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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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Improving Students’ Vocabulary Mastery through TPR Storytelling Nuraeningsih Nuraeningsih; Rusiana Rusiana
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

Teaching English for primary school students highly emphasizes on vocabulary. It is understandable since they are at the first stage of learning the language. Unfortunately, in many teaching practices, vocabulary is taught in an isolated way without the presence of meaningful context. Vocabularies are often given in the form of long list to be memorized. Actually, the aim of learning vocabulary is to equip the students to be ready to use the language (i.e. speaking). Therefore, here, Total Physical Response Storytelling (TPRS) is to meet with the students’ need. TPR Storytelling is one of foreign language teaching methods proposed by Blaine Ray of Bakersfield, California. Using TPR Storytelling (TPRS), teachers told two stories, Crocodile Tears and The Very Hungry Caterpillar and students acted those stories out. The research was conducted to know the influence of TPR Storytelling on the student’s vocabulary mastery. It elaborates what works and what does not work in implementing Total Physical Response Storytelling to teach vocabulary. To achieve the purpose of this research, a Classroom Action Research consisting of two cycles was conducted. The subjects of the research were Second Graders of SD in Kudus, Centra Java, Indonesia, with the number of 20 students. Three instruments were used to collect the data, i.e.: test, observation, & questionnaire. The result of the research shows that the use of TPRS can improve the students’ vocabulary mastery. The students’ responses on the use of TPRS are also positive. Therefore, teachers are expected to make use of other stories by considering vocabularies that meet with the syllabus and the students’ need with the support from the institution.

Cognitions and Practices of Iranian ELT Instructors and Content Teachers in Teaching Discipline-Based EAP Courses: A Replication Study Fatemeh Soleimani; Ahmad Alibabaee
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

Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers’ cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups’ instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian ELT instructors and six content teachers regarding their translation-based, form focused, feedback and vocabulary teaching activities. Each participant was observed for six sessions. Field note taking and semi-structured interviews were also done with the two groups of teachers so as to delve into the cognitions underlying their actual practices. The general findings supported Atai and Fatahi (2014) in all the areas under investigation where there were within group inconsistences and across-group discrepancies within and between the two groups of teachers respectively with content teachers being much more inconsistent than ELT instructors in terms of their practices and cognitions. The findings of the study have implications for renewing the current practices of ELT instructors and content teachers teaching discipline-based EAP courses worldwide.

Student’s Descriptive Text Writing In SFL Perspectives Eko Noprianto
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

Descriptive text is one of genres which is demanded be mastered by high school students in Indonesia. This requires teachers to be able to deliver it well in the classroom. However, research discovered that many teachers still have limited knowledge of how to effectively teach genres in the classroom. This qualitative case study was intended to diagnose a student’s descriptive text writing through SFL perspectives to find out what problems encountered in her text writing. It is expected that after finding the problems, the teacher could design a pedagogical plan to deal with them. The results showed that the student’s major problems in writing descriptive text lied on three aspects: the inability in adjusting the social function of the text, difficulty in writing the descriptive text with a chronological schematic structures, and the difficulty in filling the text with appropriate language features such as the use of unspecific participant. Therefore, taking everything into consideration, the researcher proposed Discovery Learning model to be used in teaching descriptive text in the classroom due to its strengths.

Promoting Self-Regulated Learning with Formative Assessment and the Use of Mobile App on Vocabulary Acquisition in Thailand Budi Waluyo
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

Despite extensive studies on self-regulated learning in the past three decades, there is still little research exploring self-regulated learning on foreign language vocabulary acquisition. Therefore, in a classroom-based context, this study explores the effectiveness of a course design that promotes self-regulated learning coupled with formative assessment and the use of Socrative on students’ vocabulary acquisition. The study involves the first-year students (N = 136) taking a general English course at Walailak University, Thailand. On CEFR levels, 68 of them are considered basic users (beginner), while the others are independent users (intermediate). Students’ pre- and post-tests scores as well as students’ total scores from 10 vocabulary tests were examined by using Wilcoxon signed-rank and Mann-Whitney tests. The results disclosed the effectiveness of the course design in enhancing EFL learners’ vocabulary acquisition (Z = -4.055, p = .001, r = .35); however, significant differences were also found across basic and independent users (U = 448.5, p = .001, r = .70). The findings support the ideas that formative assessment reinforces students’ self-regulated learning strategies and students’ levels of English proficiency influence the extent of their self-regulated learning development and involvement.

