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Umar Fauzan
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Faculty of Teacher Training and Education, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda Jl. H.A.M. Rifadin, Samarinda, Kalimantan Timur, Indonesia.
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INDONESIA
Indonesian Journal of English Language Teaching and Applied Linguistics
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : 25276492     EISSN : 25278746     DOI : http://dx.doi.org/10.21093/ijeltal
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) encompasses research articles, original research report, and scientific commentaries in English Language Teaching and Applied Linguistics. IJELTAL welcomes contributions in such areas of current analysis in: English Language Teaching and Learning Teaching English as a Foreign, Second or Additional Language ELT Curriculum Development ELT Materials Development ELT Testing and Assessment Computer-assisted Language Learning and Teaching Teaching Media EAP/ESP Discourse Analysis Sociolinguistics Psycholinguistics Pragmatics Translation Dialectology Second Language Acquisition Literature and Teaching
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 200 Documents
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Elements Hindering Vietnamese Tertiary Students’ Participation in Group Activities: A Case Study Tong, Lien Thi My
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 1 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i1.564

Abstract

Plenty of meticulous research has been conducted to investigate the entire process for implementing group activities in language classrooms. Nevertheless, few detailed empirical investigations have been pursued in the sub-area of what influences the participation of English-as-a-Foreign-Language (EFL) students in group discussions. Thus, the present study was conducted to examine the elements impacting the group-work participation of first-year EFL students at University of Languages and International Studies (ULIS), Vietnam National University (VNU). Ten EFL freshmen and four teachers of English participated in the study over a four-week period by attending semi-structured interviews. The findings highlighted a variety of elements discouraging the learners’ participation related to themselves, pedagogy, and culture and also revealed internal elements as the most significant.
Investigating an Adapted Process Genre Writing Model and Its Implications for Undergraduate Thai Students Samaranayake, Sarath Withanarachchi; Thienoermpool, Patteera; Kositchaivat, Suneeta
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1852

Abstract

Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials, on improving the academic writing proficiency of tertiary-level students at a public university in Thailand. A quantitative research method was employed for this study, involving a sample of 48 participants selected through convenience sampling. Over one semester, these students received intensive instruction based on the adapted process genre writing model. Data collection involved administering pre-and post-tests to measure changes in writing performance, with statistical analyses conducted using descriptive statistics and paired-sample t-tests to determine the significance of any improvements. The results revealed statistically significant improvements (p < .05) in participants' writing proficiency, demonstrating the effectiveness of the adapted process genre writing model. The results suggest that integrating customized instructional resources into this framework can significantly support the academic writing development of Thai EFL undergraduates. The study's implications for EFL instruction are substantial, suggesting that a well-structured, genre-based approach, supplemented with tailored instructional materials, can significantly elevate students' writing proficiency in academic contexts. Recommendations for further research include exploring the long-term effects of this instructional model on students' writing abilities and investigating its applicability across different language proficiency levels and cultural settings.
Challenges Faced by Bachelor Level Students While Speaking English Chand, Gambhir Bahadur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i1.853

Abstract

Speaking is regarded as an indicator of language proficiency in general. It is believed that a learner who can speak a particular language fluently is regarded as a proficient learner of that language.  In the context of Nepal, the English language is taken as a foreign language and taught from elementary level to university level as a compulsory subject but Nepalese students in general and university students in particular, face a lot of difficulties in speaking English fluently. Even after completing their graduate degree, some of them could not speak a little bit of English. This present study tried to explore the difficulties faced by undergraduate level students and the possible causes of their difficulties in speaking skills. This is an empirical qualitative study in which the researcher adopted a questionnaire and semi-structured interview to collect data from 15 undergraduate level students studying at the University. The collected data were thematized and analyzed in terms of two broad categories: Difficulties and causes with four/four subcategories of the broad themes. The study explored mainly: personal, social, environmental, and linguistic problems for speaking difficulties and teacher and teaching, course content, overuse of mother tongue, poor schooling, and classroom culture as the causal factors of speaking deficiency. The study suggested creating a favorable environment, maximizing learner autonomy, changing teaching practices, revising courses, and conducting speaking activities time and again.
The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text Sartika, Dewi; Rachmanita, Rachmanita
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v2i1.44

