English Language Education Journal (ELEJ)
The English Language Education Journal (ELEJ) is a scholarly journal that provides a platform for researchers to publish scientific work. ELEJ focuses on publishing literature reviews and research-based articles in the area of English as a foreign language teaching and applied linguistics, with the submission accepted throughout the year. It is published biannually in October and April by the English Language Education Program of Universitas Katolik Indonesia Santu Paulus Ruteng. ELEJ covers the following topics of research: English language teaching and learning, English language teaching and assessment, English language acquisition, English language instructional material development and evaluation, Information and Communication Technology in ELT, Applied linguistics, Literature in ELT, and Discourse analysis
English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng
THE ROLE OF LINGUISTIC LANDSCAPE IN PROMOTING TOURISM IN INDONESIA: A SYSTEMATIC LITERATURE REVIEW
This study presents a systematic literature review examining the role of linguistic landscape (LL) in promoting tourism in Indonesia. Using the PRISMA framework and guidelines for systematic reviews, relevant studies published between 2015 and 2025 were identified, screened, and analyzed. The findings reveal that LL plays a significant role in shaping tourists’ first impressions by visually communicating a destination’s identity, readiness, and professionalism. Multilingual signage, particularly the combination of Indonesian and English, emerges as the dominant communication strategy, facilitating accessibility for international visitors while maintaining national identity. In addition, the inclusion of local languages contributes to cultural preservation and enhances the authenticity of tourist experiences. The review also highlights the function of LL as a destination branding tool, where language, symbols, and visual elements work together to create attractive and memorable images. Clear and readable signage is found to improve tourist mobility, satisfaction, and overall travel experience. Furthermore, private businesses actively utilize LL as a marketing strategy, while digitalization expands its scope through online and interactive platforms. However, disparities in LL development across regions indicate unequal tourism readiness. LL serves as a strategic instrument for communication, branding, and cultural representation in Indonesian tourism.
Copyright (c) 2026 English Language Education Journal (ELEJ)
THE EFFECTIVENESS OF CRITICAL DISCOURSE ANALYSIS IN ENHANCING THE ARGUMENTATIVE WRITING SKILLS
This study aimed to test the effectiveness of the Critical Discourse Analysis (CDA) approach in enhancing the argumentative writing skills. It focused on addressing the challenges vocational students face in constructing critical and logical arguments within English language learning. The researcher employed two groups of 40 students and saw how they participated in argumentative writing lessons delivered through Fairclough’s three-dimensional model. To measure the impact of the teaching method, the researcher used a pretest-posttest design. Before the instruction began, the researcher assessed the students’ writing knowledge and then the writers evaluated their progress after the lesson. The collected data were analysis using t-test to determine the statistical significance of the intervention. The findings indicated that the Critical Discourse Analysis (CDA) approach is effective in enhancing students’ argumentative writing skills. This is supported by the t-test results, which yielded a significance value of 0.000, falling below the 0.05 significance threshold. Therefore, the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. The findings demonstrate that the Critical Discourse Analysis (CDA) framework significantly enhances the coherence and critical depth of students' argumentative writing.
CHALLENGES FACED BY EFL STUDENTS IN WRITING ACADEMIC TEXT
This study aims to identify the challenges faced by EFL students in writing academic texts and the factors contributing to these challenges. This research employed a qualitative descriptive design involving students from the English Education Study Program at Unika St. Ruteng. The data were collected through semi-structured interviews, observation, and documentation, and analyzed using thematic analysis. The findings revealed that students face both linguistic challenges, such as grammar, vocabulary, and sentence structure, and non-linguistic challenges, including lack of motivation, writing anxiety, and limited practice. These findings suggest that both language proficiency and psychological factors play significant roles in students’ academic writing development.
Copyright (c) 2025 English Language Education Journal (ELEJ)
EFL STUDENTS’ CHALLENGES IN WRITING ACADEMIC ESSAY INTRODUCTIONS
This study critically examines the challenges encountered by English as a Foreign Language (EFL) students in composing effective academic introduction sections. Employing a qualitative case study design, this research involved undergraduate students enrolled in an academic writing course at English Education Department, Universitas Katolik Indonesia Santu Paulus Ruteng. Data were collected through document analysis and semi-structured interviews to capture both textual deficiencies and learner perceptions. The findings revealed that students encounter multifaceted challenges, including inadequate synthesis of scholarly sources, inability to establish a coherent research territory, and limited awareness of gap identification strategies. Furthermore, linguistic constraints such as restricted academic vocabulary and syntactic inaccuracies exacerbate these issues. Notwithstanding these challenges, some students exhibit adaptive strategies, including the utilization of model texts and collaborative peer feedback. The study underscores the necessity for explicit pedagogical interventions focusing on genre awareness, critical reading, and structured writing scaffolds.
