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All Journal Getsempena English Education Journal SAGA: Journal of English Language Teaching and Applied Linguistics
Anisatul Karimah
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media

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INVESTIGATING TEACHERS’ STRATEGIES TO PROMOTE LEARNER AUTONOMY IN ENGLISH LANGUAGE TEACHING (ELT) PRACTICE Anisatul Karimah
Getsempena English Education Journal Vol. 7 No. 2 (2020)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v7i2.1040

Abstract

More and more educational stakeholders are now concerned on learner autonomy (later will be abbreviated as LA) as a fundamental key to actualize an effective and successful instructional process. While research addressing strategies to promote LA has been conducted in ample amount, this research tries to include a more holistic coverage. This research aims at investigating strategies or activities that teachers implement in English language classroom in fostering LA, what reasons are behind the selection of those activities, and to what extent those activities enable LA to take place. Data were collected from 35 teacher respondents who have taught junior high school or higher levels. Questionnaire and semi-guided interview were employed to yield relevant data. Findings show that activities related to psychological dimension become the most favoured ones to apply in the classroom. It is followed by social, technical, and political dimensions accordingly. Those activities are applicable to certain situations and extent.
REVISITING TRANSLATION AS A FOREIGN LANGUAGE LEARNING TOOL: CONTRASTING BELIEFS OF DIVERSELY PROFICIENT STUDENTS Anisatul Karimah
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.476 KB) | DOI: 10.21460/saga.2020.11.14

Abstract

Translation as a learning tool or strategy, which is also known as pedagogical translation, has reemerged as a topic of discussion after being overshadowed by the popularity of the communicative approach. While a number of experts and scholars perceive translation or the use of L1 as interference, several others believe that translation does not really disappear from foreign language learning practices. As many research findings showed beneficial impacts of using translation activities to enhance foreign language learning, other research looked into learners’ perception of the use of pedagogical translation. An interesting contradiction was found stating that diversely proficient students had different perceptions of the usefulness of translation activities as a learning tool (Calis & Dikilitas, 2012; Dagiliene, 2012). Therefore, this research attempted to investigate learners’ beliefs on translation practices as a learning tool in their foreign language classroom respective to their proficiency levels. University students of non-English major were involved in this research. Questionnaire and interview were employed to gather relevant data. The findings reveal how translation as a learning strategy was perceived by learners with different ranges of proficiency levels.
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