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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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Reading Tasks in Seventh Grade Junior High School English Coursebook: Genre Based Evaluation Aprilianti, Berliana Dyah Ayu; Sukarno, Sukarno
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.v10i1.1847

Abstract

Coursebooks as one of the learning sources are important to meet the students’ needs, especially those that match with the current curriculum. The current curriculum in Indonesia is Merdeka Curriculum. Therefore, the value of Genre Based Approach (GBA) in the Merdeka curriculum in a 7th grade Junior High School English coursebook is examined. An adopted checklist consists of 25 items focused on the subjects and contents, skill and sub-skills, and practical consideration is used as the evaluation matrix. The result answers three research questions. First, the coursebook shows a variety of activities. The most frequent reading activity is “read and answer questions”. Followed by “read and fill the blanks'' which becomes almost the two fifth part from the whole reading activities. Next, “read descriptive text”, “read sentences'', and “read comic strips'' also appear in the coursebook for less than 10%. The other reading activities are “read procedure text”, “read and draw map”, and “read a descriptive text and answer a true or false statement” (5.8% for each). Then, the last are “read and underline”, “read and give checklist”, and “read and ask someone’s identity” with the smallest portion in the coursebook. Second, the genres that appear in the coursebook are descriptive, procedure, and persuasive text. Last, the result of whether the coursebooks are implementing Genre-based Approach in Merdeka curriculum standards or not, and the result from the first and second research questions show that the coursebook that has been analyzed is implementing Genre-based Approach in Merdeka curriculum standards.
The Effect of Age on English Professors’ Integration of the New Technologies in Teaching Laabidi, Hicham
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v1i1.11

Abstract

The integration of computer technologies in teaching has become a vital technique to prepare students to face the challenges of the 21st century. Indeed, today’s education systems have moved from a focus on information transformation through books, blackboards and chalks  to a concentration on information processing via technological instruments, mainly computers, smart phones and tablets. Therefore, teachers are required to adopt these new technologies in their teaching practices. However, it is observed that there are several factors affecting teachers’ actual implementation of computer technology in different educational institutions. This paper aims to examine the impact of the age factor on English professors’ use of Information and Communication Technology (ICT) in Moroccan higher institutions. Descriptive analysis of means, and standard deviations were used to analyse the collected data. Also, inferential statistics, especially the ANOVA test, were employed to determine the impact of age on ICT adoptions. The findings revealed that there are statistically significant differences in the means of professors’ age when integrating ICT in instruction, F(3,159)=20.455,p<0.05.
Filling Gap in EFL Teachers' Informal Formative Assessment: Insights from Higher Education Level Milawati, Milawati; Suryati, Nunung; Rohmah, Dewi Wardah Mazidatur
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.v7i1.1134

Abstract

This study presents the informal formative assessment practice embedded in teacher-students interaction in daily teaching activities. Although many previous studies claimed as informal formative assessment, the adequate information on how informal formative assessment integrated in EFL classroom interaction in the higher education level was not acquired yet. A case study design on ESRU Model was used with 59 Indonesian EFL teachers in higher education level. Online Survey questionnaire was used to determine participants to be involved for further investigation in classroom observation and interview. This research highlighted clarifying learning goal as prerequisite activity before conducting the ESRU model activities. Interestingly, of the four activities in ESRU model, the use information gained was potentially support students’ learning compared to other three activities; Elicits information, the student responds, and the teacher recognizes students’ responses. Hence, this study can contribute insight for the teachers to reflect their own teaching practice.
Exploring the Implementation of Student-centered Learning in EFL Classrooms: Perspectives from Islamic Secondary-school Teachers in Indonesia Huda, Miftahul; Lubis, Arif Husein
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.v3i2.147

Abstract

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.
Tracing the Use of Cognitive Strategies by Non-English Students in Learning English Talok, Damianus; Hornay, Priscilla Maria Assis; Djehatu, Maria Goreti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): 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.v8i2.1486

Abstract

The objectives of the current research are to identify and quantify the cognitive strategies non-English students use when working on assignments or solving problems of the English language they are learning and seek to find out non-English students’ motivation and background knowledge of English as sustaining factors related to the use of numerous cognitive strategies leading to the success of learning. This research employed a case study qualitative approach. Data were taken from observations and interviews and were analyzed using thematic analysis. Results of this research show that non-English students treated as the subject of this research employed the so-called cognitive strategies in doing all tasks, including auditory representation, repetition, note-taking, resourcing, inferring, translation, and transfer. Although most students had only the so-called instrumental motivation, weak interest, and also, they lacked knowledge of English, yet it is proven that the cognitive strategies they employed have enabled them to do all given tasks. An important implication of this study is that learning should include training and supporting the students to understand the importance of learning strategy.
Designing English Listening Materials through YouTube Video Editing: Training for English Teachers of Islamic Junior High Schools, Parepare, South Sulawesi Fakhruddin, Zulfah; Usman, Usman; Rahmawati, Rahmawati; Sulvinajayanti, Sulvinajayanti
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.v4i2.475

