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<![CDATA[TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT ]]>
<![CDATA[Fetty Poerwita Sary]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.612
<![CDATA[The teaching of English in Indonesia includes four skills—listening, speaking, reading, and writing, and two language components—vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education—including the teaching of English in elementary school—there has been a persistent misconception about how children learn—including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills—speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.]]>
<![CDATA[USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS ]]>
<![CDATA[Arisa Kochiyama]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.608
<![CDATA[According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren’t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books are often overlooked by adult ESL/EFL instructors as many of them feel uncomfortable reading books designed for children. However, if chosen with consideration for the interests of the students and used in ways that are appropriate for adult learners, picture books can provide valuable opportunities of language-rich experiences and interactions. In fact a number of studies in Western cultures have shown that picture books provide a wealth of possibilities for teaching English topics as well as various vocabulary sets such as family, food, clothes, and so on. They can also motivate learners to read more and learn more as the students are more likely to find reading a manageable challenge.Given these functions of picture books, the main objectives of the study are (1) to discuss the merits of using picture books in remedial English classes from the viewpoint of English language learning, (2) to investigate the effect of using picture books on the learners’ motivation and emotional development, and (3) to give a report about the students’ reactions towards an adoption of a picture book in an EFL class.Keywords: intercultural communication, English as a second language, EFL classroom, language and gender, children’s literature in EFL learning]]>
<![CDATA[THE MILLENNIAL GENERATION AND POPULAR CULTURE IN EFL CLASSROOM ]]>
<![CDATA[Farhanaz Rabbani]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.618
<![CDATA[Writing instructors all over the world are facing new challenges in teaching writing to students who belong to the rapidly evolving digital age. These multitasking youngsters are popularly referred to as Generation Y or the Millennial Generation and are the most connected generation of the century. With the dissemination of digital communication, popular culture and online networking have become an integral part of Generation Y. Teachers need to address this connectedness and focus on a curriculum based on Communicative Language Teaching (CLT) where interactive activities are highlighted. The financially and technologically savvy Generation Y-ers want to use a discourse they are familiar with and work with materials on popular culture. This paper shows the necessity of popular culture in teaching literature and academic writing courses to the Generation Y students because popular culture is the new global culture. Teachers need to use classroom materials and resources for formal, informal discourse and computer mediated discourse (CMD).Keywords: millennial generation, communicative language teaching, computer mediated discourse]]>
<![CDATA[EXPLICIT BACK-CHANNEL STRATEGY TRAINING AND IMPROVEMENT OF SPEAKING SKILL: CASE OF IRANIAN EFL LEARNERS ]]>
<![CDATA[Maliheh Yazdfazeli]]>;
<![CDATA[Khalil Motallebzadeh]]>;
<![CDATA[Mohammad Ali Fatemi]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.609
<![CDATA[This study explores the effect of explicit back-channel strategy training on Iranian EFL language learners’ success in speaking skill. Back-channels are turn taking responses uttered by the listeners. Forty homogenous learners (20 male, 20 female) were randomly assigned to four groups (2 experimental, 2 control). They were at intermediate level in terms of general English proficiency based on the results of Oxford Placement Test (OPT) and pre-test oral Proficiency Interview. After 18 sessions of treatment of back-channels for experimental groups, that were based on the methodological theory of English language teaching suggested by Doff (1990) and Harmer (1991), post- test oral proficiency test was administered for experimental and control groups. The findings of pretest and posttest oral exams revealed that EFL language learners’ oral performance (speaking) in experimental groups improved. The result revealed that females employed back-channels more often than males when they were participating in a conversation. The type of back-channel both genders employed the most was short utterances, such as ‘yes’, and the most used function of back-channel was request for clarification. The results of this thesis will provide language teachers, EFL language learners, researchers, material developers, and readers, useful information about the types and functions of back channels that are needed to develop speaking ability appropriately through explicit teaching.Keywords: back channel strategy, communication strategy, explicit training]]>