MIDWIFERY STUDENTS PERCEPTIONS OF LEARNING ENGLISH
This study aims to explore midwifery students’ perceptions of learning English in the context of health education. This research applied a descriptive qualitative design involving five midwifery students selected through purposive sampling. Data were collected using observation, documentation and semi-structured interviews. In conducting interview. There were five open-ended questions used for interview related to the importance of English, learning difficulties, learning methods, and students’ feelings. The study revealed that students generally have positive perceptions of learning English, as it helps them access medical information, understand international journals, and improve professional competence. However, students also face several challenges, such as limited vocabulary, especially medical terms, pronunciation difficulties, lack of confidence, and limited opportunities for practice. In addition, students use various strategies such as practicing speaking, reading medical texts, using digital applications, and watching educational videos to improve their English skills.
STUDENTS’ DIFFICULTIES IN PARAPHRASING ACADEMIC TEXT
Paraphrasing is an essential skill in academic writing that requires students to restate source ideas accurately while maintaining their original meaning. However, many students encounter difficulties that affect their writing quality and confidence. This study aims to identify the challenges students face in paraphrasing and examine their impact on academic writing performance. Using a qualitative design, data were collected through observation, documentation and semi-structured interviews with five undergraduate students of the English Education Study Program, at Universitas Katolik Indonesia Santu Paulus Ruteng. The data were analyzed through thematic analysis involving systematic coding and categorization to identify recurring patterns. The findings indicated some primary challenges: limited vocabulary, fear of distorting the original meaning, grammatical and syntactic difficulties, and time constraints. Students also reported low confidence and uncertainty regarding the academic acceptability of their paraphrases, which led some to rely on translation tools or AI applications. Therefore, explicit instruction in paraphrasing strategies, vocabulary development, structured practice, and formative feedback are necessary to enhance students’ competence and confidence in paraphrasing academic text.
CODE -SWITCHING PRACTICES IN EFL CLASSROOM INTERACTION
This study aims to explore the use of code-switching in offline EFL classroom interaction and examine its functions in supporting students speaking performance. The study employed a qualitative descriptive design involving 10 students from the English Education Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng. The participants were determined purposively. Data were collected through observation and semi-structured interviews and analyzed using thematic analysis. The findings revealed that students frequently used inter-sentential and intra-sentential code-switching when they experienced difficulties in expressing ideas, understanding complex materials, and maintaining communication during speaking activities. The participants generally perceived this strategy positively because it helped reduce speaking anxiety, improve confidence, enhance comprehension, and support smoother classroom interaction. In addition, linguistic limitations and psychological factors were identified as the main reasons influencing students’ use of code-switching. Despite its benefits, the participants emphasized the importance of balancing the use of Indonesian and English to promote continuous language development. Therefore, code-switching should be applied strategically as a pedagogical tool in EFL classrooms.
STUDENTS’ DIFFICULTIES IN SPEAKING CLASS
The objective of this research is to identify the primary factors contributing to students' difficulties and to understand how these factors manifest in both classroom participation and social contexts. The study employed a descriptive qualitative methodology, focusing on fourth-semester students of the English Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. The participants have completed the "Speaking for Argumentation and Debate" course. Data were collected through unstructured, open-ended interviews. The interview was conducted in Bahasa Indonesia to ensure participants could fully reflect on their lived experiences and emotional states during the course. The findings revealed that speaking difficulties are deeply rooted in psychological manifestations of anxiety rather than mere linguistic incompetence. This research provides significant theoretical contributions to the field of EFL anxiety and offers practical insights for educators to design more supportive, empathy-based teaching strategies.
