact on the students’ grammar mastery. This study concludes with some empirical evidence that Google Classroom-mediated blended learning is promoted to be an innovative learning management system in EFL classes to boost students’ grammar mastery.]]>