<![CDATA[EXPLORING SUDANESE EFL UNIVERSITY LEARNERS' DISCOURSE COMPETENCE ]]>
<![CDATA[Ali Ahmed Osman Zakaria]]>;
<![CDATA[Abdel Rahim Hamid Mugaddam]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.610
<![CDATA[This paper investigates the discourse competence of the Sudanese EFL university learners. The main objective is to evaluate and assess the students’ ability to produce unified and meaningful texts. 98 Sudanese EFL students from Faculty of different Sudanese Universities served as subjects for the study. Two instruments were employed for data collection: a questionnaire and audio-recorded conversations. Results revealed that the students had some difficulties in producing coherent and meaningful texts. The linguistic forms they used were very limited, which did not show any sophisticated use of language. Results also revealed that the students were not well-acquainted with turn-taking rules during conversation. In their responses to the questionnaires, they reported a very good command of cohesive devices in the process of producing coherent discourse events, which appeared to be incorrect. However, they were able to use simple language to expand certain points into meaningful stretches of language. In addition, some students were able to demonstrate an ability to engage into the production and interpretation of unified and meaningful discourse. Nevertheless, the analysis suggests that the students under study are still far from being competent as far as discourse competence is concerned.Keywords: discourse competence, turn taking, conversational norm, communicative intentions, transition-relevance principle]]>
<![CDATA[STORY AND SONG IN TEACHING ENGLISH TO YOUNG INDONESIAN EFL LEARNERS: HOW POWERFUL? ]]>
<![CDATA[Diah Gusrayani]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.615
<![CDATA[To children especially, song and story bring a lot of joys and happiness. How far children can understand the meaning of vocabularies contained in a song and a story will depend mainly on the pattern of cohesiveness of both text genres and this is the main concern of this study. One story and one song were chosen—they were judgmentally selected regarding that: 1) they were favored by 3 English teachers in elementary schools to be taught in their class; 2) they were listed in the textbooks used by those three teachers. 30 children aged 10 were chosen as the participants of this study. The discourse patterns of cohesion (reference, lexical relations, conjunctive relations, and conversational structure) served as a tool of analysis and were applied to both song and story in order to figure out the semantic unity of both texts. This research revealed that: 1) presuming references were found more in story meanwhile presenting references were recognized more in song; 2) classification and composition were found more in story and contrast feature was found in song; 3) conjunctive reticulum for the story shows more for internal relations while song shows the opposite; 4) the choice of speech function and type of exchange structure are displayed more clearly in story than in song. These results lead to a conclusion that in understanding vocabularies contained in both texts; children show conceptual and metalinguistic knowledge more in understanding the story and expose their interest, joyful and happiness while learning song.Keywords: reference, lexical relations, conjunctive relations, conversational structure, semantic unity, conceptual, metalinguistic.]]>
<![CDATA[SELF-DIRECTED FEEDBACK: AN ATTEMPT TOWARDS LEARNER AUTONOMY IN WRITING ]]>
<![CDATA[Tsara Desiana Akmilia]]>;
<![CDATA[Pupung Purnawarman]]>;
<![CDATA[Rojab Siti Rodliyah]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.613
<![CDATA[This paper aims to investigate the application of self-directed feedback in a writing classroom in terms of how it may affect their skills in writing and the students’ response to it. The study was conducted in one of public high schools in Bandung, taking nine students of a science class as the participants. It employs a case study which is using interview and document analysis as the data collection techniques. The findings show that after the inclusion of self-directed feedback in four drafts, the students managed to have a progress in terms of organization, vocabulary, mechanics, and grammar in the process of writing a report text. The awareness of their own progress also indicates a trait of an autonomous learner. Most of the students saw self-directed feedback as a worthy technique to be used again in the subsequent lessons. As a conclusion, self-directed feedback is proven applicable in the writing classrooms as it functions as a step in making students acquire strategies of learning autonomy. For further research, it is suggested that self-directed feedback is included in a set of a self-monitoring strategy rather than one exclusive technique.Keywords: self-directed feedback, writing, learner autonomy]]>