Abstract

Writing is one of the four skills taught in the school which is used as communication in daily life. It is considered as a difficult subject by the eleventh grade of the senior high school students because of the limitation of the time provided and some aspects of language to be considered. Therefore, the purpose of this study was to find out whether or not there was a significant difference in students’ writing achievement of persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. By conducting a quasi-experimental investigation at senior high school level in South Sumatera, Indonesia, two classes consisting of thirty students in each class at SMA Negeri 1 Kandis were chosen as the samples by using purposive sampling method. To analyze the data, the t-test was used. The result findings showed that t-obtained (3.29) was higher than t-table (2.0017) at the significance level of p-value was lower than 0.05. It indicated that there was a significant difference in students’ writing achievement of writing persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. The students who were taught by using Self-Regulated Strategy Development had better improvement in their writing persuasive text because the students could write the persuasive text well based on the Self-Regulated Strategy Development which applied POW (pick, organize, write)  and TREE  (topic, reasons, explanation, ending).
Formulating Research Problem in Academic Writing: Indonesian Expert Authors' Cognitive Experience Fadhly, Fahrus Zaman
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1262

Abstract

This research aims to reconstruct the cognitive process in formulating research problems in writing scientific journal articles. Through a grounded theory approach, this study reveals six important findings related to the formulation of research problems in scientific journal articles, i.e.: a gap between expectations and reality; intensive search by finding possibilities, norm testing results and case studies; mapping global structure of issues; and data replication. This research concludes that the formulation of research problems in writing scientific journal articles is identical to the research gap (RG). As an empty space or a vast space of possibilities, RG can be entered and examined more deeply and seriously by researchers in various disciplines so that they can explore and discover new knowledge. This research has an important and significant impact on the development of science and technology. It offers a new approach to how cognitive experiences were constructed. The results of the construction of this cognitive process have tangible benefits for many people regarding how research problems and research questions are formulated.
Situational Willingness to Communicate in English: Voices from Indonesian Non-English Major University Students Subekti, Adaninggar Septi
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v3i2.240

Abstract

This study investigated the perspectives of Indonesian non-English major university students on factors that could affect their Willingness to Communicate (WTC) in English as a situational affective construct affected by various surrounding factors. Involving seven university student participants from three categories of WTC level (low, medium, and high) in individual semi-structured interviews, the study found seven emerging themes through Thematic Analysis. First, supportive peers were attributed to higher WTC and unsupportive peers to lower WTC. Second, learners, especially those with low WTC, reported higher WTC when they were among classmates they already know. Third, learners reported higher WTC when they perceived their teachers as caring, patient, and supportive, showing empathy of learners’ struggle. Fourth, learners who perceived themselves as having low self-perceived communication competence (SPCC) would likely have less WTC. Fifth and sixth, learners had higher WTC when they were to speak among few interlocutors and were given some time to prepare for their talking. These two were found especially among learners with low WTC. Seventh, learners with medium and high WTC was found to have pleasant and successful previous experiences in using English whilst those with low WTC reported upsetting experiences with the language. Based on the findings, pedagogical implications and suggestions for future studies were presented.
EFL Students’ English Language Development: In Participation of International Exchange Program Ariyanti, Ariyanti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i2.492

