Articles
<![CDATA[A Need Analysis of ESP materials for Agriculture Students at Indonesian Vocational School in West Sulawesi ]]>
<![CDATA[Ibnu Hajar]]>;
<![CDATA[Anita Triastuti]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v6i1.840
<![CDATA[The development of industry in the modern era has led to the growth of vocational schools in Indonesia. for that reason, vocational schools need to adapt or change the general English (GE) learning materials into English learning materials for specific purposes (ESP). therefore, this current study aims to investigate the need for ESP materials for agriculture students at Indonesian vocational schools. This study employed descriptive research to describe the agriculture students’ need for ESP materials. The participants of this research were 25 students of XI grade agriculture students at vocational school. This research used a questionnaire that was developed to find out the ESP needs of agriculture students. Moreover, the data from the questionnaire were analyzed by seeing the frequency of participants’ answers then the data were presented in the form of a chart or figure. The results of the study showed that the English learning objective of the agriculture students should make the students able to communicate in English well. Then, English learning materials for agriculture students should be blended with the agriculture materials such as cultivation plants and processing agricultural products. Also, English learning activities for agriculture students should involve students actively by group work, making projects, and using current media technologies in the learning process. Eventually, the results of this study can be used as a reference in mapping and developing ESP materials especially for agriculture students at vocational schools.]]>
<![CDATA[School Literacy Program: A Lesson Learned From English Language Teaching At A Senior High School ]]>
<![CDATA[Dika Maharani]]>;
<![CDATA[Anita Triastuti]]>
<![CDATA[ LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 2 No. 1 (2023): April : International Scientific Journals of Social, Education, Humanities ]]>
Publisher : <![CDATA[Badan Penerbit STIEPARI Press ]]>
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DOI: 10.56910/literacy.v2i1.531
<![CDATA[This study aimed to describe: (1) the implementation of the School Literacy Program as implemented in English language teaching at a state senior high school in Yogyakarta, and (2) the problems faced by the English teachers in implementing the program in their English language teaching, and (3) the efforts done by the teachers in implementing it in their instructions.This qualitative research study involved the English teachers and grade X students of a state senior high school in the Special Territory of Yogyakarta. The data collection techniques employed were observation, interviews, and documents. The selected unit analyses of data were qualitatively analyzed and coded so as to obtain patterns for inferring findings.The present study has confirmed the following findings: (1) the literacy activities in English lessons were well implemented by the English teachers, (2) the students’ low interest in reading, insufficient ability in reading, and less confidence in speaking was the problems nuanced in the program implementation, and (3) a library visit in which the students were involved in particular extensive reading activities as part of the teachers’ strategy to solve the problems.]]>
<![CDATA[Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges ]]>
<![CDATA[Nurfadilah Nadjib]]>;
<![CDATA[Anita Triastuti]]>
<![CDATA[ Journal on English as a Foreign Language Vol 13, No 2 (2023): Issued in September 2023 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v13i2.6501
<![CDATA[Many studies indicated a genre-based approach (GBA) as an effective method in English foreign language (EFL) teaching and GBA is also integrated into the English teaching curriculum. However, EFL teachers' portraits of GBA use in teaching practices are little understood. This study aimed to explore EFL teachers' perceptions of GBA, the implementation of GBA in EFL classrooms, and the challenges EFL teachers face when implementing GBA. This case study research involved 28 English teachers from different public high schools in Yogyakarta, Indonesia. The data were obtained from the teachers’ self-reflection sheet adapted from Rustipa et al. (2021) and semi-structured interviews. The data gathered were then examined by utilizing thematic analysis. The findings indicated that most EFL teachers were aware of GBA and positively perceived it, the implementation of GBA in EFL classrooms had not met the standardized implementation, and students' low vocabulary mastery, time allocation, and teachers' abilities in selecting texts and designing tasks were the challenges in the GBA implementation. This study offers pedagogical implications for the stakeholders to take into account that most EFL teachers need training regarding GBA application. ]]>
<![CDATA[Indonesian EFL students’ perceptions of effective non-native English teachers ]]>
<![CDATA[Ummi Zurrahmi]]>;
<![CDATA[Anita Triastuti]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i1.21720
<![CDATA[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.]]>
<![CDATA[Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments ]]>
<![CDATA[Luluk Iswati]]>;
<![CDATA[Anita Triastuti]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.17301
<![CDATA[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.]]>
<![CDATA[The representation of EFL context-based cultures in an international EYL textbook ]]>
<![CDATA[Lusi Nurhayati]]>;
<![CDATA[Anita Triastuti]]>;
<![CDATA[Pratomo Widodo]]>
<![CDATA[ LITERA Vol 22, No 2: LITERA (JULY 2023) ]]>
Publisher : <![CDATA[Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ltr.v22i2.53312
<![CDATA[The present content analysis study intended to investigate the cultural contents of an international EYL textbook used in Indonesian private elementary schools. It examined the representation of cultural themes categorized under the big "C" and small "c" cultures and the representation of EFL context-based/Indonesian cultures in each theme. The findings of the study revealed that (1) the book covered all themes, but their representation is not balanced; (2) some aspects of local cultures were represented in the books, but the number was very limited and less varied. The implication of this study suggests that the international EYL textbook should allocate adequate space for local culture. Hence, this could be seen as an opportunity for EYL teachers and practitioners to use their authority and to empower themselves by providing supplementary materials that best suit their local needs. Keywords: culture, themes, local, representation, international, EYL textbook]]>
