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INDONESIA
Indonesian Journal of Applied Linguistics (IJAL)
Published by Universitas Pendidikan Indonesia
ISSN : 23019468     EISSN : 25026747     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
A Journal of First and Second Language Teaching and Learning
Arjuna Subject : -
Articles 626 Documents
 12   13   14   15   16 
ENGLISH LITERATURE TEACHING: AN INDONESIAN CONTEXT Novianti, Nita
Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i1.2660

Abstract

Literature has gained an increasingly important place in language learning. Particularly in the EFL context, it has been regarded as beneficial for the improvement of English skills. However, there is not much attention given to the teaching of English literature for the sake of literature, not merely as a tool or technique in language learning, especially in Indonesia. The research therefore aims to investigate the teaching of English literature to EFL students in Indonesian universities. More specifically, it attempts to find how English literature lecturers select literary texts, what problems encountered by lecturers in teaching English literature to EFL students, and how they cope with the problems. A case study to three lecturers teaching three different literature courses in a state university in Indonesia was conducted. The findings show that: First, lengths, levels of language difficulty, canonical status, and the cultural background of the author become the main consideration for selecting the literary texts to teach; Second, the problems encountered are of threefold, namely reading habit, English proficiency, and resources; and Third, some of the strategies to cope with the problems consist of individual reading assignment, reading group, and taking the most advantage of the internet for teaching resources. This research has demonstrated that there are many areas for further studies in the teaching of English literature to EFL students in Indonesia, finding effective teaching models is one of them.
UNDERSTANDING TENOR IN SPOKEN TEXTS IN YEAR XII ENGLISH TEXTBOOK TO IMPROVE THE APPROPRIACY OF THE TEXTS Meristiani, Noeris
Indonesian Journal of Applied Linguistics Vol 1, No 1 (2011): Volume 1 No. 1 July 2011
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i1.98

Abstract

ABSTRACT: The goal of English Language Teaching is communicative competence. To reach this goal students should be supplied with good model texts. These texts should consider the appropriacy of language use. By analyzing the context of situation which is focused on tenor the meanings constructed to build the relationships among the interactants in spoken texts can be unfolded. This study aims at investigating the interpersonal relations (tenor) of the interactants in the conversation texts as well as the appropriacy of their realization in the given contexts. The study was conducted under discourse analysis by applying a descriptive qualitative method. There were eight conversation texts which function as examples in five chapters of a textbook. The data were analyzed by using lexicogrammatical analysis, described, and interpreted contextually. Then, the realization of the tenor of the texts was further analyzed in terms of appropriacy to suggest improvement. The results of the study show that the tenor indicates relationships between friend-friend, student-student, questioners-respondents, mother-son, and teacher-student; the power is equal and unequal; the social distances show frequent contact, relatively frequent contact, relatively low contact, high and low affective involvement, using informal, relatively informal, relatively formal, and formal language. There are also some indications of inappropriacy of tenor realization in all texts. It should be improved in the use of degree of formality, the realization of societal roles, status, and affective involvement. Keywords: context of situation, tenor, appropriacy.
Cooperative learning in peer teaching: A case study in an EFL context Sunggingwati, Dyah
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11475

Abstract

It is significant to prepare pre-service teachers do to teaching practicum as they will teach English at secondary schools. One of the preparations is peer teaching during teacher education program. This study is intended to explore students’ experiences during the peer teaching in a cooperative learning style. One class of 26 students of English Education Department of a state university in East Borneo, Indonesia, participated in this study. They were randomly assigned in the group of four and eight, and each group member should practice peer teaching in their own group. Using a case study design, the findings have shown the potency of cooperative learning. The students had positive experiences the cooperative style of four-group, eight-group, and the whole class. The four- and eight- group formats in the peer teaching provide students more opportunities to have better teaching preparation, mastery of the teaching materials, more interaction with peers, to develop confidence, and to learn from others. They encountered some difficulties such as attracting peers’ attention, time for peer teaching, less serious peers, and more preparation. The findings suggest that it would be more valuable for students to be in more group formats with more time that would give students more confident when they teach for the whole class. Implication and suggestion are further discussed.
THE PRONUNCIATION COMPONENT IN ESL LESSONS: TEACHERS’ BELIEFS AND PRACTICES Shah, Shanina Sharatol Ahmad; Othman, Juliana; Senom, Fatiha
Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i2.4844

Abstract

Research has shown that teachers’ beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers’ beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers’ beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers’ classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers’ beliefs on the focused areas of pronunciation and the stated curriculum specifications.  Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum.
TEACHERS’ STRATEGY IN IMPLEMENTING ENGLISH CURRICULUM IN A JUNIOR HIGH SCHOOL IN INDONESIA Intansari, Raden
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.167

Abstract

Abstract: This study is a part of a bigger study investigating teachers’ personal theories (beliefs) regarding English teaching and learning. Involving forty-two English teachers of fifteen Junior High Schools in the city of Sukabumi, West Java, this cross-sectional survey study used data gained from an open-ended questionnaire. A total of 3696 raw data items were gathered and analyzed both qualitatively and quantitatively. Relevant findings regarding the implementation of the curriculum in the daily process of English teaching and learning show that there are gaps between the mandated curriculum as stipulated by the government and the implemented curriculum at the classroom level. This departure from the mandated curriculum, in turn, diverts the course of curriculum implementation and leads to a level of accomplishment of the main goals of the English teaching and learning, which is different from what is stated in the mandated curriculum.
Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project Putri, I Gusti Agung Paramitha Eka
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13280

