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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran DIKSI Litera Indonesian Journal of Applied Linguistics (IJAL) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Indonesian Journal of Integrated English Language Teaching IJEE (Indonesian Journal of English Education) LingTera Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJIET (International Journal of Indonesian Education and Teaching) LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian Journal of English Language Teaching and Applied Linguistics JEES: Journal of English Educational Study Journal of English Language and Pedagogy Epistema WAHANA LITERASI: Journal of Language, Literature, and Linguistics Formosa Journal of Sustainable Research (FJSR) Literacy : International Scientific Journals of Social, Education, Humanities Studies in English Language and Education Journal of Education, Social & Communication Studies Indonesian Journal of English Language Teaching and Applied Linguistics
Anita Triastuti
Universitas Negeri Yogyakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Studies in English Language and Education

 1 
Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments Luluk Iswati; Anita Triastuti
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (374.149 KB) | DOI: 10.24815/siele.v8i1.17301

Abstract

Along with the growing practice of teaching English for Specific Purposes (ESP) in non-English departments of tertiary education, it is essential to investigate the challenges faced by ESP teachers. It can be a basis for proposing policies for the improvement of ESP practice. This study was driven by the fact that ESP classes in non-English departments are allocated limited credit hours, and the teachers are generally General English teachers with no experience and training in teaching ESP. Thus, this study attempted to investigate the fundamental challenges faced by ESP teachers in one state and four private higher education institutions. The data of this qualitative study were obtained through interviews with five ESP teachers. The interview questions were mainly concerned with the knowledgeability and competence in teaching related to subject-specific contexts, adequacy of ESP training, needs analysis, and classroom condition. The findings reveal that the evident challenges encountered by ESP teachers were: lacking knowledge on students’ field of study, lacking of ESP training, lacking of proper needs analysis, large classes, and various learners’ English competencies. The findings of this study suggest that policymakers (stakeholders) should pay more attention to the practice of ESP teaching, especially in non-English departments, by reforming policy in order to minimize the problems faced by ESP teachers and to improve the practice of ESP teaching.
Indonesian EFL students’ perceptions of effective non-native English teachers Ummi Zurrahmi; Anita Triastuti
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (529.872 KB) | DOI: 10.24815/siele.v9i1.21720

Abstract

Effective non-native English teachers (NNETs) are essential to facilitate students to develop their English mastery. However, while students are directly affected by teachers’ instructions, they have been limitedly involved in teacher education and development research. The current study aims to explore the qualities of effective non-native English teachers (NNETs) from students’ perspectives in Tanjungpinang, Indonesia. This study was mixed-method research specifically an explanatory sequential design. In the quantitative phase, 380 students were selected using cluster sampling techniques. Meanwhile, in the qualitative phase, six students were purposely selected based on their English proficiency levels and gender. The instruments used were a questionnaire adapted from Park and Lee (2006) and an interview guide. To analyze the questionnaire data, descriptive and inferential statistical analyses were employed. MANOVA test was run to seek significant differences by students’ gender and English proficiency levels. Meanwhile, the qualitative data were coded to identify the emerging patterns. The results show that the qualities concerning teachers’ socio-affective skills gained the highest mean scores compared to those concerning teachers’ subject matter knowledge and pedagogical skills. This study also confirms that there was a significant difference among students in perceiving effective NNETs by English proficiency levels. This study is expected to help various stakeholders to improve pre and in-service EFL teacher education and development in Indonesia.
Indonesian EFL students’ perceptions of effective non-native English teachers Ummi Zurrahmi; Anita Triastuti
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21720

Abstract

Effective non-native English teachers (NNETs) are essential to facilitate students to develop their English mastery. However, while students are directly affected by teachers’ instructions, they have been limitedly involved in teacher education and development research. The current study aims to explore the qualities of effective non-native English teachers (NNETs) from students’ perspectives in Tanjungpinang, Indonesia. This study was mixed-method research specifically an explanatory sequential design. In the quantitative phase, 380 students were selected using cluster sampling techniques. Meanwhile, in the qualitative phase, six students were purposely selected based on their English proficiency levels and gender. The instruments used were a questionnaire adapted from Park and Lee (2006) and an interview guide. To analyze the questionnaire data, descriptive and inferential statistical analyses were employed. MANOVA test was run to seek significant differences by students’ gender and English proficiency levels. Meanwhile, the qualitative data were coded to identify the emerging patterns. The results show that the qualities concerning teachers’ socio-affective skills gained the highest mean scores compared to those concerning teachers’ subject matter knowledge and pedagogical skills. This study also confirms that there was a significant difference among students in perceiving effective NNETs by English proficiency levels. This study is expected to help various stakeholders to improve pre and in-service EFL teacher education and development in Indonesia.
Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments Luluk Iswati; Anita Triastuti
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17301

Abstract

Along with the growing practice of teaching English for Specific Purposes (ESP) in non-English departments of tertiary education, it is essential to investigate the challenges faced by ESP teachers. It can be a basis for proposing policies for the improvement of ESP practice. This study was driven by the fact that ESP classes in non-English departments are allocated limited credit hours, and the teachers are generally General English teachers with no experience and training in teaching ESP. Thus, this study attempted to investigate the fundamental challenges faced by ESP teachers in one state and four private higher education institutions. The data of this qualitative study were obtained through interviews with five ESP teachers. The interview questions were mainly concerned with the knowledgeability and competence in teaching related to subject-specific contexts, adequacy of ESP training, needs analysis, and classroom condition. The findings reveal that the evident challenges encountered by ESP teachers were: lacking knowledge on students’ field of study, lacking of ESP training, lacking of proper needs analysis, large classes, and various learners’ English competencies. The findings of this study suggest that policymakers (stakeholders) should pay more attention to the practice of ESP teaching, especially in non-English departments, by reforming policy in order to minimize the problems faced by ESP teachers and to improve the practice of ESP teaching.
Co-Authors A. Ashadi, A. Adhelia, Shafira Al Mawardi, Muhamad Rasyid Azalia, Syafina Azizah, Sarah Nur Azizah, Shofie Nurul Bramasta Barca Sanchia Dewi, Henda Harmantia Dian Palupi Dika Maharani Ella Wulandari Elyza, Ferlya ENDANG NURHAYATI Erna Andriyanti Godlove Elioth Kiswaga Happy Cruzia Rini Harry Nurwanto Hidayati, Sari Ibnu Hajar Ibnu Hajar Irvan Effendi Joko Priyana Laser Romios Luluk Iswati Lusi Nurhayati Margana Margana Nadjib, Nurfadilah Nandes, Yogi Novario Nur Rohmah, Anis Ichwati Pahrozi Ahmad Palupi, Diah Philip Chappell Pratomo Widodo Putri Dini Meutia Riazi, Mehdi Rochma, Anis Firdatul Siregar, Dio Ilham Prasetyo Suci Cundo Widuri Sugirin Sugirin Sukarno Suwarsih Madya Syafruddin Syafruddin Tadkiroatun Musfiroh Ubaidillah, M. Faruq Ummi Zurrahmi