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[Investigating The Implementation of ICT In Education Reformation: National Instructor Teachers’ Perspectives ]]>
<![CDATA[Thomas Wahyu Prabowo Mukti]]>;
<![CDATA[Veronica Swanti]]>;
<![CDATA[Mikael Dian Teguh]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 4 No. 1 (2020): Volume 4, Issue 1, Juli 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v4i1.9096
<![CDATA[To facilitate quality teachers to support individual learning and encourage students to use technology, the Indonesian Ministry of Education has launched the National Instructor Teacher Program. Although the primary objective of the program is not limited to ICT, the instructor teachers’ existence is driven by the demand for technology use in classrooms. This qualitative paper aims to investigate National Instructor Teachers’ perspectives toward the use of ICT in education. Data were gathered by interviewing two National Instructor teachers from two provinces, namely Jawa Tengah and Yogyakarta. The results of this study showed that National Instructor teachers had a positive attitude towards the use of ICT. They were able to share and collaborate with other teachers and could find their own solutions related to the barriers in implementing ICT in their classes. The results of this study suggest that the government take a different approach in implementing the policy and support teachers forum to encourage ICT usage in the classroom and teachers’ autonomy.]]>
<![CDATA[Attitudes toward Mother Tongue and Academic Performance: Evidence from Monolingual Context in the Southern Philippines ]]>
<![CDATA[Michael B. Cahapay]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 4 No. 1 (2020): Volume 4, Issue 1, Juli 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v4i1.9174
<![CDATA[The influence of language attitude on the academic achievement of young children in the monolingual context has not been explored. Thus, this research ascertained the degree of relationship between attitudes toward the mother tongue and the academic performance of the learners. It entailed correlation research design. The respondents were 20 Grade II pupils in a rural public school considered as monolingual in the southern Philippines. The data gathered were treated using frequency distribution, weighted mean, percentage rate, and Pearson Product Moment Correlation Coefficient. It was found out that there is a significant relationship between attitudes toward the mother tongue and the academic performance of learners. Amid the vast body of diverse researches in the area of language education, the present study weaves pieces of evidence that attitudes of learners toward mother tongue are associated with their academic performance in the context of a monolingual environment. It is suggested that such a conclusion should be further tested in other contexts.]]>
<![CDATA[Utilizing Facebook Groups in Teaching English as Foreign Language: Indonesian EFL Teachers’ Voices ]]>
<![CDATA[Puput Arfiandhani]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 4 No. 1 (2020): Volume 4, Issue 1, Juli 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v4i1.10197
<![CDATA[In the era of 4.0, social media has become an integral part of everyday life, including for the purpose of teacher learning. One of the means of social media that has been used for enhancing teachers’ independent professionalism is Facebook Groups related with their teaching professions. The present qualitative study aims at (i) exploring English as A Foreign Language (EFL) teachers’ experiences in utilizing Facebook Groups for their teacher learning and (ii) finding out the benefits of teachers’ involvement in teaching-related Facebook Groups. In collecting the data for the present case study, in-depth interviews were done with two teachers, one novice teacher and one experienced teacher. The findings and discussions indicated that teachers use Facebook groups to enhance their professionalism, despite they tend to start refraining from utilizing the groups due to uncomfortable atmosphere that Facebook now offers. Additionally there are three benefits found of joining Facebook groups, namely their enriched information on content knowledge, knowledge of curriculum and knowledge of educational contexts. In the current time where teachers need to shift into distance learning in the timely fashion, whereas many subjects need to be comprehended quickly.]]>
<![CDATA[Investigating Learner Silent and Verbal Responses to Tasks ]]>
<![CDATA[Dat Bao]]>;
<![CDATA[Yongde Ye]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 4 No. 1 (2020): Volume 4, Issue 1, Juli 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v4i1.10469
<![CDATA[This article reports a study on EFL/ESL learner perceptions of classroom tasks with reference to verbal or non-verbal participation, that is, how much speech and silence would be employed in response to a rage of task types. Data were collected from 260 learners from Indonesia and the Philippines. The article begins by explaining why silence and speech are the focus of the discussion. Secondly, it shares the literature review on how silence works in language learning and why it deserves a place in classroom teaching. Thirdly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.]]>
