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All Journal Journal on English as a Foreign Language (JEFL) Foremost Journal
Purnawati Purnawati
English Language Education Department, Teacher Training And Education Faculty, Universitas Islam Syekh-Yusuf Tangerang, Banten
Languange, Linguistic, Communication & Media Social Sciences Other

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Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia Siti Drivoka Sulistyaningrum; Purnawati Purnawati
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2863

Abstract

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.
Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia Siti Drivoka Sulistyaningrum; Purnawati Purnawati
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2863

Abstract

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.
The Implication of Teachers' Question and Feedback to the Students Vocabulary Production: an Analysis of Spoken Discourse of EFL Classrooms using IRF Model Purnawati Purnawati
Foremost Journal Vol. 2 No. 2 (2021): Volume 2 No. 2 August 2021
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (655.242 KB) | DOI: 10.33592/foremost.v2i2.1738

Abstract

This research was conducted to investigate teacher-students interaction in two different English classrooms. A descriptive analysis method was employed by analyzing the interaction using the Initiation, Response, and Feedback (IRF) model. Within the interaction, the teachers' questions, feedback, and students' vocabulary production are the main focus in this research. The result showed that the two classrooms have different IRF interaction patterns as well as the teachers' choice of questions and feedback types. In response to the teachers' talk, the students provide different frequencies and a variety of vocabulary.  In short, classroom B with a more open-ended question and active feedback prompt more students' vocabulary production. The implication of this research is that this research highlights that teachers' strategies of questioning and giving feedback in the class strongly impact the students' vocabulary production.
Co-Authors Mala Nurilmala SITI DRIVOKA SULISTYANINGRUM