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All Journal ELT Worldwide: Journal of English Language Teaching JEES: Journal of English Educational Study
Nurul Noviana
Sanata Dharma University
Humanities Education Languange, Linguistic, Communication & Media

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EFL Teachers’ Attitude Towards Accent of Effective ELF Communication Nurul Noviana
ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v7i2.15061

Abstract

Over the years, English is best intended to be taught by a native speaker. Ironically, both native speakers and non-native speakers need to enhance their efficiency. As a qualified instructor of English, the habit of using accent preferences may affect interaction. This methodological research, therefore, examines the extent to which the ELF reference is rendered in the EFL classroom. By categorizing the open-ended question as to the first survey and continue to gather in-depth interviews, the perspectives on ideological preferences on particular accents were identified. As a result, the findings suggest that accents are not significant, preferably the usage of language between interlocutors to communicate has been proposed further.     
INVESTIGATING LEARNER AUTONOMY IN A TOEFL PREPARATION PROGRAM Nurul Noviana; Priyatno Ardi
Journal of English Educational Study (JEES) Vol 3, No 1 (2020): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (367.948 KB) | DOI: 10.31932/jees.v3i1.612

Abstract

Learner autonomy is learners’ ability to take charge, set the rules and style of their learning as the goals. Profiling autonomous learners can be seen in the TOEFL preparation program class. TOEFL preparation program is a course subject to provide learners in achieving the TOEFL score target to fulfill requirements as ELT students. The class provides learners with more opportunities in studying pre-face-to-face sessions by giving the students worksheets. These opportunities directed the learners to exercise their English. This study investigates the learning activities conducted by EFL learners in the TOEFL class and the use of learner autonomy in the pre-face-to-face session in the TOEFL preparation program. The study employed a qualitative narrative inquiry, grounded in phenomenological research. Data were collected and analyzed qualitatively by understanding the meaning of lived experiences. Data were gathered by interviewing 5 participants and observing the TOEFL class. Based on the findings, there were numbers of extension language activities held by the learners. There were five themes categories of learner autonomy as strategy, learner autonomy as perceptions, learner autonomy as behavior, learner autonomy as the interdependence of social autonomy, and experiences from learning TOEFL test preparation program in learners’ lived experiences.
Co-Authors Priyatno Ardi