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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 : https://doi.org/10.47759/kkmbse24
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
The journal welcomes contributions in such areas of current analysis as F 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 : Ilmu Sosial - Linguistik dan Bahasa
Articles 31 Documents
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Pre-Service Teachers’ Experiences at Teaching Practicum Wakhid Nashruddin
Journal of ELT, Linguistics, and Literature Vol 1 No 1 (2015): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

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Abstract

For many years, the teaching and learning English (as a foreign language) in Indonesia has been considered unfruitful for students’ low ability in using the language in communication. For many times, government (as the leader of schools) and campus (as teacher producer) do not sit together to discuss this problem. This results to gaps between school and campus. I am interested in seeing this problem by viewing gaps occur in the process of campus preparing qualified English teachers. This paper will tell the result of my interviews with pre-service teachers about their experiences at teaching practicum program. 
Analyzing the Pattern of L1 Sounds on L2 Sounds Produced by Javanese Students of STKIP PGRI Jombang Daning Hentasmaka
Journal of ELT, Linguistics, and Literature Vol 1 No 1 (2015): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

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Abstract

The studyconcerns on an analysis on the tendency of first language (L1) sound patterning on second language (L2) sounds done by Javanese students.Focusing on the consonant sounds, the data were collected by recording students’ pronunciationof English words during the pronunciation test. The data then analysed through three activities: data reduction, data display, and conclusion drawing/ verification. Theresult showedthatthe patterning of L1 sounds happened on L2 sounds especially on eleven consonant sounds: the fricatives [v, θ, ð, ʃ, ʒ], the voiceless stops [p, t, k], and the voiced stops [b, d, g].Thosepatterning case emergedmostlyduetothe difference in the existence of consonant sounds and rules of consonant distribution. Besides, one of the cases was caused by the difference in consonant clusters between L1 and L2.
Applying PQ4R Strategy for Teaching Reading Moh Rodli
Journal of ELT, Linguistics, and Literature Vol 1 No 1 (2015): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

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Abstract

Despite receiving more attention than other language skills in English classroom, the result of students’ reading comprehension achievement is still far from expectation. To help students comprehend English reading texts and have better achievement in reading skill, PQ4R strategy can be an alternative to offer. The PQ4R (also well known as SQ4R) strategy of comprehending reading material is an extension of SQ3R (Survey, Question, Read, Recite, and Review) This method involves previewing the reading material, questioning the reading, reading to answer the questions, reflecting upon the reading, reciting the reading, and reviewing the material. This method is useful for improving students’ reading effectiveness in addition to help students better remember what they read. This paper highlights the PQ4R strategy and its use as an alternative to improve students’ reading comprehension achievement. 
Telling a Story from Watching a Movie Potentially Improving Students’ Oral Communication Lia Agustina
Journal of ELT, Linguistics, and Literature Vol 1 No 1 (2015): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

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Abstract

Watching a movie in a class has not always been really appreciated by administrators in education since they considered it as something used by teachers when teachers do not have anything better to do. But watching a movie in an appropriate way can be really useful for students since: a). students would learn English in a natural way and associating vocabulary to a context,   as presenting vocabulary within a context is important. b). movies are a tool for communication; it is motivated than just doing exercises in students notebooks, c). students are motivated to express ideas and therefore they would feel important as being involve in class, d). moviesoffer a visual context  aids,     besides verbal language, there is also color, movement, and sound, the class would be livelier. Movie-viewing experiences and it also creates more student-teacher and student-student discussions. 
Teaching Speaking Report Text Using Speaking Prompt Sunarti Sunarti
Journal of ELT, Linguistics, and Literature Vol 1 No 1 (2015): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

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Abstract

Learning a language means learning how to communicate either in oral or written way, that is how to listen, speak, read and write fluently, accurately and acceptaby. However students find difficulties in learning them. In speaking session, the students can not express their idea well because they have problems in vocabulay, putting the words together in the correct structure, and pronouncing them besides they are lack of information or they don’t have enough background knowledge about the topic. Those problems makes the students don’t want to speak, or they need long time to prepare their speaking. Another problem is that they are accustmed to write before speaking and memorize it to perform their speaking task. Based on these problems it is necesary to use the teaching strategies, one of them is using speaking promt. As pre activity, the teacher reviews the generic structure, the simple present tense, shows pictures related to the topic, introduces the facts which are classified based on the generic structure, and pronunciation practise. In the main activy, students describe the picture based on the facts that have been given.The sentence pattern of simple present tense is also shown. As the post activity, the students give comment on their performance each other.These activities in fact can solve their problems. Speaking prompt helps them in speaking. They don’t need to think about the background knowledge, the generic structure and the sentence pattern.
Students’ Perception of English Learning Difficulties and Strategies Fetty Poerwita Sary Sary
Journal of ELT, Linguistics, and Literature Vol 1 No 1 (2015): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

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Abstract

English is considered as important in this era, especially towards the implementation of the ASEAN free market known as the ASEAN Economic Community by the end of 2015, which means that competition in the job market will increase. Many universities open their international class to facilitate the need of prospective students (senior high school graduates). In fact, there are still problems facing by the students in learning English as a tool to understand other courses. Therefore, the research is aimed to know students’ perception of the difficulties they encounter in learning English as a foreign language, also the reasons underlying these difficulties, and strategies they use in accomplishing their linguistic tasks. This study used two questionnaires that are distributed to 45 new students of International ICT Business class, Telkom University Bandung Indonesia. The results showed that the 98% of respondents said that they have problem in English especially grammar. It was due to their lack of knowledge of the English linguistic rules, and they made use of various strategies; social and affective strategies mainly.
Reflective Journaling for English as a Foreign  Language (EFL) Teachers in Japan Brent Allen Jones
Journal of ELT, Linguistics, and Literature Vol 1 No 2 (2015): (December) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of 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.
Self-Assessment among Young Learners of English Arni Sukmiarni
Journal of ELT, Linguistics, and Literature Vol 1 No 2 (2015): (December) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of 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
Journal of ELT, Linguistics, and Literature Vol 1 No 2 (2015): (December) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of 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
Journal of ELT, Linguistics, and Literature Vol 1 No 2 (2015): (December) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of 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

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