International Journal of Language Teaching and Education
International Journal of Language Teaching and Education (IjolTe) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. IJoLTe receives research-based and conceptual articles on English Language Education, Language Policy, English for Specific Purposes, Teaching English which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere.
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<![CDATA[EFL Reading Comprehension Assessment: Some Grassroots’ Voices: Some Grassroots’ Voices ]]>
<![CDATA[Lilik Ulfiati]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5123
<![CDATA[This small scale case study analyses one of the most debated parts in the field of teaching English as a Foreign Language (EFL); and that is, the teachers and students’ perceptions and beliefs of EFL reading comprehension assessment at a major university in Indonesia. The research study involved, randomly selected five EFL teachers and ninety-six EFL students between the period of January and May in Academic Year 2017/2018. Twenty-item Likert scale questionnaires were distributed to the students. Moreover, semi-structured interviewed was done to collect the data from the teachers. Data analysis using descriptive qualitative methods indicate that EFL students need detailed elaboration of their reading practices in answering comprehension questions. Informing their reading results or scores only does not help them very much to practice the reading comprehension skills needed to comprehend the texts. Furthermore, the data indicate that EFL teachers encounter obstacles when they monitor various reading tasks and activities are benefit the students. They tended to assess the students’ reading comprehension based on the final correct answers achieved at the end of exercises.]]>
<![CDATA[From Teaching of Sundanese’s Teenager Speaking Ability In Batam: Spoken Discourse Analysis: Teaching of Sundanese’s Teenager Speaking Ability in Spoken Discourse Analysis ]]>
<![CDATA[Frangky Silitonga]]>;
<![CDATA[Lilis Puji Astuti]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5182
<![CDATA[The local language is a language that used as a characteristic of the tribe or certain people and spoken in a region within a nation. It is used as a communications tool in everyday life of the tribes who lived either on a small area, province or a wider area. The existence of local language is closely related to the existence of tribes and culture which is generated from one generation to another. Sundanese language is one of the thousands of languages that exist in Indonesia, which is become the main supporting elements of the traditions and customs of the Sundanese tribe itself. Sundanese language speaking ability is one of the important aspects in terms of preservation of Sundanese culture. By using Sundanese language in daily conversation in the family, by then it is rooted in the way of life and habits of children in the Sundanese family, in order to maintain love their ancestor language. But some Sundanese families in Batam, including the teenager, think that the Sundanese language is not necessary to be learned at this era. Some of the reasons were that because it is not been taught in school, neither a prime requirement in entering college and not considered as a priority language in entering job field, which is in demand of a foreign language beside the Indonesian language. Therefore, it slowly will disappear from the Sundanese people itself. Through her observation, she found only a few families are aware of the importance of maintaining Sundanese as prime cultural characteristic. The observations to the 11 (eleventh) teenagers have shown that only 24 % categorized has the ability in speaking Sundanese language.]]>
<![CDATA[Enhancing Self-Esteem in Classroom Language Learning: The Potential of Implementing a Strength-Based Positive Psychology Intervention at Higher Education ]]>
<![CDATA[Mehry Haddad Narafshan]]>;
<![CDATA[Samieh Noori]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5593
<![CDATA[Since positive psychology (PP) is a nascent area of research, there are very few empirical studies assessing the impact of positive psychology interventions. Accordingly, this article reports on a quantitative study concerning the use of a positive psychology intervention to develop learners’ self-esteem in the context of higher education in the English as a foreign language (EFL) sector in Iran. Data was collected during the academic year 2016–2017 from a university in Iran using Cooper Smith (1967, 1981) Self Esteem Inventory Adult Form (CSEI-A) , a self-report questionnaire, as the instrument and administering it before and after a TEFL master course. Thirty six university students participated in a five-month long quasi-experimental study. The current study’s primary aim was to investigate in detail the potential of PP intervention for supporting the self-esteem progress in the context in question. The study showed a statistically significant improvement in the self-esteem of the participants in the experimental group after completing the course suggesting positive paths from positive psychology to understanding the strengths, and managing the weaknesses effectively. The encouraging results from this program suggest new avenues for approaching the change of self-esteem.]]>
<![CDATA[Analysis of Students' English Reading Comprehension through KWL (Know-Want-Learn) Learning Strategies ]]>
<![CDATA[Eva Yuni Rahmawati]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5641
<![CDATA[This research aims to know the reading comprehension of students through KWL learning strategies. The research is descriptive research survey. The subject of research is the student of Mathematics Education Program who learned English. A sample of this research used sampling Simple Random Sampling (n = 40). Data collection is done by carrying out a test of reading using the test, after the students being treated by KWL learning strategies. Analysis of research data using descriptive statistical techniques. The results showed that on the item reserved text reading comprehension there is 75% of the students who were able to resolve the matter at this stage determine the topic, 62.5% of the students were only able to resolve the matter at this stage determine the word citation and 67.5% of students were able to determine at the conclusion of the recitation and 50% specify detail information. It can be concluded that the KWL strategy is able to improve students reading comprehension. Key Words: Know-Want-Learn Learning Strategies, Reading Comprehension, English.]]>
<![CDATA[Interpersonal Realizations of Pedagogic Discourse in Indonesian EFL Classrooms ]]>
<![CDATA[Sunardi Sunardi]]>;
<![CDATA[M. Sri Samiati Tarjana]]>;
<![CDATA[Soepomo Poedjosoedarmo]]>;
<![CDATA[Riyadi Santosa]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5678
