IJoLE: International Journal of Language Education
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
Articles
12 Documents
Search results for
, issue
"Vol. 4, No. 2, 2020"
:
12 Documents
clear
<![CDATA[Exploring the Use of ESL Composition Profile for College Writing in the Indonesian Context ]]>
<![CDATA[Setyowati, Lestari -]]>;
<![CDATA[Sukmawan, Sony -]]>;
<![CDATA[El-Sulukkiyah, Ana Ahsana]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.13662
<![CDATA[Assessing writing is a demanding task. If a lecturer of writing is not prepared with a reliable scoring rubric, the students’ real performance might not be known. One of the well-known English as a second language (ESL) writing rubric is the Jacobs ESL Composition Profile which was developed by Jacobs, Zingraf, Wormuth, Hartfiel, & Hughey in 1981, known as Jacobs ESL Composition Profile. This scoring rubric is popular among writing teachers and researchers to score students’ composition. The present study is intended to 1) find out the internal consistency between raters who use the scoring rubric to assess the students’ essay, and 2) describe the level of the students’ writing performance when assessed by using Jacobs ESL scoring rubric, and 3) describe the raters’ opinion when using the profile. The study uses descriptive quantitative design. The instruments to collect the data are documentation and interview. The data were collected in three months, from February to April 2020. The subjects of the study were two writing lecturers who taught English as a foreign language (EFL) and became raters for a research grant. The raters were asked to score 37 essays of the fourth-semester students.  The result of the study shows that there is internal consistency between rater 1 and rater 2 when scoring the students’ essay by using Jacobs ESL Composition Profile is high (r. = 0.674, α = 0.00 < 0.05). The Cronbach alpha analysis also shows 0.722 which indicates a strong and high level of consistency. The students’ writing performance fall in the average – good (moderate) level (49%), very good (high) level (40%), and only five students (11%) fall in the below-average – poor (low) level category. The result also reveals that Jacobs ESL Composition Profile is considered reliable to score essays even though it requires skills and practice because of its detailed description]]>
<![CDATA[English Lecturers’ Experiences on Professional Development in Indonesian Polytechnics ]]>
<![CDATA[Rosmaladewi, Rosmaladewi]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Basri, Muhammad]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.15264
<![CDATA[The paper aims to depict lecturers’ experiences on the professional development programs in three polytechnics. The study used a qualitative descriptive study employing nine lecturers of English teaching in three different polytechnics. The study finds that lecturers believe that professional development programs as a means for them to improve their knowledge, skills, and expertise. Also, lecturers encounter that professional development programs are not offered equally for lecturers rather than depends on the policy of the top managerial levels. Professional development programs are mostly offered inside the campus for a shorter period rather than offered by external agents that take a longer time. The study recommends that professional development in polytechnics should be done systematically, periodically, and intensively so that lecturers of English in polytechnics can enhance their skills, improve their knowledge, and share their expertise. Further, professional development programs should involve different relevant stakeholders so that they can bring in different expertise and a variety of skills and knowledge so that lecturers of English can fully update with the modern trend of technology. Consequently, they can apply the updated skills and knowledge in their teaching to improve the quality of polytechnic output.]]>
<![CDATA[English Medium Instruction in Taiwan: From the Perspective of International Students as Thesis Writer ]]>
<![CDATA[Puspitasari, Dani]]>;
<![CDATA[Weng, Cathy]]>;
<![CDATA[Hsieh, Yu-Fen]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.12930
