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INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 278 Documents
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COMMUNICATIVE LANGUAGE TEACHING AS CONCEPTUALIZED BY BHUTANESE ENGLISH AS SECOND LANGUAGE TEACHERS Jigme Dorji
Indonesian EFL Journal Vol 3, No 1 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i1.648

Abstract

The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. Four ESL teachers were selected as the participants for the semi-structured interview through purposive sampling technique. A set of 15 predetermined open-ended questions on CLT were framed and asked based on Savignon’s (1983) Foreign Language Attitude Survey Test (FLAST). The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn’s (1986) item acceptability criteria. The data were analyzed using content analysis technique. The results revealed teachers’ conceptualization under two categories; in compliance with and deviance from CLT principles. Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. Under the second category, the results indicated that the participants believed CLT as not using mother tongue in teaching English and only teaching listening and speaking skills. In addition, the study also uncovered the fact that ESL teachers are not aware of CLT approach. The article concludes with the discussion on the areas of training particularly relevant to this group of Bhutanese ESL teachers and recommendations for future studies.      Keywords: communicative competence, communicative language teaching, conceptualization
THE CHARACTERIZATION ANALYSIS OF ROB HALL IN EVEREST: NEVER LET GO FILM 2015 Risna Budiarti; Nani Ronsani Thamrin
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.639

Abstract

This research focuses on Rob Hall’s characterizations and moral values found in “Everest: Never Let Go” Film. The aims of this research are to find out Rob Hall’s characterizations portrayed in the Film Everest: Never Let Go and the moral values of the Film. The researcher used the theory about psychological analysis (based on Sigmund Freud in Schultz, 2005) to find out Rob characters through his words or sentences in script of Everest; Never Let Go Film and semiotics theory (based on Roland Barthes, 1968, 1990, 1991) to find out the characteristics of Rob Hall through pictures or signs which show his character in Film “Everest: Never Let Go” with print screen of each pictures or signs, and theory of moral value based on George and Uyanga (2014). Qualitative descriptive method was used by the researcher to find out the characteristic of Rob Hall in Everest: Never Let Go Film and the moral values of Rob Hall characterized in the Film. As result, the researcher found 6 characterizations of Rob Hall in Everest: Never Let Go Film, those are Honest, Sociable, Responsible, Assertive, Attentive, and Pessimistic. While, the moral values from this Film was that a leader should be able to support, keep, help, open, responsible, honest, assertive, wise attitude, sacrifice, and direct their team towards better.Keywords: Characterization Analysis, Rob Hall, Everest: Never Let Go Film, Pyschological Analysis, Semiotics, Moral Value
LINGUISTIC PERFORMANCE OF FORMER US PRESIDENT OVER DEVELOPING TERRORISM IN THE MIDDLE EAST Mostafa Shahiditabar; Mohammad Amin Mozaheb; Mohsen Mohseni; Abolfazl Babaei; Amir Hossein Rashidi; Ali Dehchali; Mojtaba Hosseini; Hossein Pourghasemian
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.671

Abstract

This study aims to reveal how a single reality, i.e., terrorism, is presented and viewed by US officials. The corpus of the current study is US President Barack Obama’s speeches from 2011 to 2015. The approach used in this study to detect discursive structures within the transcripts of the American officials’ speeches and discover the ideologies underlying them is Van Dijk’s (2004) as well as a content-based analysis method. As far as the analysis the data is concerned, the macro strategies of ‘positive self-representation’ and ‘negative other- representation’ are useful to evaluate attitudes and opinions on the one hand, that is, Obama has applied polarization, victimization, actor description, national self-glorification, presupposition, lexicalization, and actor description among other strategies in his speeches. On the other hand, the findings prove that Obama’s impressions of terrorism versus terrorists and states versus people are changing from 2011 to 2015. The findings of the present study is hoped to be useful for both critical discourse analysts and political activists.Keywords: Critical Discourse Analysis (CDA), political discourse, Obama, terrorism
CULTIVATING CRITICAL THINKING ABILITY IN BTI IN CHINA Yuehong Wei
Indonesian EFL Journal Vol 4, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i2.1380

Abstract

It is very vital for students in BTI to grasp the critical thinking ability, but how to cultivate this ability in the fundamental courses is a big problem to be solved. This study is to employ the teamwork, such as group discussion and group representation, and reflection log in the teaching process, investigating the dynamic situation through questionnaires. The results showed that group discussion, group presentation and reflection log are the effective ways to promote students’ critical thinking skills; however it cannot improve the critical thinking promptly in such a short time and it will be a successive process. Therefore, carrying out some class activities can enhance students’ critical thinking skills in English reading class.Keywords: BTI, English reading, critical thinking, teamwork, reflection log
AUTHENTIC NARRATIVE TEXTS IN ENGLISH TRANSLATION VERSION OF HOLY QURAN: A GENRE-BASED APPROACH Puji Sumarsono
Indonesian EFL Journal Vol 4, No 1 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i1.801