<![CDATA[STRATEGI UMPAN BALIK LANGSUNG TERHADAP MAHASISWA; POTRET PADA KELAS MENULIS BAHASA ASING ]]>
<![CDATA[Elyza, Ferlya]]>;
<![CDATA[Sugirin, Sugirin]]>;
<![CDATA[Triastuti, Anita]]>;
<![CDATA[Meutia, Putri Dini]]>
<![CDATA[ Wahana Literasi: Journal of Language, Literature, and Linguistics Vol 3, No 1 (2023): WAHANA LITERASI: Journal of Language, Literature, and Linguistics ]]>
Publisher : <![CDATA[Fakultas Teknik Universitas Negeri Makassar ]]>
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DOI: 10.59562/wl.v3i1.50455
<![CDATA[This study reports needs analysis results. It aims to analyze students' needs in an effort of developing the learning strategies of direct corrective feedback in an EFL Writing class context. The initial step is to investigate the needs of students in receiving feedback as well as teacher educators' strategies in providing feedback. 39 students and 3 teacher educators are involved in this study. They are from two private universities. The questionnaire, as the main instrument, is in a form of closed-ended for students and closed along with the open questionnaire for teacher educators. The result of the analysis indicates that feedback plays an important role in overcoming students' problems in writing. It reflects that students thoroughly need feedback, either in oral corrective feedback or written corrective feedback. Thus, it concludes that the need for effective feedback must be balanced by the students' efforts to respond to it as a form of the learning process. Both direct and indirect feedback is helpful for students either in oral or written form.]]>
<![CDATA[UNDERSTANDING IDENTITY CONSTRUCTION OF INDONESIAN EFL TEACHER EDUCATORS FROM A THREE-DIMENSIONAL NARRATIVE ]]>
<![CDATA[Ubaidillah, M. Faruq]]>;
<![CDATA[Andriyanti, Erna]]>;
<![CDATA[Triastuti, Anita]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v27i2.8944
<![CDATA[Research into language teacher identity construction has proliferated in recent years. However, studies examining identity construction from an integral perspective of EFL teacher educators’ past, present, and future narratives seem sparse. To fill this lacuna, the present study was designed to explore five Indonesian EFL teacher educators’ identity construction from their past, present, and future narratives. This study’s data were generated through multiple life-historical interviews with the five participants. The thematic analysis showcased that language teacher identity is constructed as a continuum from the teachers’ past experiences as EFL learners, present experiences as lecturers and doctoral students, and future narratives as imagined teacher educators. The findings also revealed that the participating teachers constructed their language teacher identity through complex and context-dependent experiences in their past, present, and future narratives. Based on the study’s findings, we offer a novel approach to studying language teacher identity construction employing teachers’ three-dimensional narratives. This approach enables teachers to understand themselves and their relationships with social environments through the interconnectivity of their past, present, and future narratives.]]>
<![CDATA[Academic motivation and learner empowerment of Indonesian EFL students ]]>
<![CDATA[Rini, Happy Cruzia]]>;
<![CDATA[Triastuti, Anita]]>
<![CDATA[ Journal of Education, Social & Communication Studies Vol. 1 No. 3 (2024): September 2024 ]]>
Publisher : <![CDATA[PT. MAWAMEDIA JAYAMUSTA BUANASIHA ]]>
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DOI: 10.71028/jescs.v1i3.18
<![CDATA[Learning is a process in which students experience change. During the learning process, teachers need to empower students to lead them to be independent in learning. Therefore, the present study focused on learner empowerment and academic motivation from the students' perspectives and the probable relationship. The participants were high school students who took English as a compulsory subject and were selected randomly. The researchers conducted mix method in this study. Two kinds of instruments were used as the quantitative data, namely the Academic Motivation Scale and the Learner Empowerment Scale. Meanwhile, open-ended questions were used as the instrument for the qualitative one. The result revealed that students' academic motivation and learner empowerment levels were at the moderate level. Moreover, the findings implied a statistically significant relationship between academic motivation and learner empowerment. Thus, higher motivation and empowerment in learning English are associated with each other. This expected study could explain the relationship between two crucial things in the classroom: motivation and empowerment.]]>
<![CDATA[Embracing Multiliteracies Challenges: Navigating Multimodal Literacy in Maritime Vocational Education with the New London Group Framework ]]>
<![CDATA[Shofie Nurul Azizah]]>;
<![CDATA[Anita Triastuti]]>
<![CDATA[ Formosa Journal of Sustainable Research Vol. 3 No. 9 (2024): September 2024 ]]>
Publisher : <![CDATA[PT FORMOSA CENDEKIA GLOBAL ]]>
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DOI: 10.55927/fjsr.v3i9.11611
<![CDATA[In the context of rapidly evolving digital technology and diverse communication modalities, English for Specific Purposes (ESP) instructors must adapt their pedagogical strategies to meet the literacy needs of ESP students. This study, grounded in the multiliteracies framework by the New London Group (1996), examines the challenges faced by a teacher in integrating various communication modes—verbal, visual, gestural, spatial, and multimodal digital texts—within the curriculum of a maritime vocational high school in Indonesia. Utilizing a qualitative case study approach, data were collected through classroom observations and interviews, analyzed via thematic analysis. Findings reveal four significant challenges in implementing multiliteracies pedagogy, contributing to discussions on literacy education and the impact of digital technology in educational settings]]>