Students’ Objective Needs in Learning to Write: An Overview on the EFL Teaching and Learning Practice Tri Buce J. Banu; Sonya V. Ch. Benu; Heidy Wulandari
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

Writing in English has been so long becoming a required skill for EFL learners to master. However, to being well-qualified in this skill is not easy, since students should undergo systematic processes by learning and internalizing every single aspect of the language and the usage. Thus, students certainly have needs to be considered by English teachers when teaching. Definitely, every student has different personal competence that requires intensive guidance. This study is aimed at finding out and describing the Basic Writing students of STKIP SoE English Education Program objective needs in learning to write in English. Descriptive qualitative was applied as the method and 24 students who just finished with their Basic Writing class were the participants. Students’ writing drafts, reflective statements and interview were used to collect the data. Based on the data from the instruments, the result showed that almost all of the students were weak in applying the language aspects including grammar, vocabulay mechanism, consistency of sentence and ideas construction, paragraph structure and coherence in writing. Here, the problems convey valuable information for EFL teachers on how to consider better teaching implementation to improve the students’ competence in English particularly in writing skill to create well-qualified writers in the future. Beside that, enligthening the teachers on what to consider in teaching writing from the basic to the higher writing levels.

Teachers’ Perception toward the Quality of Writing Assessment Honesty Yonanda Ayudhia; Didi Sukyadi
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

Writing assessment in senior high school is one of an interesting issue since assessing writing is not a simple task for the teachers. It requires some consideration for the teachers when comes to writing assessment, such as the limited time to let the students write, and even how to give a score to the students’ writing. Some researchers in their research about writing assessment argue about the issue such as validity and reliability of the writing assessment, yet it did not describe the other main points that build a good writing assessment. So, this paper will examine senior high school teachers’ perception toward the quality of writing assessment. The quality was based on five criteria; they are practicality, reliability, validity, authenticity, and washback factor. The population of this research was English teachers in Indonesia, and the respondents were taken by using random sampling technique. This descriptive research used open-ended questionnaire as an instrument. The result showed that the assessment that were usually used by teachers in writing class were reliable, valid and had washback effects. However, the assessment had not practical and authentic yet.

Self-Regulated Learning in Writing of EFL Learners Ariyanti Ariyanti; Rinda Fitriana; Widi Syahtia Pane
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

This research was aimed to investigate EFL students’ Self-Regulated Learning in writing. Self-Regulated Learning itself means the method that students take control in understanding of knowledge from the lecturer by conducting their own way in learning. The design of this study was quantitative with survey design to measure students’ academic self-regulation and self-regulation in writing class context. The population of this study were third semester students of English Department of University of Widya Gama Mahakam Samarinda, Indonesia, which consist of two classes with totally 37 students, who have studied English writing. Questionnaire were applied to measured two aspects; students’ academic self-regulation (77 items) and self-regulation concerning English writing subject (14 items), using Likert Scales. The result showed that 70% of students were able to motivate themselves to learn writing, do some efforts to engage the class, willingly to rehearse, elaborate and organize the lesson material by themselves, meanwhile 19% students have better self-regulation that make them conducted better effort to learn writing and accomplished better as well and 11% of them still struggle to survive in writing class. It proved by the mean of three indicator; Learning Activeness (3.18), Willingness to respond lecturer's suggestion (3.12), and Willingness to broaden writing skill (3.27). To sum up, it can be considered that students had good enough self-regulation in writing.