STUDENTS' ATTITUDES TOWARD LEARNING ACADEMIC WRITING COURSE
Academic writing is a crucial skill in higher education. It enables students to communicate ideas, construct arguments, and present research effectively. However, for English as a Foreign Language (EFL) learners, academic writing poses significant challenges due to linguistic limitations, cognitive demands, and unfamiliar rhetorical conventions, which may influence students’ attitudes toward learning. This study aims to explore undergraduate students’ attitudes toward learning academic writing courses in higher education. A qualitative research design was employed to gain in-depth insights into students’ attitudes. The participants were undergraduate students from English Education program who had completed an academic writing course. The participants were selected through purposive sampling. Data were collected using semi-structured interviews, allowing participants to share their experiences and perceptions in depth. The data were analyzed using thematic analysis to identify patterns related to students’ beliefs, emotions, and behaviors toward academic writing. The study revealed that students’ attitudes toward learning Academic Writing course are complex and multidimensional. Although students recognized academic writing as an essential skill for higher education, they also experienced difficulties related to grammar, vocabulary, organization, coherence, citation, and plagiarism.
EXPLORING SPEECH ACTS IN MEDIA DISCOURSE: A CASE STUDY OF TALK SHOW INTERACTION BETWEEN JIMMY FALLON AND EMMA WATSON
This study investigates the realization and functions of speech acts in media discourse through a case study of interaction between Jimmy Fallon and Emma Watson in a talk show setting. Grounded in Speech Act Theory, the study aims to identify the types of speech acts employed, determine the dominant type, and explain their intended meanings within the interaction. The data were obtained from a transcribed segment of the talk show and analyzed qualitatively using a pragmatic approach. The findings reveal that all five major categories of speech acts expressive, directive, representative, commissive, and declarative are present in the interaction. Among these, directive speech acts are the most dominant, primarily used by the host to control the flow of conversation, manage turn-taking, and elicit responses from the guest. Expressive acts are also frequently used to build rapport and maintain a friendly atmosphere, while representative acts function to convey information and personal experiences. Commissive and declarative acts occur less frequently but contribute to the performative and institutional dimensions of the discourse. The study highlights that speech acts in talk show discourse are not solely informational but also serve interpersonal and entertainment purposes. The dominance of directive acts reflects the institutional role of the host, whereas the use of expressive and representative acts enhances audience engagement. These findings suggest that speech act realization in media discourse is shaped by both communicative goals and contextual factors, offering valuable insights for pragmatic studies, media communication, and discourse analysis.
EFL STUDENTS’ PERCEPTIONS ON THE USE OF BLOGGING TO ENCHANCE WRITING SKILLS
The integration of blogs into language learning has become a popular and effective approach to improve students' writing fluency, grammar, vocabulary, and overall engagement in the writing process. This study explores the perceptions of EFL students on the use of blogging as a tool to enhance their writing skills at UNIKA Santu Paulus Ruteng. Using a quantitative research design, this study involved 76 students from the English Language Education Study Program who had engaged in blogging activities. Data were collected through a structured questionnaire adapted from Hossain (2016), consisting of twenty statements across four indicators: effectiveness, role of feedback, grammar and vocabulary impact, and practicality. The results revealed that students had high positive perceptions toward blogging in writing, with an overall agreement rate of more than 84% across all indicators. The study indicated that blogging facilitated continuous writing practice, enhanced motivation, encouraged peer interaction, improved vocabulary use and sentence structure, and offered accessible and flexible learning. Based on the findings, blogging is recommended as an effective pedagogical tool in EFL writing instruction to foster student-centered learning, collaboration, and writing proficiency. This study also provides insights for educators and institutions to further integrate digital technology into language teaching practices
THE LINGUISTIC LANDSCAPE OF AMED: LANGUAGE CONTESTATION
This study aims to analyse the linguistic situation in Amed, namely to determine linguistic contestation. This research uses a qualitative approach with a descriptive method. The study was conducted in Amed tourism area. Data collection was conducted by observation and documentation. Language contestation data was analyzed using the theories of Landry and Bourhis (1997). The results of this study found that there are several language variations that appear on outdoor media in Amed, ranging from Balinese, Indonesian, English, French, Russian, Italian, to Balinese script. Of all the language variations found, English is the language that dominates the highest influence in outdoor media texts, both in monolingual, bilingual and multilingual forms created in bottom-up and top-down ways.
