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.
Articles
132 Documents
<![CDATA[How Phase theory can be used to improve reading comprehension in children ]]>
<![CDATA[Monal Manik Dewle]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 2 (2018): VOLUME 2, Number (Issue) 2, July 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i2.5051
<![CDATA[The present paper gives summary about some development theories which focuses on how development of reading takes place in a child. It then focuses on one particular theory, i.e. the Phase theory by Ehri (1999) where this theory mentions with the help of four stages how a child goes from the stage of no knowledge of letters to full knowledge of letters in children. Though this theory has been criticized by some but it is still considered as the theory which explains the basic stages of development in a child while reading while refuting the earlier theories on development of reading. Further, this paper discusses how this theory can be used as a form of instruction for children to develop reading comprehension.]]>
<![CDATA[The Language Attitudes of Minangkabau People Towards Minangkabau and Indonesian Language ]]>
<![CDATA[Temmy Thamrin]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 2 (2018): VOLUME 2, Number (Issue) 2, July 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i2.5065
<![CDATA[This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI]]>
<![CDATA[Emotional Geographies of an EFL Teacher in Asmat, Papua; Male Perspective ]]>
<![CDATA[Sri Rejeki]]>;
<![CDATA[Diah Kristina]]>;
<![CDATA[Nur Arifah Drajati]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 2 (2018): VOLUME 2, Number (Issue) 2, July 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i2.5204
<![CDATA[Teaching is not only about knowledge, cognition, and skill but also emotional relationships among the students, colleagues, and parents. Particularly for teaching English in rural areas in Indonesia, there are several challenges that should be handled: geographical feature of these area, their culture and the way of life, the quality of both students and teachers, and so on. This research paper investigates teacher emotions experienced by a male EFL teacher in one of rural areas while dealing with those challenges. Teacher emotions are one of significant aspect that could not be left behind in teaching and learning activity. This research will explore comprehensively the distance and closeness felt by the teacher while teaching English there. This qualitative research was conducted using a narrative case study approach. The data were collected from the participant’s journal and interview. Referring to Hargreaves framework, the findings reveal 5 emotional geographies of the participant. This research contributes to Indonesian government as the one that concerns in 3T areas, EFL teachers who have to handle complex situations while teaching, and other researchers who are interested in conducting emotional geographic research.]]>
<![CDATA[An Analysis of Grammatical Errors in Writing Recount Text at the Eighth Grade of SMP Negeri 20 Kota Jambi ]]>
<![CDATA[Selvia Lisa Asni]]>;
<![CDATA[Susi Susanti]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 2 (2018): VOLUME 2, Number (Issue) 2, July 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i2.5205
<![CDATA[This study aims to analyze and classify the types or mistakes of students using simple past tense in writing text recount. In addition, this study also aims to determine the cause of errors made by the students using simple past tense in writing text recount, This research used qualitative methods. Meanwhile, the research design used is case study. Furthermore, the writer chose the 8th grade students and observed 26 students. The writer used a written test and interviews to gain the data from some students and an English teacher. Based on this research, it is found that students do all kinds of errors (omission, addition, selection and misordering). The type of error most often done by the students was omission error with 166 errors or 38.97%. The second position was a selection error with 162 errors or 38.03%. The third position was the addition error with 67 errors or 15.73%. Then the last position was misordering error with 31 errors or 7.28%. In addition, the errors were caused by the complexity of the English system itself and not because of the influence of the Indonesian system (intralingual transfer). Moreover, students lacked of understanding of the grammar that became the cause of the error. In this study, most students did not understand verb 1,2,3 as well as the proper use if “be” in a sentence. This suggested that students had difficulty with the use of grammar in writing]]>
<![CDATA[From English to Indonesia: Translation Problems and Strategies of EFL Student Teachers - A Literature Review ]]>
<![CDATA[Risni Ade Sandra]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 2 No. 1 (2018): VOLUME 2, Number (Issue) 1, March 2018 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v2i1.4520
<![CDATA[This research articulates problems and strategies in translating text from English as the source text to Indonesia language as the target text. By reviewing and analysing critically mélange of concepts, examples and findings explained in some collected references, it is known that problems in translation mostly are around lexical, grammatical and semantic elements. In the other hand, the strategies used to produce acceptable translation result regarding to the readers’ of target text understanding have to consider aspects such as cultural content, the availability of equivalencies, and the ability to use the monolingual dictionary. This research also try to emphasize and to convince why finding problems and strategies of EFL student teachers in translating text is very prominent to help the mapping of which elements in English language that are still hard to be transmitted back to Indonesia language and how to overcome that problems.]]>
<![CDATA[Increasing Speaking Achievement by Using Pow-Tega Teachnique ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
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DOI: 10.22437/ijolte.v1i1.4594
<![CDATA[The aim of this study was to find out whether or not Pow-Tega Technique could increase the students’ speaking achievement. The population of the study covered all of the tenth graders of SMA Negeri 1 Pagaralam in academic year 2015/2016. The sample was selected purposively from the population, they were sixty students. Quasi – Experimental design was used in this study. To find whether the Pow-Tega Technique could improve students’ speaking achievement, the instruction tests were used to collect the data. The data were analyzed by using paired sample t-test and independent sample t-test. The result of paired sample t-test showed that t-obtained was 3.971, t-value 2.045 (p < 0.05). Moreover, based on the result of independent sample t-test, t-obtained was 3.082, t-value was 2.002 (p < 0.05). The result showed that the students who were taught by using Pow-Tega Technique had a better improvement in their speaking achievement. In other words, Pow-Tega technique is a good way to be used by the teachers as a teaching technique especially in increasing students’ speaking achievement. Keywords: Pow-Tega Technique, Speaking Achievement]]>
<![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[Involvement of the 12th Grade English Language Textbook in Jordan: An analytical Study ]]>
<![CDATA[Abu Saaleek, Rami Ali]]>
<![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.v2i3.5439
<![CDATA[This study aimed at investigating the involvement of the 12th grade English language textbook in Jordan through analyzing the presentation of educational content and the activities. To achieve this purpose, Romys method was used to calculate the students involvement coefficients. 15% of the book pages were chosen randomly to calculate the involvement of the educational content, and choosing all the activities with total (136) activities. The findings of the study showed that decrease of students involvement in educational content in the English language textbook for 12th grade and did not find within the satisfactory range adopted by Romys, reaching the value to (0.18). The findings of the study also showed that the involvement degree of the activities is excellent with a coefficient (1.41). Recommendations were put forth.]]>
<![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.]]>
