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Indonesian Journal of English Language Teaching and Applied Linguistics

ijeltal
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Published by Institut Agama Islam Negeri Samarinda

ISSN : 25276492 EISSN : 25278746 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

Indonesian Journal of English Language Teaching and Applied Linguistics, e-ISSN: 2527-8746; p-ISSN: 2527-6492, published by English Department, Teacher Training and Education Faculty, State Islamic Institute of Samarinda (IAIN Samarinda). It is a peer-reviewed journal of Language and Linguistics, including: Applied Linguistics and English Language Teaching. The journal is published twice a year; May and November

Arjuna Subject : -

Articles 226 Documents

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The Influence of Study-Abroad Experiences On Chinese College EFL Teacher’s Identity Yan Zhao; Miguel Mantero
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The purpose of this study was to explore how in-service Chinese college English teachers produce and reproduce their identities within their study-abroad experiences in terms of their beliefs and classroom practice. Sociocultural theory, discourse theory, and activity theory were used in the theoretical framework to analyze how participants modified their self-perception and changed their classroom practice in different contexts during boundary crossing. The study invited four in-service Chinese college English teachers who took part in three-month study-abroad program. Data were collected from interviews, observations, and document analysis. The findings indicated that participants shifted their self-perception from advanced language user to basic language learner when they studied abroad and had difficulty in dealing with daily tasks. With deeper involvement in the U.S. American culture, they gained more confidence in teaching. After they returned, they were more creative and critical teachers. The findings also demonstrated that participants wanted to implement the latest pedagogies, activities, and management into their own classrooms based on their students’ needs and levels in the Chinese sociocultural context. Although participants encountered challenges in implementation due to students’ levels, learning habits, and local context, they made some effective changes and formed new authority in the classroom. This study suggests that in order to improve study-abroad programs into truly beneficial professional development for teachers, college teachers need to have a clear self-evaluation process, and institutional administrators and foreign directors of study-abroad programs need to stand in teachers’ shoes to meet their requirements. This, in turn, will bring more Chinese college English teachers to study abroad for professional development.

An Analysis of Focus on Form Practice in Communicative English Language Teaching Classrooms Maizatulliza Muhamad; Richard Kiely
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

In communicative English language teaching classrooms, one of the main issues discussed is the teaching of forms. Research shows that Focus on Form (FoF) practice which focuses on building students’ communicative ability is effective and desirable in helping students acquire their second language. This is unlike Focus on Forms (FoFs) practice which emphasises building students grammatical accuracy. However, many of the studies on FoF practices are designed within a controlled environment with pre-determined categories, which is different from an actual classroom setting. This study is conducted in actual communicative English language teaching classrooms to investigate teachers’ FoF practices. Data were gathered from 15 non-participant classroom observations and interviews with three Malaysian ESL teachers. The data from the observations showed the teachers’ tendency to employ isolated form-focused instructions (I-FFI) and reactive FoF practices in teaching grammar. However, the interviews revealed that the teachers focused more on helping students to master grammatical rules which conformed to the principle of FoFs practice. The contradicting findings suggest a complexity of teachers’ actual practices which is not highlighted by many of the research studies in this area.

Extensive Reading in Developing Language Competency for Indonesian EFL Learners Majoring in English Syofia Delfi; Hamidah Yamat
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Extensive reading might develop EFL learners’English competency because in the process of reading, they keep on reading a lot of reading materials and immerse in the language use. This article is based on literature review for a study “ a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. This article aims to describe how extensive reading contributes to English competency of EFL learners. The review shows that the contribution of extensive reading is in terms of the context of Indonesian EFL learners, learning language for Indonesian EFL learners, and characteristics and the benefit of extensive reading meet the Indonesian EFL Learners’ reading experiences. The more the learners read, the more they acquire the language, and the more they acquire the language, the more they develop their language competency. This process shows how extensive reading contributes to English competency. This review is expected to be meaningful for the study designed.