EXPLORING STUDENTS' EXPERIENCES AND PERCEPTIONS OF LEARNING ACADEMIC WORD LIST (AWL) THROUGH CONTENT-BASED INSTRUCTION: A QUALITATIVE ANALYSIS
This study investigates students’ perceptions and experiences of learning the Academic Word List (AWL) through Content-Based Instruction (CBI) within an English for Academic Purposes (EAP) course at Universitas Katolik Indonesia Santu Paulus Ruteng, Flores. Employing a qualitative approach, the study aims to explore the perceived benefits, challenges, application beyond the classroom, and suggestions for improving AWL instruction. Twenty undergraduate students were purposively selected based on their vocabulary proficiency and enrollment in the Academic Vocabulary course. Data were collected through semi-structured interviews, classroom observations, and student reflection journals, and were analyzed thematically using Braun and Clarke’s (2019) framework. The findings reveal that students perceive learning AWL through CBI as beneficial, as it enables contextualized vocabulary acquisition, supports academic writing and reading, and increases motivation. However, challenges include difficulty in memorizing vocabulary, understanding academic texts, and balancing language and content focus. Outside the classroom, students apply AWL through reading academic texts, writing assignments, participating in discussions, and using digital resources like podcasts and social media. Suggestions for improving AWL instruction emphasize prioritizing high-frequency AWL words, integrating interactive learning activities, promoting consistent usage in writing, and utilizing digital tools to support vocabulary development. The study concludes that CBI enhances vocabulary learning by making it more meaningful and applicable to academic contexts, yet requires pedagogical adjustments to address learner challenges. These findings have implications for instructional design in academic English courses, highlighting the importance of contextual, learner-centered, and multimodal vocabulary instruction.
THE EFFECTIVENESS OF BILINGUAL TEACHING IN ENHANCING STUDENTS’ VOCABULARY MASTERY
This study explores how effective bilingual teaching can be enhancing students' vocabulary mastery at SMK Tiara Nusa Borong, specifically focusing on class X ULW 2. The researcher conducted research with a group of 30 students, who participated in vocabulary lessons delivered in both English and Indonesian. To measure the impact of this teaching method, the researcher used a pretest-posttest design. The data analysis involved descriptive statistics and a paired sample t-test and correlation analysis. The researcher observed a notable improvement in students vocabulary scores. On average, their scores jumped from 35.00 in the pretest to an impressive 73.00 in the posttest. Additionally, the lowest score improving signifucantly, rising from 10 to 50. The analysis also revealed a strong correlation between pretest and posttest results, with a correlation coefficient of r=.595 and p-value of .006, indicating that the changes were statistically significant.
FACT-CHECKING IN THE DIGITAL AGE: SAFEGUARDING TRUTH IN THE INFORMATION ECOSYSTEM ARTICLE STRUCTURE
In the digital era, the rapid proliferation of information has amplified the spread of misinformation, posing significant challenges to individuals, communities, and institutions. Fact-checking has become an essential mechanism to ensure the accuracy and reliability of content; however, several obstacles impede its effectiveness. These include the overwhelming volume of online information, the rise of deepfakes and manipulated media, algorithm-driven echo chambers, political bias, and limited public awareness or digital literacy in certain populations. Together, these factors complicate the verification process and reduce the reach of accurate information. Addressing these challenges requires a multifaceted approach, combining technological tools, educational initiatives, crowdsourced participation, and institutional oversight, to foster informed decision-making, social trust, and democratic integrity.
SCHOOL LITERACY MOVEMENT PROGRAM AND ITS IMPACT ON THE STUDENTS READING INTEREST AND READING COMPREHENSION
This study explores the implementation of the School Literacy Movement Program (SLMP) and its impact on students’ reading interest and reading comprehension at SMPK Immaculata Ruteng. Utilizing a mixed-methods approach with an exploratory sequential design, the research combined qualitative methods (interviews, observations, documentation) and quantitative methods (questionnaires and tests). The findings revealed that SLMP was systematically implemented through three stages: habituation, development, and learning. Students exhibited a high level of reading interest, especially in pleasure, attention, and participation aspects. In addition, the reading test results showed that most students achieved strong performance in literal comprehension. These outcomes suggest that the SLMP has significantly enhanced students’ motivation to read and their capacity to understand texts. The study recommends continuous provision of diverse reading materials, professional development for teachers, and school community collaboration to sustain and optimize the program's impact.