<![CDATA[The establishment of English medium instruction (EMI) brings opportunities for non-native English speaking institutions to compete with Anglophone universities and attract international students to join their program. More policies were designed to improve the academic environment quality and attract international students. As a thesis becomes the graduation requirement, there is a weight of difficulties and high expectations to produce good writing. This study explores thesis writing problems and strategies perceived by L2 writers as international graduate students in Taiwanese EMI classrooms in Taiwan. The participants were 152 international students who pursued a graduate degree in Taiwanese tertiary education; their major was categorized into engineering and social studies. The data was collected through questionnaires and in-depth interviews with some participants. The quantitative result indicates both students across the major were experiencing the same challenges in thesis writing and utilizing similar strategies to overcome the problem. Later, the qualitative result provides explanations to what really happen among these graduate students while writing thesis. The result serves reference and suggestion for academics in assisting their supervisee. It also suggests to the university to assist these L2 writers by providing writing correction services to the betterment of the EMI programs in their institution.]]>
<![CDATA[Teachers’ Reflective Practice and Challenges in an Indonesian EFL Secondary School Classroom ]]>
<![CDATA[La Sunra, La Sunra -]]>;
<![CDATA[Haryanto, Haryanto]]>;
<![CDATA[Nur, Sahril]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.13893
<![CDATA[This study investigated the EFL teachers’ perception and practices of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through semi-structured interview, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Inadequate knowledge and workload were identified by the EFL teachers as the challenges to reflection.]]>
<![CDATA[POEM-based SofLP’s Inculcation: A Way of Improving EFL Students’ Pragmatic Competence ]]>
<![CDATA[Telaumbanua, Yohannes]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.13139
<![CDATA[The facts disclosed that some Indonesian ED students have difficulty disassembling the SIM in a practical sense. The scopes, focusing on merely learning factual knowledge of linguistic pragmatics and plus discussing the Western-based cases in point provided which are contrary to the Indonesian ED students’ real-world life social contexts, are the major quandaries of the students’ difficulties. The researcher, therefore, proposed such a title to practically bridge the students’ critical quandaries in interpreting the SIM. This was a qualitative method whose complete participation, field-notes, interviews, and iterative model and the 1984 Miles and Huberman Interactive model were the techniques of collecting and analysing the data respectively. The principal results practically signified that the poem-based SofLP’s inculcation better improve the Indonesian ED students’ pragmatic competence, HOTs (cognitive process and knowledge domains), linguistic intelligence and language skills. Besides, through poem, the pragmatic language teacher is encouraged to exploit the instructional strategies to establish and develop the students’ space practice, retrieval practice, elaboration, and collaboration. In conclusion, even though it seems weird, the poem or other literary works and digital media can critically serve as the learning media assisting the students acquire the SofLP.]]>
<![CDATA[An in-Depth Exploration of EFL Teachers’ Grammar Teaching Cognition ]]>
<![CDATA[Setoodeh, Khalegh]]>;
<![CDATA[Jadidi, Esmaeil]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.13935
<![CDATA[L2 research, during the last two decades, has almost abandoned studying appropriacy of methodologies and techniques to focus more on the underlying derives for teachers’ pedagogical decision makings inside the class. Borg’s (2003) ideas of the role of teachers’ cognition in their adaptation and adoptation of teaching techniques and activities have noticeably influenced L2 professional research community. This study, in line with the recent trend, is designed and conducted to elicit EFL teachers’ grammar teaching cognition to have more comprehensive accounts of teachers’ behaviors in the class. In so doing, a Likert scale 25-item questionnaire developed by Naashia (2006) was administered to 177 Iranian EFL teachers. The results indicated that EFL teachers are currently more inclined toward communicative focus on grammar in which grammar instruction is marginalized to have learners naturally act out linguistics rules while performing communicative tasks. ]]>
<![CDATA[SKDI-Based Needs Analysis for Designing English for Students of Medicine in Indonesia ]]>
<![CDATA[Sujana, I Made]]>;
<![CDATA[Waluyo, Untung]]>;
<![CDATA[Fitriana, Eka]]>;
<![CDATA[Suryani, Dewi]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.13489