Process Based Approach towards Students’ Creativity in Writing English Paragraph Siti Syafi’atul Qomariyah; Dira Permana
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The research entitled “Process based Approach towards Students’ English Paragraph Writing Ability” aims to discover whether or not Process based Approach is effective or not towards students’ English paragraph writing ability. This was a queasy-experimental research with pretest-posttest control group design. The population of the study was the fourth semester students of Writing subject of English Department at Language and Art Education Faculty of IKIP Mataram in the academic year of 2016/2017. Samples of the study were IV-E and IV-F taken through cluster random sampling technique. To determine the experimental and control class, lottery was used. Instrument of the research was paragraph writing test. Techniques of analyzing data were descriptive and inferential statistic analysis. Data of samples were in normal distribution since the value of sig (081) was higher than the value of alpha (0.05). Data of samples were also homogeneous as the value of sig (012) was higher than the value of alpha (0.05). Based on the result of t-test of two-tailed independent samples, it was found that the value of sig (196) was lower than the value of alpha at the level of significance (0.05). It means that Process based Approach was not effective towards students’ English paragraph writing ability.

Exploring Personal Reading Histories in Developing Reading Interest of English Study Program Learners of University of Riau Syofia Delfi; Fangiana Safitri Diah; Jismulatif Jismulatif
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

As one of activities in Extensive Reading classroom, Exploring Personal Reading Histories provides learners in exploring their reading experiences. This study aimed to explore: (1) What are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based in Exploring Personal Reading Histories?” (2) How are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest?”It was a case study and the data were collected through the document of learners ‘reading histories. The result of this study found that: (1) the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts and processes in becoming competent for each level. (2) The reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest are through reading experiences developing processes (parent’s and teachers’ role, learners’ positive attitude, reading materials for each level, reading activities, building critical thinking). This study suggests implementing Exploring Personal Reading Histories in Extensive Reading course. It is also recommended conducting deep study on Exploring Personal Reading Histories in developing reading interest by using socio-cultural theory and interviews as additional theory and interview.

Exploring a Flipped Learning Approach in Teaching Grammar for ESL Students Chelster Sherralyn Jeoffrey Pudin
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 1 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

In light of the recent implementation of MOOC, the world of academia has been abuzz about incorporating flipped learning as part of blended learning in the classroom. Educators have been experimenting and exploring with it using different approaches. Flipped learning is basically a pedagogical model which reverses classroom activities. Materials or contents are provided online (in learning management system or other learning platforms) and students will study the material prior coming to class. Therefore, classroom time can be used to engage in activities such as problem solving, discussion and analysis. This study set out to explore the effects of flipped learning approach in a grammar classroom through students’ perceptions on its effectiveness and feasibility. A total of 120 students with higher Malaysian University Entrance Test (MUET) were asked to complete a questionnaire which is then analysed through SPSS version 24. The analysis of the findings showed that most of the students were keen to learn grammar through flipped classroom as opposed to traditional grammar classroom. The findings of this study give ESL practitioners a better insight into students’ preference in learning grammar and ways to create better teaching through blended learning.

Using the Mistake Buster Technique to Improve the English Grammar Mastery Andi Tenrisanna Syam
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This research aims at finding out whether or not the use of mistake buster technique is able to improve the English grammar mastery and finding out the students’ interest toward the use of mistake buster technique. The research employs a quasi-experimental research method. The population and sample consist of 66 students which belong to two groups; 33 students in experimental group and 33 students in control group. The research data are collected using grammar test and questionnaire which are analyzed by inferential and descriptive statistics through SPSS 17.0 and Likert Scale. The research result indicates that the use of mistake buster technique is more effective than non-mistake buster technique in improving English grammar mastery of the ten grade students of SMA Negeri 3 Makassar in academic year 2014/2015. The students’ result of posttest for experimental group is higher than the students’ result of posttest for control group. It is proven by the mean score of posttest of experimental group is higher than the control group in grammar test (63.87 > 40.00). The difference of those mean score is statistically significant; it is based on t-test value at significant level 0.05, the probability value is lower than significant level (0.00 < 0.05). Then, analysis using Likert Scale shows that the students’ interested to learn grammar by using mistake buster technique. It is proved by 60.6% students were in very interested category.