The Effectiveness of Canva for Presenting Descriptive Text in Vocational High School
This study investigates Canva's effectiveness as a presenting tool for descriptive texts in vocational schools. Canva is a user-friendly graphic design software that improves the interactivity and visual attractiveness of presentations, potentially helping students grasp and retain course information. Using a quantitative experimental research approach, this study used tests as instruments and examined data with the Independent Sample T-Test. The findings revealed that both the experimental and control groups had higher post-test scores than their pre-test scores, with significant values (Sig. 2-tailed) of 0.011 and 0.015, respectively, both less than the 0.05 threshold. The results obtained indicate a statistically significant difference in presentation performance between students who utilized Canva and those who didn't. The study concludes that utilizing Canva improves the effectiveness of presenting descriptive texts in vocational education. Further research is needed to compare Canva to other popular graphic design software among vocational students.
Analysis of Post-colonial identity and Cultural Adaptation of people based on Amitav Ghosh’s Novels
Amitav Ghosh is an acclaimed Indian author known for his thought-provoking novels and non-fiction works that explore a wide range of themes, including history, culture, environment, and migration. Many of his works examined the intersections of different cultures, particularly those influenced by the Indian subcontinent and the Western world. Ghosh analyses and writes in his novels, how people's identity and culture have been changed after colonial periods. Hence, the present research focused on Post-colonial identity and cultural adaptation of the characters in the selected novels of Amitav Ghosh. The novels are 1) “The Glass Palace” spans generations and geographies, exploring colonialism, war, and cultural change in India and Burma during a time of upheaval, 2) The “Hungry Tide” delves into the complex relationship between humans and the environment in the Sundarbans, following a marine biologist and a translator, 3) “Sea of Poppies”, the first book in the Ibis Trilogy, portrays characters from diverse backgrounds on a journey aboard the Ibis amidst the opium trade in the 19th century, and 4) A “River of Smoke”, the second in the Ibis Trilogy, continues the saga as characters navigate the opium trade and the events leading to the First Opium War. The present research analysed the characters from these novels and observed how their identity was changed and how they adapted to the new culture.
The Effectiveness of Using Elicitation Technique Toward Students’ Speaking Ability at the Second Grade of SMAN 7 Kupang
This study examines the effectiveness of the elicitation technique in enhancing the speaking abilities of second-grade students at SMAN 7 Kupang. Through a quantitative approach, 24 students participated in pre-test and post-test assessments to measure their progress in vocabulary, comprehension, pronunciation, fluency, and grammar. The findings revealed a significant improvement in the students' speaking abilities after employing the elicitation technique, as indicated by the increase in mean scores from the pre-test (65.16) to the post-test (85.83). The elicitation technique not only helped students to overcome their fear of making mistakes but also boosted their motivation and confidence in speaking English. These results suggest that the elicitation technique is an effective method for improving students' speaking skills, offering valuable insights for educators seeking to enhance language instruction.
Investigating the Effectiveness of Interactive Powerpoint in Teaching English Listening Skills to Young Learners
This study aimed to investigate the effectiveness of interactive PowerPoint in improving the listening skills of young learners. The study employed a pre-experimental one-group pretest-posttest design, with 30 fourth-grade students selected through quota sampling. Data were collected using pre-test and post-test in the form of multiple choice and visual questions to assess students’ listening skills. The data were evaluated with the Wilcoxon Signed-Rank Test due to the non-normal distribution of the data. The findings revealed a significant improvement in students’ listening skills, with 24 participants showing higher post-test scores, and a p-value of less than 0.05 indicating the intervention’s effectiveness. The study concluded that interactive PowerPoint, with its engaging features such as audio cues, animations, and gamification, effectively addressed the unique characteristics of young learners, enhancing their focus, interest, and comprehension. Thus, it is suggested an integration of interactive PowerPoint into the teaching practices of listening to young learners to create more engaging and effective learning experiences.
Implementing Self-Assessment in Writing Course at Higher Education: Is It Challenging?
The purpose of this research is to investigate how students of English as a Foreign Language (EFL) view self-assessment (SA) in writing and the challenges they encounter while implementing it. A mixed-method approach is utilized in this study. The overall number of participants in the study was 115, all of whom were students majoring in English language teaching. The quantitative data was collected using a questionnaire that consisted of 15 statements. The questionnaire addressed the question linked to the students' perspectives on SA. In the meantime, 20 students of varying cognitive levels participated in a focused group discussion to gather qualitative data. The results show that students generally have a reasonable opinion toward their self-evaluations. Students learning autonomy, responsibility, and motivation are all significantly impacted by SA, while teacher evaluation anxiety is much reduced. However, because this is their first time utilizing self-assessment, they struggle when attempting to use it in their work. The difficulties occurred because it was a new concept for them. According to the findings of this study, more practice should be put into adopting self-assessment in ELT, not just in writing but also in other language skills.
