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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
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INVESTIGATING ENGLISH LANGUAGE TEACHERS IN DEVELOPING TPACK AND MULTIMODAL LITERACY Drajati, Nur Arifah; Tan, Lynde; Haryati, Sri; Rochsantiningsih, Dewi; Zainnuri, Hasan
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9806

Abstract

Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using quantitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers’ professional development. Keywords:
Implementation of school-based curriculum as perceived by secondary school teachers of English Diem, Chuzaimah D.; Yusfardiyah, Yusfardiyah; Koniaturrohmah, Binti; Lismalayani, Lismalayani
Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i2.1341

Abstract

Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.
TEACHER LEARNING WITHIN THE SCHOOL CONTEXT: AN ECOLOGICAL PERSPECTIVE Canh, Le Van; Minh, Nguyen Thi Thuy
Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i1.73

Abstract

Abstract: Central to teacher professional development is teacher learning, which is situated in a classroom, a school, or an informal social setting. Using an ecological framework which incorporates a wide range of influences at multiple levels, including intrapersonal, interpersonal/ cultural, institutional, and physical environment, this research sets out to explore the influence of the school context on teachers’ engagement in informal learning activities. Data are collected through semi-structured open-ended interviews with six EFL teachers working in different upper secondary schools in Vietnam in an attempt to uncover what types of informal learning activities these teachers engage in and how the school context affects their engagement. Findings show multiple work-based factors that influence teacher learning in the school. The study provides evidence to teacher educators about the relationship between school context and teachers’ degree of engagement in informal learning. Keywords: ecological framework, professional development, informal learning, personal characteristics, teacher learning
The cognitive load of listening activities of a cognitive-based listening instruction Rahimi, Mehrak; Sayyadi, Mehran
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20236

Abstract

The aim of this study was to investigate the cognitive load (henceforth, CL) of listening activities of a cognitive-based listening instruction of a recently changed EFL curriculum. 126 K-11 students (male=62, female=64) participated in the study. The quantitative and qualtivative data were collected and analyzed in two phases. In phase 1, the participants were asked to judge the CL of  listening activities of their textbook based on the CL measure immediately after completeling the tasks. The scale has 10 items that measure three components of CL including Intrinsic Load (IL), Extraneous Load (EL), and Germane Load (GL). The data were analyzed by Multivariate Analysis of Variance (MANOVA). The result primarily revealed that the general cognitive load of listening activities was rather high and when three kinds of CLs were compared, the GL was found to be higher than IL and EL. Comparing the CL of male and female students revealed that there is a signficant difference between the two groups regarding general CL and both IL and EL; and as the GL of both groups was high, no signficant difference was observed between their GL. In pahse 2 of the study, 14 students participated in a structured interview to express their opinions about the difficulty of listening comprehension. The rate of speech and unintelligibility of the speakers’ pronunciation, insufficient technological infrastructures, lack of interest in and negative attitudes towards listening, and limited multidmodal input were among the factors that students felt to contribute to the difficulty of listening comprehension.           
UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH Widiati, Utami; Suryati, Nunung; Hayati, Nur
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9824

Abstract

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.
CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY Septiana, Ayu Rizki; Sulistyo, Gunadi Harry; Kadarisman, A. Effendi
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.v6i1.2642

Abstract

This study investigates whether indirect corrective feedback is effective on students’ writing accuracy and whether there is any interaction between corrective feedback and students’ levels of grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the study were fourth-semester students of English Department, at a State University in Malang, selected randomly. The experimental group was treated with indirect corrective feedback and the control group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the hypotheses. The findings show that there was no statistical difference on writing accuracy between the experimental and control groups. Yet, among students with a high level of grammatical sensitivity, there was significant difference in writing accuracy between those given indirect and direct corrective feedback. Further, there was no interaction between corrective feedback on writing accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback improved students’ writing accuracy better than direct corrective feedback.
Malaysian high schoolers’ reading literacy performance: Trends and patterns across states Ganasan, Marcia Jane; Razak, Nordin Abd.; Jamal, Marlina
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25031