<![CDATA[Paragraph and Its Development Pattern On The Essay Writing Of Elementary School Students ]]>
<![CDATA[Herman Budiyono]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 4 No. 2 (2020): Volume 4, Issue 2, December 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v4i2.11214
<![CDATA[This study aimed to describe the quality of the paragraph and its development pattern in the essay writing of elementary school (Sekolah Dasar – SD) students in Jambi City (Kota Jambi – KJ) (SD-KJ). This study utilized a "quantitative descriptive" design. The population was all essays written by the fifth-grade students of SD-KJ. The sample of this research was 35 paragraphs from the essay writing of the fifth-grade students of SD-KJ. The data analysis steps were searching for frequency distribution of paragraph quality and development pattern; grouping the paragraph frequency distribution according to their quality; counting the percentage of each paragraph quality and type of development pattern; and presenting the results. Regarding to paragraph quality, the results are: (1) paragraph completeness, good (5.71%), poor (68.57%), and bad (25.70%); (2) paragraph unity, good (34.58%); poor (51.42%); and bad (14.28%); (3) paragraph order, good (28.57%); poor (51.42%); and bad (20%); and (4) paragraph coherence, good (54.28%); poor (34.28%); and bad (11.42%). Reffering to the implementation of the paragraph development pattern, the results are paragraph development pattern of comparison and contradiction: 20%, analogy: 5.71%, giving examples: 8.57%, cause and effect: 48.57%; general-specific or specific-general: 11.42%, and classification: 5.71%.]]>
<![CDATA[Developing Multi-Literacy Skills by Creating Graphic Story in Literature Class: A Project-Based Learning Approach ]]>
<![CDATA[Rahmad Hidayat]]>;
<![CDATA[Fajar Susanto]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 4 No. 2 (2020): Volume 4, Issue 2, December 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v4i2.12049
<![CDATA[The research aims to develop multi-literacy skills by creating a literary graphic story as a creative and innovative way for English Department students in learning literature. By creating an adaptation from text to picture, students are expected to improve their ability to understand literary works and express their creative and innovative skills. This is a qualitative study implementing the Project-based Learning (PBL) approach in literature class, which aims to produce graphic stories as the output of studying literature. Students do not only understand the literary theories but also make something out of their understanding. The scaffolding instruction method was employed to examine practices of improving multiliteracy skills. A detailed action research plan, including preliminary observation in the classroom, action plan, intervention, and guiding, is applied. The investigation related to the barriers in doing the project is going to be conducted as well. Reader Response criticism is introduced to students in the reading and analyzing stage as a useful method to develop their critical thinking in evaluating the literary works they read. We argue that the students improve their reading skills, writing skills and producing graphic story stories based on their own interpretation of the literary text, which is proven by the summary and conversation texts they produce in the graphic stories. They also develop their creativity by producing images and pictures as the result of the literary adaptation process. There are two significant outcomes of the project: developing literary text understanding as well as producing the original graphic story.]]>
<![CDATA[Review of “Developing Writers in Higher Education” ]]>
<![CDATA[Lilik Ulfiati]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 4 No. 2 (2020): Volume 4, Issue 2, December 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v4i2.12345
<![CDATA[Instructors and researchers of writing in higher education often experience discouraged when they find their teaching falling short their expectation even though a number of endeavors they invest in the teaching practices and research works. As a writing teacher for higher education, I feel disappointed when I am not able to present more beneficial support than the motivation to write using appropriate vocabularies, making grammatical sentences consisted of compound or complex ones, organizing ideas of writing or paragraphs, constructing coherence essays and so on. After ineffective attempts at aiding higher education students significantly enhance their writing, I began to review the nature of writing and facets other than the language competences comprising what activities the teachers are necessary to carry out, how the students’ writing practices are applied during their writing process, who are involved in the process of writing and how long the writing activities take place. I have figured out solutions to some questions in the book entitled “Developing Writers in Higher Education”. In this five-section book, Anne Ruggles Gere describes comprehensive longitudinal study about topic concerning on how students in higher education keep practicing their writing process and their writing follow various developmental paths.]]>