Investigating Indonesian EFL Learners’ Extramural English
Extramural English has been proven to have an impact on language learning. The positive connection had looked into the beneficial relationship between frequent contacts with Extramural English learning language. Considering the importance of extramural English in language learning, it is important to investigate the tendency of extramural English activities done by Indonesian EFL learners especially the adult learners. A survey study with a cross sectional design was implemented to investigate the tendency. The data were collected by using questionnaire that focused on six Extramural English activities. The data collected were analyzed by calculating the frequency and percentage of the students’ response in each extramural English activity. Further, an analysis on the average score of each activity was done to rank the popularity of the extramural English activities among Indonesian adult EFL learners. The results showed that the most popular extramural English activity done by Indonesian EFL learners in the present research with highest average score was listening to music especially English songs (AVG = 4,15), followed by watching YouTube especially English videos (AVG = 3,25), watching English TV/films (AVG = 3,2), English streaming or surfing in the internet (AVG = 3,02), using social media (AVG = 2,8), playing online games with English instruction (AVG = 2,73).
Copyright (c) 2023 English Language Education Journal (ELEJ)
Derivational and Inflectional Morphemes Used in Students’ Argumentative Essay
This study analyzes the derivational and inflectional morphemes used in argumentative essays written by students. This study aims to determine the word formation and dominant categories of derivational and inflectional morphemes found in argumentative essays written by students. This study was conducted using a descriptive qualitative approach and the documentation technique to collect data. This investigation utilized humans as its instrument. All categories of derivational and inflectional morphemes were found in students' argumentative essays. There are three dominant categories of inflectional morphemes: 228 morphemes in the verb to noun category, 51 morphemes in the noun to adjective category, and 20 morphemes in the adjective to adverb category. Two categories dominate the derivational morpheme, with 292 morphemes belonging to the -s as plural category and 20 morphemes belonging to the -ed as past tense category. The results of the present research have shone some light on the field of English teaching context and are discussed herein.
Speaking Skill Assessment through Debate for University Students
Speaking is one of the productive skills in language, including English. Along with writing, speaking serves as a visible skill that show one’s language skill. Not like listening and reading, speaking skill complex in terms of its assessment. Therefore, it needs a proper assessment to really measure the students’ comprehension in speaking skill. In this paper, the writer proposes debate as a comprehensive method to assess the students’ speaking skill. Based on the available literatures, the instruction to do a comprehensive assessment of speaking through debate is proposed, as well as the rubrics used to ensure the assessment’s consistency. Beside the method, the writer also shed light on how debate is seen in the perspective of different test principles. Despite some drawbacks regarding its implementation, as an assessment tool for speaking, debate offers more benefits than just for speaking itself, such as cooperation between the members and critical thinking when building their arguments.
Bridging the Challenges and Opportunities of EFL Teachers’ Professional Development through Digital Competencies
This paper presents issues about Indonesian EFL teachers' competencies and their challenges in developing them through professional development (PD). This study was library research in which the researcher constructed her perspectives on the issues by studying the existing literature on the discussed areas. The previous studies confirmed that EFL teachers are typically challenged by the unavailability of effective professional development that meets their personal and contextual needs. Teachers are then encouraged to engage in professional learning as one of the most flexible professional development programs. Instead of being externally designed, professional education helps teachers personalize their professional development needs. Therefore, utilizing online instructional resources is at the heart of professional learning. However, several studies confirmed that most teachers lack digital competencies and must be professionally assisted to participate in this professional development opportunity. Those studies also demonstrated that digital competencies afford teachers essential benefits. As for English teachers, adequate digital skills will enable them to personalize their professional development in a way that is not remote from their classroom needs. In light of this, digital competencies will facilitate teachers' professional learning and extend their professional practices to be more effective and innovative, improving learning outcomes.