The Quality of Listening Skill of the EFL Students Erawati Wiyono Putri; Umar Fauzan; Rostanti Toba
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : State Islamic University Sultan Aji Muhammad Idris Samarinda

Listening is often view as receptive or passive skill that hard to be measured. Nevertheless, listening is one skill that play a big role in enhancing students’ proficiency in English. Therefore, improving students’ quality in listening is important. According to Al-Musalli, there are four sub-skills involved in listening: 1) literal level, it involves three main types of skill: phonological, syntactic, and lexical skills; 2) inferential level, it related to the comprehension of the text; 3) critical level includes: making an appropriate judgment about the message, the speaker personality, and the topic, and; 4) creative level includes handling verbal and non-verbal communication strategies and responding in the proper way. All of these sub-skills can be used as the criteria to view students’ mastery level of listening. This research only applies three level as a benchmark to know students’ quality of listening, they are: literal, inferential, and critical. The objective of this research is to know the students’ quality in listening skill based on mastery level of listening. The research design is descriptive. The subjects of study are five students who meet the researcher’s criteria. Data collection technique in this research is using test of listening, interview, observation and documentation. The data is analyzed using the model of Miles and Huberman. After being collected, the data is verified using triangulation by method and another researcher. The result of this research shows that students at fourth semester of English Education Department in IAIN Samarinda located in inferential level of mastery listening skill which means their quality in listening can be categorized as good.

Indonesian EFL Nursing Students’ Learning Process: Obstacles & Expectations Gilang Rajasa
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Nursing students learn English language as specific purposes (ESP). They should be able to learn do communication in English to be a professional nurse. However, learning English was not an easy game to do. There will be some difficulties and adjustment along the learning process. Thus, the research is aimed at. A descriptive qualitative methodology as the foundation to investigate the obstacles in the learning process among Indonesian EFL nursing students and to examine the nursing students’ expectation in English learning process. Open-ended questionnaire and semi-structured interview would be the instruments to gain support some information. About 24 respondents and 3 of representatives of 7th semester nursing students would be the respondents. The result showed that besides grammar, structure, and tenses application, four skills implementation, lecturer’s effects, and institution’s regulations (curriculum management distribution, time schedule management, connection problem between staffs authority and lecturer) would be the major obstacles. Meanwhile, better communication among nursing institute stakeholders about schedule, time management, curriculum and modifying classroom activities could be the better expectation emerged to reduce the EFL nursing students’ obstacles. This research concluded that adjusting the regulation for the English subject curriculum and altering nursing students to encourage and motivate themselves to learn about English could change the outcome and situation to build pedagogical implication and to plan more comprehensive English learning activities.

Factors Affecting the English Reading Literacy of Junior High School Students Ika Sulis Setianingsih
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This study aims at finding out how: (1) amount of input, (2) amount of vocabulary, (3) learner’s motivation, (4) amount of input, amount of vocabulary, and learner’s motivation affect the English reading literacy; (5) amount of input affects amount of vocabulary, (6) amount of vocabulary affects learner’s motivation, and (7) amount of input affects learner’s motivation. This study was an ex-post facto. The population comprised year VII students of SMP’s in Bantul District in the second semester of the academic year of 2013/2014. A sample of 384 students was established using the proportional sampling technique. The data were collected through a close-ended questionnaire and test. The close-ended questionnaire was used to collect the data related to students’ learning input and motivation. The test was used to find out the students’ knowledge on vocabulary and reading comprehension. The data were analyzed by employing the linear regression analysis for the linear variables, continued by the multiple regression analysis for the whole variables, and then followed by partial correlation. The findings showed that there is a significant effect of: (1) amount of input; (2) amount of vocabulary; (3) amount of inputs, the learner’s motivation, and amount of vocabulary; (4) amount of inputs and learner’s motivation; (5) learner’s motivation and amount of vocabulary; and (6) amount of inputs and amount of vocabulary on the English reading literacy of SMP students in Bantul District. Meanwhile, there is no significant effect of learner’s motivation on the English reading literacy of SMP students in Bantul District.

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Contact Name
Umar Fauzan

Contact Email
dr.umarfauzan@gmail.com

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Journal Mail Official
ijeltalj@gmail.com

Editorial Address
-

Location
Kota samarinda,

Kalimantan timur

INDONESIA