Exploring the Implementation of Student-centered Learning in EFL Classrooms: Perspectives from Islamic Secondary-school Teachers in Indonesia Miftahul Huda; Arif Husein Lubis
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 2 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

One notable goal of the 21st-century pedagogy is the encouragement for the students to be the agent of change in their own learning process realized by the implementation of student-centered learning approach (SCL). However, previous literature noted the discrepancy between what they believe in and what they perform in the classroom. Thus, this descriptive qualitative study aims to extend the study from the perspectives of Indonesian Islamic secondary-school EFL teachers, specifically investigating their perceptions on SCL, preferences of using SCL strategies, and challenges in implementing it. Of nine teachers, four teachers were willing to participate purposively based on their background. Data were collected by using a questionnaire and a follow-up interview. After filling in the questionnaire, four teachers were selected to participate in the follow-up interview. Three major findings were obtained. They have been aware of the importance of SCL, although most of their students were still passive. As a result, they preferred to combine the lecture and the student-centered activities like role-play, simulation, cooperative learning, and problem-based learning. However, they did not regularize the facilitation of individual or group presentation. With respect to the challenges, the interview data disclosed that the teachers encountered the limited allocated time to maximize SCL implementation, students’ passivity and self-confidence deterioration leading to limited responses and meaningful communication, and lack of training in implementing SCL-based assessment. This study provides an insight into the reality of SCL implementation in EFL classroom settings from Islamic secondary-school teachers. Recommendations for further studies are also discussed.

An Evaluation of Grammar Lessons in Selected Moroccan ELT Textbooks Hassan Ait-Bouzid; Erguig Reddad; Yeou Mohamed
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 2 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This paper is built on the assumption that there are no perfect language teaching textbooks; therefore, it hopes to draw the attention of Moroccan ELT practitioners to the viability of using textbook evaluation to improve the quality of these teaching-learning materials. It aims to investigate ways in which grammar lessons are presented in three Moroccan second year Baccalaureate ELT textbooks currently used in public high schools. It examines the extent to which these lessons help both teachers and students meet the teaching-learning objectives. The study adopts a mixed methods approach and uses content analysis that combines both quantitative and qualitative data analysis techniques. Findings reveal that, although the three textbooks present their grammatical content in different ways, they succeeded in providing challenging grammar contents that suit the needs and interests of the learners. On the other hand, they demonstrate that these textbooks contain problems related to relevance of visual aids, gradation of grammar lessons and authenticity of grammatical examples. Finally, the study concludes with a number of implications that inform future EFL textbook design in Morocco.

A Metafunction Analysis of Conjunction System in the Opinion Forum of the Jakarta Post Daily Newspaper Pikir Wisnu Wijayanto
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 2 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The study aims at finding the meaning of the texts or sentences in detail from the discourse semantics’ perspectives through metafunctions analysis of conjunction systems introduced by Martin and Rose (2003: 110). This study used qualitative and descriptive methods. The data used in this study is taken from the top three most shared articles by the readers in the "Opinion Forum" of the Jakarta Post in January 2019. They are entitled “Free Ba’asyir? Why now?” by the Editorial Board of Jakarta Post, “Our double standards on Jerusalem and Ba’asyir” by Kornelius Purba, and “Questioning early release of Ba'asyir” by Carrisa Tehputri. The researcher assesses the extent of utilization of conjunctions in the text by using the four kinds of logic for the conjunction types; addition, comparison, time, and consequence. Based on the analysis of conjunction systems, the article uses four logics of conjunctions both external and internal conjunctions as a logical connection between phrases, clauses, or idioms. First, the three articles used conjunctions to add the meaning of information and become a set of means for adjusting expectations are continuatives. Second, the conjunctions logic used as a comparison that expressed the meaning of similarity and contrast in order to compare or contrast arguments when countering an expectation that the authors have created for the reader. Third, the articles used the conjunctions to express the successive meaning and simultaneous meaning in order to add the information when sequencing events and looking at interconnections between processes. In short, those conjunctions are used to relate activities in sequences and to organize arguments. The last logic conjunctions used in those articles are the consequence with cause, purpose, and condition meaning in order to add the information when giving cause and effect.

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Umar Fauzan

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dr.umarfauzan@gmail.com

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Journal Mail Official
ijeltalj@gmail.com

Editorial Address
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Location
Kota samarinda,

Kalimantan timur

INDONESIA