Ludwig Wittgenstein's Concept of Language Game
The term of game is often used metaphorically about language in everyday life. Language game is a term that Wittgenstein uses in his Philosophical Investigations to emphasize the fact that language use is part of an activity or way of life consisting of language and action. Wittgenstein's Concept of Language Games is one of three important concepts in his philosophical work. Language game is a key term in Wittgenstein's philosophy. Wittgenstein's main argument about language is that the rules for using ordinary language are neither right nor wrong. Language is only useful for use according to the context in which it is implemented. Wittgenstein concluded that the meaning of a word is its use in sentences, the meaning of a sentence is its use in language, and the meaning of language is its use in various contexts of human life. However, Wittgenstein emphasizes the use of correct language, because by using the right language, we can get the true meaning. In this regard, Wittgenstein argues that the rules in language also need to be obeyed just like the rules in a game.
Implementing Written Corrective Feedback on Writing: Can It Affect Students' Writing Skill?
Written Correction feedback (WCF) is a form of assessment that has empirically proven to improve students' writing quality. This study aimed at investigating the effectiveness of this type of assessment on students paragraph writing. In this study, the researchers implemented Focused Written Corrective Feedback (FWCF) on experimental group. The aspects of feedback were pre-determined on content and organization aspects of writing. The total 66 EFL students majoring in ELT were the participants in this study. They were divided into experimental and control group with 33 students respectively. The results of statistical analysis indicated that the writing score of experimental group was significantly higher than the control group. This means that FWCF was effective to improve students’ writing quality. This study suggested pedagogical implication to EFL writing teacher to focus the feedback on content and organization of writing. Other aspects such as grammar and vocabulary can be learnt independently. Moreover, students nowadays are benefitted by the development of technology.
Copyright (c) 2022 English Language Education Journal (ELEJ)
Probing Lexical Cohesion in Abstract of Thesis Written by Undergraduate Students
Abstract: The objectives of this research are to find out types of lexical cohesion used by undergraduate students of Universitas Katolik Indonesia Santu Paulus Ruteng in their abstracts and to figure out types of lexical cohesion which is dominantly in their abstracts. The researcher used descriptive qualitative method in which the data would be analyzed descriptively because the data of this research is in the form of words and sentences that represent in the twenty-five abstracts of thesis written by Undergraduate Students of Universitas Katolik Indonesia Santu Paulus Ruteng. The instrument in this research was the writer herself. The results of this research showed that in twenty-five abstracts written by Undergraduate Students of Universitas Katolik Indonesia Santu Paulus Ruteng used six types of lexical cohesion related to repetition, synonym, antonym, hyponym, metonym, and collocation and the types which is dominantly used in their abstracts thesis is Repetition with percetage 87,23% Keywords: writing, lexical cohesion, abstract of thesis
Students Speaking English Anxiety In Online Learning
This research aimed to investigate the factors of students’ speaking anxiety during online learning and how they overcome it. This research used a descriptive quantitative method with 46 participants majoring in English language teaching. The data were taken from the questionnaire through the link Google Form. In measuring the data, the writer used SSPS 24 to view statistics in the form of mean, frequency, and percentage of the data. The result showed that the most factors which affected students in speaking English were vocabulary knowledge and classmates. In terms of vocabulary knowledge, students have a lot of English vocabulary but have problems practising the words and rarely use them. In classmates, many anxious learners feel nervous when they have to speak in front of their other friends when the teacher is appointing them to answer a question. Moreover, they feared their friends would laugh at them when speaking English. Moreover, they were not confident because other students spoke English better than them. Then, students overcome anxiety with preparation, peer-seeking, and relaxation. Teachers are recommended to emphasize the vocabulary on the topic they are discussing and create a comfortable classroom atmosphere to make students feel confident.
Integrating TPACK into English Language Teaching Before and During Covid-19 Pandemic: The State of the Art
Nowadays, the Covid-19 pandemic has brought a profound impact on English language teaching (ELT). Consequently, the English language teachers had to adapt and shift to remote teaching utilizing technology quickly. This article reviews the recent studies and practices of integrating the TPACK (technological pedagogical content knowledge) framework in ELT. To this end, the previous studies and best practices of employing technology in ELT by the English language teachers before and during the Covid-19 Pandemic are reviewed and discussed based on the TPACK framework. Moreover, the studies conducted before and during the Covid-19 Pandemic are analyzed to know the consistent use of the TPACK framework in the ELT context. The analysis results inspire the future orientation of integrating the TPACT framework in the English language teaching post-Covid-19 Pandemic.