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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of EFL and Linguistics
Suci Noer Wulan Sari
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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Providing Explicit Language Instruction to Assist Students’ Language Learning in EFL Classrooms Suci Noer Wulan Sari
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(1), May 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (45.056 KB) | DOI: 10.21462/ijefll.v3i1.55

Abstract

In language teaching process, instruction becomes one of important things to provide in order to encourage students’ language learning. Since the late 1960s, one of the language instructions that has been available is explicit language instruction which is believed as one of useful tools for the teaching practice. Given that the present study tried to investigate how English lecturers provide explicit language instruction in EFL classrooms to assist their students’ language learning. To gain the data, a case study employing semi-structured interviews and classroom observations were conducted. Two English lecturers were purposively selected to be the participants of the study for their familiarity of the instruction. Based on the analysis, the study revealed some of the elements of explicit language instruction provided such as clearly stating the lesson’s objectives and teachers’ expectations, using language clearly and concisely, providing step-by-step demonstrations and adequate examples, guiding students through practices on language functions, monitoring student performance and responses by giving feedbacks, and encouraging students to organize knowledge.  It can be concluded that explicit language instruction actually can be considered for classroom improvement. Future studies are suggested to investigate students’ voices of the implementation of the instruction that may actually help their lecturers better their teaching practices and favour their students’ learning outcomes. 
An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools Suci Noer Wulan Sari; Niken Anastasia Kusuma Wardani
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (289.19 KB) | DOI: 10.21093/ijeltal.v3i1.113

Abstract

Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.
Co-Authors Niken Anastasia Kusuma Wardani