<![CDATA[THE ENGLISH IMMERSION PROGRAM: MEASURING THE COMMUNICATION OUTCOMES ]]>
<![CDATA[Jane Lockwood]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.619
<![CDATA[This paper explores how language assessment is typically used to measure language gain as a result of the Immersion experience abroad. It also explores ways in which this might be improved. This study explores a recent experience where Australian immersion providers, participants and funders all report significant intercultural awareness raising and improved confidence in understanding and speaking in English as a result of the sojourn. However, it transpires that the immersion providers used traditional proficiency focused language assessment tools on entry and exit to measure communication outcomes across the skills of listening, speaking, reading and writing. It appears therefore, that there is a gap between what the perceived outcomes and value are of the Immersion experience, and how they are currently measured. This article reports on a small scale study exploring the perceptions of two immersion providers in Australia, one immersion coordinator in Hong Kong and four returnees on the language assessments they used and experienced, particularly probing on how well they felt these assessments measured their communication gains as a result of the immersion experience.Keywords: Language assessment, immersion, indigenous criteria.]]>
<![CDATA[THE EFFECT OF TEACHER’S WRITTEN FEEDBACKS ON INDONESIAN EFL LEARNERS’ RECOUNT WRITING COMPETENCE ]]>
<![CDATA[Marwito Wihadi]]>;
<![CDATA[Ine Martiana]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.614
<![CDATA[This paper investigated the effect of teacher’s written feedbacks in recount writing competence and the students’ attitudes towards written feedbacks. Giving written feedbacks helps students to decrease their errors and gives guidance in writing as a beginner writer. This study employed a quantitaive and qualitative research design. The experimental group given written feedbacks. For measuring the effect of written feedbacks, a pretest and posttest was administered to both group. Meanwhile, for getting their attitudes toward teacher’s written feedbacks was administered questionnaire and open-ended interview. Based on the data, teacher’s written feedbacks gave positive effects on their improvement in recount writing competence. The result of questionnaire and interview showed that students got real guidance and special attention individually in their writing process as a beginner writer.Keywords: written feedbacks, recount writing competence, attitudes.]]>
<![CDATA[PRESUPPOSITION IN THE JAKARTA POST’S POLITICAL ARTICLES: A PRAGMATICS APPROACH ]]>
<![CDATA[Fahrus Zaman Fadhly]]>;
<![CDATA[Ayu Putri Kurnia]]>
<![CDATA[ Indonesian EFL Journal Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v1i1.620
<![CDATA[This study is aimed to investigate presupposition in The Jakarta Post daily newspaper’s articles in political column. It covers two problems: types of presupposition and triggers of presupposition. Those problems were identified by applying presupposition theory. The data were interpreted by using descriptive qualitative method since it intended to describe a large number of sentences, clauses and phrases rather than numbers. The result of the study showed that the most frequent was existential presupposition with 202 occurences (78.59%), followed by factive presupposition with 2 occurences (0.79%), lexical presupposition with 36 occurences (14%), structural presupposition with 11 occurences (4.28%), non-factive presupposition with 2 occurences (0.79%) and counterfactual presupposition with 4 occurrences (1.56%). Besides, the study also showed the existence of 691 presupposition triggers which consisted of 631 definite descriptions (90.92%), 2 factive items (0.28%) which was similar to the existence of change of state verbs, 6 implicative verbs (0.86%), 6 itteratives (0.86%), 21 temporal (3.02%), 13 comparisons and contrast (1.87%), 8 questions (1.15%) and 3 counterfactual conditionals (0.43%). Finally, the findings showed that both types and triggers of presuppositions were related each other.Keywords: presupposition, types of presupposition, triggers of presupposition, political column, The Jakarta Post.]]>