Abstract

This study was conducted to help English teachers in designing English listening materials in form of audio and textbook through YouTube video editing. 18 English teachers of 10 Islamic junior high schools in Parepare were trained to write English listening materials in form of textbook and to edit video(download ,import, cut, merge, and export video) in form of audio.150 students were observed and tested to evaluate teachers’ products. Training materials consist of: (1) searching and download video through YouTube, (2) editing video that includes import, cut, merge, and export video, and (3) writing worksheet that contains phoneme discrimination dan listening comprehension exercise in form of multiple choice,true false,and completion. Training activities include: (1) explanation, (2) practice, (3) grouping, (4) assignment/design, and (5) evaluation and revision. After following training, teachers’ ability was categorized into good and fair in designing English listening materials. More than 50% teachers were categorized into good in editing video and 72% teachers were categorized into good in writing listening exercise. Students’ English listening learning outcome was categorized into good after learning by using teachers’ products and students have positive attitude in learning English listening skill.
EFL Pre-service Teachers' Perspectives on Team-based Project in Developing English Lesson Plans in Primary Teacher Program Apoko, Tri Wintolo
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.v9i2.1716

Abstract

Team-based project (TBP) has been implemented in some universities to encourage students to be creative and motivated to develop some projects. However, not all EFL teachers in higher education can effectively apply TBP in generating the projects, including English instructional tools for young learners developed by EFL pre-service teachers. This study examines the EFL pre-service teachers' perspectives on using TBP in the contexts of how English lesson plans are developed, their creativity, motivations, and learning opportunities in the primary school teacher education program (PSTEP). The participants of this study are EFL pre-service teachers of PSTEP in one of the reputable private universities in Jakarta, Indonesia, who attended an English Learning in Primary Schools course in the second semester. This study uses a mixed methods design for collecting data from the survey and data from interviews. The results showed that EFL pre-service teachers had positive perceptions of using TBP in developing English lesson plans. The results also demonstrated that EFL pre-service teachers’ creativity, motivation, and learning opportunities, qualitatively increased. Thus, this study recommends that EFL pre-service teachers continually work in groups to discuss and share their critical ideas with their teammates to produce English lesson plans as projects.
Students’ Views on the Use of WhatsApp during Covid-19 Pandemic: A Study at IAIN Batusangkar Munir, Sirajul; Erlinda, Rita; Afrinursalim, Hanif
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.v5i2.740

Abstract

This study aims to describe students’ views on the use of WhatsApp in English Teaching Department classes during the covid-19 pandemic. The impact of the Coronavirus disease 2019 (Covid-19) pandemic is now beginning to spread to the world of education. This condition makes the students and the lecturers used online media or online learning much longer than expected. In the online learning process, WhatsApp is one of the most used applications. This study used qualitative research. The research population was all 270 students of the English Teaching Department of IAIN Batusangkar. The sample involved 168 students by using stratified random sampling technique. Slovin’s formula was used to measure the sample. The research instrument was questionnaires. It was designed in the type of closed-ended and open-ended forms. The questionnaire consisted of 21 statements. Then, to analyze the data from a closed-ended questionnaire, the researchers used Guttman Scale. Meanwhile, to analyze the open-ended questionnaire, the researchers classified students’ responses and then described the results. The finding of the study indicated that students’ views on the use of WhatsApp (WA) in English Teaching Department classes during the covid-19 pandemic mostly positive (73.2%) and the negative responses only (26.8%). Furthermore, students’ views on the use of WA includes WA as media in doing online learning process; WA as an educational media; WA as an evaluation and assessment benchmarks; WA as an application of sharing information; WA as the application to do group discussion; and WA as media to increase literation and to share learning materials. This research implies that WA could be used to do the online learning process because it empirically helps the students to get enthusiastically involved in learning activities.
When Images are not Enough: Text Adaptation of the US-based Image Memes into Indonesian Cultural Context Hariyatmi, Sri
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 2 (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.v6i2.1046

Abstract

This present study aims to examine the procedure of adaptation in four selected US-based image memes adapted to the Indonesian context. Four US-based image memes and their Indonesian adaptation were selected as the source of data. They were purposively chosen from some Indonesian memes’ websites and the US-based image memes. This study adopts Bastin’s theory of adaptation as the theoretical framework to analyze the adaptation procedure used by the Indonesian content creators in adapting the US-based image memes. The analysis of this descriptive qualitative study reveals that from the seven modes of Bastin’s adaption, the Indonesian content creators used the sixth procedure, situational or cultural adequacy for the adaptation of the US-based image memes to the Indonesian context.   This study concludes that the four selected US-based image memes under the present study have been localized by using Bahasa Indonesia to accommodate the cultural transfer that suits the Indonesian cultural settings. Secondly, Bahasa Indonesia used in the memes assigns a new cultural meaning that is socially understood by Indonesian memetic society. Lastly, this study is hoped to shed a light on the pedagogical field,  proposing that cultural awareness is significant in translation to bridge the cultural transfer from the source text to the new target readers.
An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools Sari, Suci Noer Wulan; Wardani, Niken Anastasia Kusuma
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v3i1.113

Abstract

Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.

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