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INDONESIA
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Published by Institut Agama Islam Uluwiyah Mojokerto
ISSN : 24600938     EISSN : 24602604     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature is an International Journal that is published twice a year in the months of July and December. This journal has been indexed on DOAJ. The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis as First and Second Language Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Development, Multilingualism and Multilingual Education, Discourse Analysis, Systemic and Functional Grammar, Translation, Prose Analysis, Drama Analysis, Poetry Analysis.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2015)" : 6 Documents clear
Self-Assessment among Young Learners of English Arni Sukmiarni
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 1 No. 2 (2015)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011). In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011). Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.
A Model of EFL Listening Materials Development Mochamad Zaenuri
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 1 No. 2 (2015)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

In oral communication, listening skill is important because communication does not take place successfully if the message stated is not understood. To master the skill, learners should learn it. Therefore, good listening materials are needed. However, English teachers often find it difficult to teach listening skills because the listening materials are not adequately available. Besides, if the materials are available, they are not appropriate with the students’ needs and the curriculum. In that case, English teachers need to develop listening materials by themselves. For this, they should have knowledge of materials development. This paper presents ideas and tips for English teachers how to develop good and applicable listening materials.
Think Aloud Pair Problem Solving (TAPPS) Strategy in Teaching Reading Muhammad Zuhri Dj; Arman Ali
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 1 No. 2 (2015)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

This research is aim to know what extent the achievement of students’ reading comprehension by using Think Aloud Pair Problem Solving (TAPPS) strategy at the tenth grade students of SMKN 3 Watampone. the objectives of the research is to know what extent the achievement of student’s reading comprehension by using Think Aloud Pair Problem Solving (TAPPS) strategy. The population of this research is the tenth grade students of SMKN 3 Watampone which has 149 students. The writers applied random sampling, because the school has students more than 100 students. The X Multimedia Class is taken as the sample, because it has many students who have low values in English subject based on their teacher report. This research employs an instrument based on the problem statements investigated, It is Reading comprehension test. After several meetings, this research finds out the achievement of students’ reading comprehension significantly effective to improve the student’s reading comprehension. The result of this research shows that the mean score obtained by the students through pretest was 46.545 and posttest was 88.364; the t-test value was higher than the t-table (49.385 > 2.080). It means that there is a significant difference between the result of the students’ pretest and posttest
Implementing Speech Community Strategy to Enhance Students’ English Speaking Ability Huriyah Huriyah
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 1 No. 2 (2015)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

Implementing speech community strategy to enhance students English speaking ability. This classroom action research describes how the implementation of speech community strategy increases the students’ English speaking ability. The research stages consist of planning, implementing, observing, evaluating and reflecting. The study indicates that the providing of speech community can increase English speaking ability at students of SMA Sekar Kemuning Islamic Boarding School Cirebon
The Implementation of Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) in Teaching Integrated English Hari Prastyo
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 1 No. 2 (2015)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

Fluency and accuracy are the target of learning English. Both of them have important role for the students who learn English. Consequently, a teacher should consider fluency and accuracy of the English used by the students in the classroom. It means that teaching English should teach both linguistics and communicative competence. To teach lingusitics competence, a teacher can use Grammar Translation Method (GTM). Furthermore, a teacher needs Communicative Language Teaching (CLT) Method to teach commuicative competence. This article will study about the “The Implementation of Grammar Translation Method (GTM) and Comunicative Language Teaching (CLT) Method in Teaching Integrated English” which are applied in Basic English Station (BEST) Course of Jombang. This English course can combine both GTM and CLT to teach the students. For the first time, the writer will discuss about GTM and CLT theory. Then he will describe the programs and the materials applied in this course. Afterward, the writer will discuss about the implementation of GTM and CLT which are used to explain the materials and how GTM and CLT are applied in the programs that this course has. It means that, GTM and CLT will be applied both in the classroom and the programs of this English course
Reflective Journaling for English as a Foreign Language (EFL) Teachers in Japan Brent Allen Jones
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 1 No. 2 (2015)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

This paper reports on the initial phase of a qualitative investigation into reflective journaling as a form of professional development (PD) involving EFL teachers at universities in Japan. The research questions were: (1) What shared/differing concerns or challenges are experienced by university EFL teachers in Japan? (2) Is reflective journaling a viable form of professional development for EFL teachers in Japan? Preliminary analysis identified classroom management, questioning of one’s own perspectives/practices, and classroom community as shared concerns. Also, with appropriate support, reflective journaling appears to be a viable form of PD for in-service teachers of EFL in this context

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