<![CDATA[Abstract. This longitudinal study aims to seek for solutions concerning the teaching and learning English at the Faculty of Medicine University of Mataram (UNRAM). The first year of the study is emphasized on the outcomes of needs analysis, which encompasses the Present Situation Analysis (PSA), the Target Situation Analysis (TSA), and the Learning Situation Analysis (LSA). Various data were collected form the documents of Standar Kompetensi Dokter Indonesia (SKDI) a.k.a. Competency Standards of Medical Doctors in Indonesia, the Graduates Profile of Faculty of Medicine UNRAM and the documents of student English proficiency levels within the last 5 years. Other sources of data were taken from a number of focused group discussions and in-depth interviews with students, alumni, subject specialists, management of Block, and various techniques. The data were then analyzed descriptively and qualitatively. Findings of the study show that the level of English of students at Medical Faculty was still far from being adequate to meet the SKDI. As such, three learning goals were generated from this study, i.e. the short-tem, mid-term, and long-term goals. The study suggests that to bridge the gap, the Faculty of Medicine needs to develop a number of language programs to prepare these students to achieve competencies that meet the standard of Graduate Profile and SKDI.]]>
<![CDATA[Non-Native Arabic Learners’ Social Media Usage and Motivation Influencing Learning of Arabic Language in Malaysian Public Universities ]]>
<![CDATA[Di, Xuan]]>;
<![CDATA[Ismail, Wail Muin]]>;
<![CDATA[Zailani, Muhammad Azhar]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.13980
<![CDATA[This paper aims to clarify the concepts related to the use of social media usage and motivation and their effect on the learning of a new language. They have also investigated the relationship between these variables and determined the influence of motivation and SMU on the academic performance of the students. For this purpose, quantitative survey was employed by distributed questionnaires which adopted from Monachesi et al. (2008) data language technologies for lifelong learning along with the Motivated Strategies for Learning Questionnaires (MSLQ) amongst 317 Arabic learners to six selected universities. They carried out quantitative data analysis by using SPSS and SmartPLS. The finding reported that these learners SMU displayed a significant correlation with motivation. A variation in the results was noted according to the year of study for all the learners. Furthermore, the results indicated that self-efficacy showed a varying effect on the academic performance of the students. The researchers discussed the results related to the learning of a language and the educational practices which were implemented. The results of this study could benefit the instructors, faculty and the student population]]>
<![CDATA[The Impact of Memrise Application on Iranian EFL Learners’ Collocation Learning and Retention ]]>
<![CDATA[Esmaeili, Zeynab]]>;
<![CDATA[Shahrokhi, Mohsen]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.10672
<![CDATA[This study aimed at investigating the effect of Memrise application on Iranian EFL learners’ collocation learning and retention. To this end, a quasi-experimental design was used. 75 Iranian intermediate EFL learners studying English at a private language institute, namely Farahan, Iran were selected to participate in the study based on convenience sampling in the form of two intact classes. The scores obtained were entered into SPSS software for the purpose of data analysis. The results of data analysis showed that Memrise application had a statistically differential effect on collocation learning of Iranian EFL learners. Moreover, it was demonstrated that Memrise application had a statistically differential effect on collocation retention of Iranian EFL learners. In addition, it was proved that there was a significant difference between the immediate post-test scores Iranian EFL learners who received Memrise application and those who received traditional teaching. Finally, it was indicated that there was a statistically significant difference between the delayed post-test scores of Iranian EFL learners who received Memrise application and those who received traditional teaching. Key Words: Collocation Learning; Collocation Retention; Memrise application; Mobile Assisted Language Learning (MALL); Computer Assisted Language Learning (CALL).]]>
<![CDATA[Association between Oral Error Corrections of University Teacher and English Majors’ Language Anxiety in Philippine Higher Education Context ]]>
<![CDATA[Guibangguibang, Herford Rei Biscayno]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v4i2.13601
<![CDATA[This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual one-hour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers’ students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chi-square tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is often used while explicit correction, recast, and repetition are only used sometimes by their English teachers. Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers’ oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners’ anxiety in learning English. ]]>