<![CDATA[A Study on the Communicative Competence of Indonesian Teachers at Bilingual Programs ]]>
<![CDATA[Heny Hartono]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 4 No. 2 (2020): Volume 4, Issue 2, December 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v4i2.12178
<![CDATA[Teaching with English as a medium of instruction can be challenging for teachers in non-English speaking countries including Indonesia. The use of English as the language of instruction has become a part of marketing strategies for private schools to get more students. Apart from the marketing issue, the quality of the teachers should be on the top priority. Are the teachers qualified to serve as teachers at bilingual programs? Teachers’ communicative competence should add the general teaching competences of in-service teachers at bilingual programs. Unfortunately, schools hardly assess teachers’ communicative competence. This study aimed to find out the level of in-service teachers’ communicative competence and the correlation among the level of communicative competence aspects. This sequential explanatory study involved 82 in-service teachers who taught in English. The results of this study reveal that the subjects of this study were found in safe zone. It indicates that teachers of English speaking programs under this study can perform their tasks adequately although they cannot be called competent yet. From the Spearman correlational analysis, it was found out that the coefficient correlation was above 0.76 indicating a very strong correlation between communicative competence and its aspects and strong positive correlations among the communicative competence aspects. The results of this study provide valuable input of teachers’ communicative competence which can be further followed up with suitable trainings to improve teacher’s English competence.]]>
<![CDATA[Anxiety Level of An Indonesian EFL Student in A Public Speaking Class: A Narrative Inquiry ]]>
<![CDATA[Nur Mahmudi]]>;
<![CDATA[Mirjam Anugerahwati]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 5 No. 1 (2021): Volume 5, Issue 1, July 2021 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v5i1.13771
<![CDATA[This research was designed to explore the anxiety level of an Indonesian EFL student in a public speaking class and how the study participant anticipates his anxiety in a public speaking class. Situated in an English course in East Java, the present study employed narrative inquiry for the data collection. The data were garnered through semi-structured interviews with the participant. The data analysis followed the three-dimensional space of narrative inquiry. Findings revealed three kinds of anxiety experienced by the participating student in his public speaking class such as trait anxiety, situational-specific anxiety, and state anxiety. The study also documented that the causes of speaking anxiety were communication apprehension, test anxiety, and fear of negative evaluation. This paper ends with suggestions for future research directions on anxiety issues in second language learning.]]>
<![CDATA[A Narrative Inquiry into EFL Teachers' Professional Experiences in Blended Learning during COVID-19 Pandemic ]]>
<![CDATA[Ma'rufa, Ika Meilinda Ummul]]>;
<![CDATA[Mustofa, Mutmainnah]]>
<![CDATA[ International Journal of Language Teaching and Education Vol. 5 No. 1 (2021): Volume 5, Issue 1, July 2021 ]]>
Publisher : <![CDATA[Universitas Jambi, Magister Program of English Education Department ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22437/ijolte.v5i1.13772
<![CDATA[Extensive studies have been geared to exploring the implementation of blended learning in education domain. However, there is a paucity of research that examines such implementation from teachers’ perspectives. To fill this gap, the present study investigates the lived experiences of EFL teachers in enacting blended learning during COVID-19 pandemic. To capture the teachers’ stories, a narrative inquiry was employed. Data were garnered through narrative frame, narrative box, and interview guide. Findings suggest that the teachers applied different online platforms to teach English in blended learning, then the school centralized to use Google classroom as the main platform in online class. Furthermore, the lesson, scheduling, Internet connection, and students’ self-regulated learning awareness complicated the implementation of blended learning during COVID-19 pandemic. The paper suggests policymakers to enact online pedagogy based on the actual teacher trainings and maximize schooling facility as a learning support.]]>