Abstract

Environmental issues have recently been incorporated into English materials. Hundreds of ELT materials concerning environmental issues are available worldwide in mainstream or assigned coursebooks and may simply be adapted by teachers for their classroom use. To respond to this, the present study explores an initial endeavor to integrate critical environmental education into ELT in a higher education context. In this study, a collaborative digital storytelling project was enacted. Student teachers created digital stories about Subak, their local environment, to evaluate its problems and propose solutions to the problems. Data gleaned from a questionnaire, an interview, and digital stories were thematically analyzed. Findings indicate that digital storytelling served as a multidimensional platform for student teachers to explore economic, political, and social aspects linked to subak. Thus, their digital stories could be considered as authentic materials for environmental education. This suggests that digital storytelling (DST) is a form of a powerful campaign against environmental destruction. The main contributions of this article are to provide empirical evidence regarding the implementation of a collaborative DST project in higher education and to show pedagogical implications for English language teaching (ELT) and critical environmental pedagogy.
TEACHING WRITING AT THE PRIMARY LEVELS Swandi, Irda Sulastri Binte; Netto-Shek, Jo-Ann
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6852

Abstract

Writing is a critical skill for young learners to master for academic purposes and as a work and life skill. This paper is part of a larger study on the English Language 2010 syllabus and its national curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In this paper, we report findings from a quantitative content analysis of both the syllabus and the curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their potential impact on classroom instruction. Findings from the analysis of these documents reveal that, on the whole, the national curriculum is aligned not only to current approaches for the teaching of writing but also to the syllabus in terms of instructional principles. However, the findings also reveal a difference in terms of emphasis between both documents that may potentially restrict the realisation of syllabus outcomes in the area of writing instruction at the primary levels.
Exploring novice EAP teacher’s self-reflection as a platform for professional development Hidayati, Sari
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13310

Abstract

Novice English for Academic Purposes (EAP) teachers are inevitably confronted with complex issues in their first year of teaching. This is particularly relevant in Indonesia, where EAP teachers are graduates of English Education departments and have no initial preparation for their tasks of teaching EAP. Professional reflection has the potential to assist novice language teachers, particularly those who teach EAP, to negotiate complex aspects in their teaching practice. For this reason, this single case study explored one participant’s understandings of and experiences with self-reflection as a form of professional development. Data were garnered from a single semi-structured, open-ended interview. The findings of the study suggest that the participant made use of reflective practice to merge theory and practice and build a systematic inquiry to construct his professional identity, which led to evidence-based decision making processes. Further, professional reflection also assisted him in negotiating challenges and engage in problem solving processes. Finally, reflective practice enabled the participant to consider institutional provisions and expectations for teacher professional development, which showcased his needs for professional development as a novice teacher.
AN INVESTIGATION INTO THE GAP BETWEEN KOREAN UNIVERSITY STUDENTS’ GRAMMATICAL AWARENESS AND PERCEPTION Han, Kyung-Im; Kim, Hyekyeng
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6864

Abstract

Despite the consistent emphasis on grammar instruction in English classrooms in South Korea, studies regarding grammar instruction have not yet been extensively conducted. The present study aims to discover the gap between learners’ grammatical awareness and their perception of major grammatical items. A total of 60 EFL learners from two local universities in South Korea participated in the study and were divided into two groups, a high-level and a low-level group. A set of tests was utilized to examine learners’ grammatical awareness and their perception of six major grammatical items—tense, prepositions, articles, voices, morphology, and vocabulary. The results demonstrated that there was a significant difference in the scores of tense, article, and voice for grammatical awareness between the high-level and the low-level group. Also, both groups scored high for the category of voice while they received low scores for vocabulary and morphology. In addition, they showed a significant difference in the scores for the perceived difficulty of articles and voice. The high-level group perceived voice as the most difficult, whereas the low-level group perceived articles as the most difficult. These findings demonstrate a gap between the learners’ grammar awareness and perception and highlight a need to design an individualized curriculum for the effectiveness of teaching as well as self-initiated studying.
MULTILINGUALISM IN EDUCATION: THE ROLE OF FIRST LANGUAGE Rogers, Angela
Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i1.596

Abstract

Abstract: This paper discusses the possibilities and effects of different language policies in schools around the world, based on recent research on second language learning and on the relationship between language and cultural identity. With reference to some of the latest findings from brain imaging in learners who speak one, two or more languages, it looks at the physical effects of bilingualism and multilingualism, and how these may be applied in teaching and in school policy to improve education. With reference to a recent survey of students in international secondary schools in Indonesia, it also discusses the cultural aspects of language use in schools and the role of language in identity. It examines the effects of learning more than one language at a young age, and of learning subjects through a language which is not the learner's first language. A large number of schools worldwide currently teach English to speakers of other languages from an early age. This paper discusses the degree to which such early foreign or second language teaching is actually useful or effective. In many parts of the world, it has also become popular to teach mainstream or even all curriculum subjects in English. Some, however, have found this to be detrimental in several ways and have therefore reverted to teaching subjects in their national language. Many are concerned about the possibility that languages with a small number of speakers are doomed to being lost and replaced by a national language, or that their national language could eventually be replaced by English. This could have important repercussions both on local cultures and on international relations, given the emotive aspects of one's first language. Vital decisions on language are frequently made based on the need for English in careers. However, it may be that the current language teaching situation is not actually succeeding in improving students' use of English or their learning in general. Moreover, there is a great risk of   producing one or more generations of school leavers and graduates who cannot function beyond everyday conversation in their first language. It may be impossible for English to continue to dominate education without raising affective barriers to learning by giving a low status to local languages and cultures. In this paper, all of the above questions are discussed and researched, and several solutions to the problems arising from them are proposed. Keywords: multilingualism, first language, second language curriculum

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