Abstract

Language exposure is crucial for beginners or students who learn English as their second or foreign language. Students are difficult to directly speak and write English if they never hear English conversation or monologue and never see the product of English in term of result of writing. Text as a product of writing is available and easily accessed around us. This circumstance, consequently, insists the ease use of reliable teaching material and effective teaching reading. As it was found in Australia and also the author experience, when teacher had students to freely write, 90% of the students wrote recount and narrative texts. Narrative texts have important role of narrative that every word in narrative is potentially memorable and possible to contribute to understanding text easily. In fact, it was found that there are many narrative texts in English translation of Holy Qur’an. However, they have their own typical.Keywords: authentic, English translation of Holy Qur’an, genre-based approach, narrative text
USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS Thomas, Kaemanje; Choi, Minkyung
Indonesian EFL Journal Vol 5, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i1.1626

Abstract

Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills.  Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords: community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.
SOCIOLINGUISTIC REFLECTIONS IN THE USE OF DETERMINERS IN ESL AND EFL: THE EDUCATED NIGERIAN ENGLISH (ENE) EXAMPLES Omowumi Bode Steve Ekundayo
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.661

Abstract

This paper examines the use of English articles and some determiners in English as second language (ESL) with a view to establish the differences between ESL and native English use of determiners and the sociolinguistic factors that inform their use. Examples were drawn from Educated Nigerian English (ENE) and Standard British English (SBE). The paper is based on the concepts of linguistic interference and intraference. Observation and recording of spontaneous speeches, secondary sources, the Internet and questionnaire were used to gather data from 2005 to 2014 across Nigeria to establish how determiners are deployed and the currency and ubiquity of the patterns observed in ENE. The responses to the questionnaire and interviews were analyzed and presented in simple percentile, frequency tables and charts, and discussed thereafter. The study discovered that there are clear differences in the patterns of the use of articles in ESL, as the ENE examples show. As a result of interference and intraference, educated Nigerians tend to overgeneralize the use of articles and determiners with noun phrases, applying them superfluously or omitting them where necessary and even sometimes using ‘the’ as a possessive determiner for ‘his,’ ‘her’ and ‘their.’ They also often yoke similar and exclusive determiners together in nominal structures. The paper concludes that these patterns should be treated as some of the features that characterize Nigerian English syntax.Keywords: Sociolinguistics, articles, ENE, SBE, interference, intraference
THE VARIETIES OF HOMEWORK GIVEN BY ENGLISH TEACHERS OF VOCATIONAL SCHOOLS Dinar Martia Azizah
Indonesian EFL Journal Vol 4, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i2.1375

Abstract

Learning inside the classroom is never enough because there are various limitations, so it needs the non-school hour assignment called homework. This research aims to find out the varieties of homework given by English teachers of vocational schools. This research uses a qualitative descriptive method by involving eight English teachers of vocational schools in Yogyakarta. Open-ended questionnaires, interview, and document analysis are used to collect the data. In analyzing the obtained data, the researcher does three steps, namely data condensation, data display, and conclusion drawing. The research results showed that homework varieties given by English teachers serve three main objectives. Those objectives are to broaden knowledge, sharpen skills, and inculcate values. It is concluded that formal education in schools requires homework that improve students' English proficiency. Besides, the existence of State Examination is regarded as a special thing that effects on learning process.Keywords: homework; broaden knowledge; sharpen skills; inculcate values; English proficiency.
A COMPARISON OF THE SPEECH STYLES OF NIGERIAN AND CHINESE EFL LEARNERS IN MALAYSIA Pauline Mackenzie; Kuang Ching Hei
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.625

Abstract

This paper focused on the speech styles of two groups of learners, Nigerian learners with English as their official language and Chinese learners with English as a foreign language studying in Malaysia. A questionnaire was developed to extract personal details while a classroom task was given to gather data. Consent was given voluntarily. Spoken data were recorded, transcribed verbatim and then analyzed and findings were further substantiated by an interview. Analysis showed that Nigerian learners are less prone to using fillers as compared to Chinese EFL learners. This implied that Chinese EFL learners were less comfortable in using English. Both Nigerian and Chinese learners used the same amount of intensifiers suggesting that they do not feel passionate when talking about themselves, as the task demanded. The findings of this study will enable foreign language learners to understand themselves better and assist local teachers and classmates to be more tolerant when communicating with them as it can help to minimize misunderstandings. Nonetheless, further research may be required to verify the findings.Keywords: Speech styles, fillers, intensifiers, Nigerian, Chinese, EFL learners
THE ANALYSIS OF TEACHER AND STUDENTS TALK IN INDONESIAN EFL CLASSROOM INTERACTION Shilvia Nur Meida; Fahrus Zaman Fadhly
Indonesian EFL Journal Vol 4, No 1 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i1.886

Abstract

This research analyzes teacher and students talk in Indonesian EFL classroom interaction in University of Kuningan in second semester who are taking Speaking 2 subject. This qualitative data was from observation, note taking, and interview. The result of classroom observation found the content cross as the most dominant characteristic in teacher and students talk, it means that most of the teaching learning process devoted to asking questions and lecturing by the lecturer. The proportation of content cross was 65.55% in the first meeting, 95.88% in the second meeting, and 97.44% in the third meeting. While, in the additional data, the most dominant category found was teacher talk. It means that all of teacher talk categories appear in each meeting. The proportation of teacher talk is 38.16% in the first meeting, 55.11% in the second meeting, and 54.83% in the third meeting. In addition, the result of note taking and interview indicated that the interaction always happened in teaching learning process among students although the lecturer’s role is still dominant.Keywords: teacher and students talk, FIAC analysis system, speaking skill

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