<![CDATA[This paper describes the lexicogrammatical realizations of interpersonal meaning in English as a Foreign Language (EFL) classrooms in Indonesian university context. The realizational grammatical patterns are presented using MOOD system in systemic functional linguistics (SFL). The data of this study were three EFL classrooms taken from three English departments in Indonesian universities in Semarang City. Data analyses were done by transcribing the lectures and then divided them into clauses from which the lexicogrammatical realizations of pedagogic MOOD were identified and classified based on MOOD System as suggested by Halliday & Matthiessen in SFL perspectives. The results of the study show that interpersonally, the clauses used in the EFL classrooms are predominated by declarative clause, interrogative clause, and imperative clause. The predominance of declarative clause is influenced by the teacher-centered teaching method used in the classrooms. This method poses lecturer as an expert and students as novice. In this situation, lecturer dominates in giving information about the learning materials. Besides, interrogative clause is also used by lecturer to know the students’ understanding of the learning materials. Finally, imperative clause is also used to ask students to do something relating to the understanding of the learning materials.]]>
<![CDATA[Ideational Meanings of Teachers' Utterances in Reading and Writing Classes ]]>
<![CDATA[Sri Mulatsih]]>;
<![CDATA[Mursid Saleh]]>;
<![CDATA[Warsono Warsono]]>;
<![CDATA[Issy Yuliasri]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5689
<![CDATA[This study is aimed at describing the ideational meanings of teachers’ utterances in Reading and Writing classes. It reveals what processes, participants and circumstances are found in the teachers’ utterances. The data were taken from the Reading and Writing classes conducted at a university in Semarang city. The data were collected by video recording the teaching and learning processes in Reading and Writing classes, then they were analyzed by segmenting the utterances into clauses; identifying the process, participants, and circumstances; classifying the processes, participants and circumstances based on their type; and interpreting the data. The results showed that the processes mostly found in the teachers’ utterances in Reading class are relational ones with carrier and attribute as participants, the second are mental processes with senser and phenomenon as the participants, while in those of Writing class are material with actor and goal as participants and the second are relational with carrier and attribute as participants. Relational processes are dominant in Reading class because the teacher explained many terms or vocabularies found in the text to make the students really understand them. That material processes are dominant in Writing class is caused by the fact that in Writing class the teacher often asks the students to do some actions like writing or doing something.]]>
<![CDATA[The Picture Word Inductive Model: Its Effectiveness to Teach Writing Viewed from Students' Interest ]]>
<![CDATA[Rahayu Meliasari]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Sri Marmanto]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5697
<![CDATA[Picture Word Inductive Model is an inquiry-oriented strategy for teaching writing that uses picture containing familiar objects to fully lead students into inquiring about words, adding words to their writing, and ultimately developing the title, sentences, and paragraphs about their picture. This experimental study aimed to find out the effectiveness of PWIM to teach writing viewed from students’ interest in the eighth grade of MTs. ASWAJA Pontianak. Sampling technique was through cluster random sampling resulting 2 classes which consist of 26 students of each class contributed to the study. Technique of data collection encompassed writing test and questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Picture Word Inductive Model(PWIM) is more effective than Controlled-Writing Strategy (CWS) to teach writing; (2) students having high interest have better writing skill than those having low interest. (3) there is an interaction between teaching strategies and the level of interest on students’ writing skill.]]>
<![CDATA[Blended Learning in a Paragraph Writing Course: A Case Study ]]>
<![CDATA[Anggri Muhtia]]>;
<![CDATA[Suparno Suparno]]>;
<![CDATA[Sumardi Sumardi]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5744
<![CDATA[The emergence of online learning offers the opportunities that are not possessed by the traditional face-to-face learning environment. Combining the strengths of the online learning and face-to-face learning, known as blended learning, is believed to enhance the quality of learning. Different subjects may have different designs of blended learning because there is no specific formula for the best practices of blended learning. This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph writing course and to find out the extent to which it affected students’ writing paragraph performance. The participants of this case study, who were selected purposively, involved one lecturer and six students of a paragraph writing class. The techniques for collecting data included interviews, observations, and document analysis, and the data were analyzed using Miles and Huberman’s interactive model. Ten blended learning activities, including five activities in face-to-face settings and five activities online, were identified in the course. The students’ paragraph writing performance seen from the result of final test was satisfying, indicating that the use of blended learning had a positive effect on students’ writing performance.]]>
<![CDATA[Vocabulary Acquisition through Self-Regulated Learning on Speaking and Writing Development ]]>
<![CDATA[Budi Waluyo]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5747
<![CDATA[Despite the crucial role of vocabulary in foreign language acquisition, little is known about its influence on speaking and writing development from self-regulated learning concept. Thus, by employing a path analysis, this study examines the influence of vocabulary acquisition through self-regulated learning on beginner (N = 215) and intermediate (N = 195) students’ speaking and writing development at Walailak University, Thailand. The findings suggest significant paths from vocabulary acquisition to students’ speaking and writing development, but noting the influence of proficiency level. These findings contribute to the development of research in vocabulary acquisition and self-regulated learning with regards to speaking and writing development.]]>
<![CDATA[Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching ]]>
<![CDATA[Rija Dwiono]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Suparno Suparno]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i3.5752
<![CDATA[Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.]]>