Abstract

Reading literacy is often understood as a basic skill, and it is gaining recognition as the most functional means to educational attainment and individual development. It not only sets a benchmark but also reveals students’ strengths and weaknesses through performance measurement. This paper attempts to investigate sixteen-year-olds’ reading literacy proficiency using a performance band system in reporting their ‘can’s and ‘cant’s in reading. It drew insights from the Text-Task Respondent Theory of Functional Literacy (White, 2011) and the Revised Bloom’s Taxonomy (Anderson Krathwohl, 2001), where pertinent concepts were drawn to address students’ functional abilities. The study involved a total of 813 sixteen-year-old students representing the northern, southern, central, and east coast regions of Peninsular Malaysia (Penang, Perak, Perlis, Selangor, Kedah, Kelantan, Terengganu, and Johor). A survey research method was employed to capture cognitive competencies that denoted students’ functional abilities when it came to reading literacy. The study measured the students’ reading literacy attainment based on a proficiency scale spanning on five-band levels. The findings of the present study revealed that the majority of the students attained Band 3, where they demonstrated a moderate understanding of texts and were able to integrate some part of texts to infer meaning. The study provides valuable insights to policymakers, educationists, employers in making data-driven decisions to improve educational outcomes. It also attempts to shed some light on the current pedagogical trends and provide suggestive practices in reading.
Multimodal features of assessment in Indonesian conversation: A conversation analysis study Oktarini, Kadek Ratih Dwi
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24999

Abstract

Assessment is one type of action in interaction. It is very common, as it can appear in any conversation and context. The term assessment broadly covers any evaluative action in interaction. The simplest form of assessment contains an assessable (entity or reference being evaluated) and an assessment (the evaluation towards the assessable). The current study is a preliminary study which explores the multimodal structure of assessment in Indonesian conversation. The method employed is Conversation Analysis. The data is taken from 6 hours of video recorded naturally occurring Indonesian conversation, involving a different number of participants. The current analysis suggests that assessment is a two-steps action which involves firstly the orientation to a focal point, and subsequently the production or display of evaluation towards that focal point. Evaluation can be produced verbally, displayed through non-verbal means, or a combination of the two. The non-verbal evaluation may be produced early in the turn, almost concurrent with the production of the assessable, which is earlier than its verbal counterpart. The current study adds to our understanding of the multimodal structure of conversational interaction, especially on conversational Indonesian, a language variety widely used in Indonesian society, yet receives very limited research attention.
Promoting multiculturalism: Teachers’ English proficiency and multicultural education in Indonesia Diem, Chuzaimah Dahlan; Abdullah, Umar
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24983

Abstract

Greater disparities and inadequacies of English proficiency (EP) may influence the educational process for EFL teachers of different cultural backgrounds. This study aims at describing the condition of 104 English as a Foreign Language (EFL) teachers’ EP in the Southern Region of Sumatra in relation to such variables as education level (EL), cultural backgrounds, teaching assignment level, and gender. Using English test scores of teachers’ teaching status (pre-service and in-service), EL, gender, multicultural education questionnaire, and teaching assignment, teachers’ EP is described. This study reveals that EL affects EP and also becomes the best predictor of their cultural knowledge and experience, such as personal development, leadership, curriculum instruction, general sensitivity, and cultural awareness. Furthermore, teachers teaching at higher levels of education appear to be better in EP than those teaching at lower levels, and in-service teachers are also better than pre-service teachers in their teaching responsibility. Although there is no difference in gender in their EP as a whole, females’ EP, listening skill, and personal development are significantly correlated. The implication of the findings indicates that to be proficient in English and culturally developed with integrity, teachers must have at least a master’s degree in addition to having an in-service status of teaching employment.
Indonesian students’ perceived benefits of the micro-teaching course to their teaching internship Zulfikar, Teuku; Nidawati, N.; Khasinah, Siti; Mayangsari, Indah
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25063

Abstract

This study aims to explore student-teachers’ perceptions of the benefits of micro-teaching class they have attended to their teaching internship. It also seeks to identify the most and the least likely aspects of teaching which have been sufficiently covered in the micro-teaching course. The participants of this study were ten senior EFL students at a State Islamic University in Indonesia who have taken a micro-teaching class and teaching internship program. The data from interviews and students’ written narratives reveal that these students perceive the micro-teaching class to be sufficiently helpful in their teaching internship phase. These students developed their basic pedagogical skills. They become more confident; develop communication skills, and most importantly, the micro-teaching class has helped them develop questioning skills. However, students’ interviews and written narratives also indicate that management skills, such as classroom and time management, and skills to write lesson plan are the least likely aspect of teaching covered during the micro-teaching class, which then become obstacles for them during their teaching internship. 

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