Abstract

This research is aimed to investigate students development in terms of their English speaking proficiency, vocabulary and pronunciation aspects in context of English as Foreign Language. Furthermore, six EFL students who become subject of this research are Indonesian students who are originally stil studying at University of Widya Gama Mahakam Samarinda, Indonesia. In this case, those students had an experience of participating an international program what so called by Sea-Teacher, one of priority programs under Southeast Asian Ministers of Education (SEAMEO) which its homebase is in Bangkok, Thailand. Moreover, in dept interview was applied to those six students in order to find out what sort of effects they acquire after participating the Sea-Teacher program. As a result, all of exchange students experience development in terms of their oral proficiency, vocabulary as well as pronunciation. Natural condition in using English as language of communication was formed when conversing with local people and teaching in classrooms. Research implication and suggestion are also noticed in this study.
Writing Argumentative Essays: Jambi EFL Students' Challenges and Strategies Ananda, Chairani Resti; Mardiah, Radiatan; Fajaryani, Nunung
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i2.1722

Abstract

Argumentative writing is a genre of writing that is considered difficult by EFL students at the university level. This study aimed to investigate problems faced by EFL students in writing an argumentative essay and to explain their strategies to overcome the problems. The participants of this study were ten fifth-semester students of the 2023-2024 academic year at the English Education Study Program of a public university in Jambi, Indonesia. A qualitative research design with a case study approach was applied. A semi-structured interview was conducted to collect the main data, and document analysis was carried out to support it. Furthermore, the data were analyzed using thematic analysis. The findings revealed that problems faced by EFL students in writing an argumentative essay include: 1) argument development problems, such as generating and developing arguments, organizing or structuring arguments, creating an argumentative thesis statement, and a lack of counterclaim and refutation knowledge, and 2) research or source integration problems, such as finding supporting evidence and a lack of writing citation knowledge. Meanwhile, strategies used by EFL students to overcome the problems include 1) information acquisition strategies by reading a lot of sources, watching videos, and looking at essay examples, 2) technology utilization strategies by using AI applications, and 3) review and improvement strategies by re-checking and revision and asking for feedback.
Preservice English Language Teacher Education in the Anthropocene YastibaÅŸ, Ahmet Erdost
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.746

Abstract

The new geological epoch, the Anthropocene reveals the negative impacts of human activities on the environment, which makes environmental education significant to deal with the negative effects of people on the environment and sustain the environment for the future of the world. As a branch of education, English language teaching (ELT) can contribute to environmental education in schools. For an effective environmental education in ELT, English language teachers should have enough knowledge on environmental issues and environmental awareness. One way for them to achieve this is preservice English language teacher education. The literature review indicated that any English language teacher education program (ELTEP) was not evaluated with an anthropocentric perspective. Therefore, the present study aimed to evaluate the new ELTEP of Turkey with an anthropocentric perspective. It was designed as a qualitative study. The data was collected from the new ELTEP of Turkey and was content analyzed. The findings of the study have shown that environmental education is integrated with the new ELTEP through community services and sustainable development and education courses. The findings of the study were discussed and suggestions for further studies were made.
The Use of a Commercial Textbook in English 1 Course at a University in South Korea Subekti, Adaninggar Septi
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v1i2.19

Abstract

This study investigated the use of a commercial textbook in English 1 Course at a university in South Korea seen from the framework of a sound curriculum development. Thus, the use of a commercial textbook was analysed and evaluated in relation to elements of curriculum development, such as needs analysis, learning aims, syllabus, methodology, and materials, as well as assessments. It was found that the use of the textbook drove what were taught in the whole course and thus practically “functioned” as its syllabus. However, it was found that the textbook could not facilitate learners to achieve all of the learning aims of English 1 course and it contributed to a disparity of learners' achievements across different classes. Furthermore, the reading assessment, derived from the textbook, was unable to assess learners’ achievements in all of the learning aims of English 1 course. Thus, it is suggested that teachers form informal workshop groups among teachers where they can share problems they face in class and possible solutions on how to address them in areas within their control. Based on the results of the study as well as the limitations, some recommendations for future studies are also presented.Keywords: commercial textbook, English 1 Course, curriculum, syllabus

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