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INDONESIA
Jurnal Arbitrer
Published by Universitas Andalas
ISSN : 23391162     EISSN : 25501011     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
ARBITRER Jurnal Masyarakat Linguistik Indonesia, merupakan jurnal ilmiah yang menyajikan artikel orisinil tentang pengetahuan dan informasi penelitian atau aplikasi penelitian dan pengembangan terkini dalam bidang ilmu bahasa (linguistik). Jurnal ini merupakan sarana publikasi dan ajang berbagi informasi keilmuan terkait dan pengembangannya di bidang humaniora khususnya linguistic, yang diterbitkan oleh program studi Linguistik Unand. Pemuatan artikel di jurnal ini dialamatkan ke alamat editor. Informasi lengkap untuk pemuatan artikel dan petunjuk penulisan artikel tersedia di dalam setiap terbitan. Artikel yang diterbitkan telah melalui proses seleksi oleh editior dan reviewer. Jurnal ini terbit secara berkala sebanyak dua kali dalam setahun (April dan Oktober). Artikel yang lolos seleksi akan dipungut biaya guna keberlanjutan jurnal, sedangkan pengiriman naskah tidak dipungut biaya. Diharapkan ARBITRER Jurnal Masyarakat Linguistik Indonesia cabang Universitas Andalas dengan tampilan baru ini akan terbit berkelanjutan dan terakreditasi.
Arjuna Subject : -
Articles 13 Documents
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Search results for , issue "Vol. 11 No. 3 (2024)" : 13 Documents clear
Conceptualising Intercultural Literacy: Narratives from English Language Teachers Suharni, Suharni; Saidi, Siti Bahirah binti Saidi; Hussein, Nur Hafezah binti
Jurnal Arbitrer Vol. 11 No. 3 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.3.334-347.2024

Abstract

This current study investigates how English language teachers in Indonesian higher educational institutions define and conceptualize intercultural literacy and practice it in their classrooms. Eight ELT practitioners were interviewed through narrative inquiry, and the data was analyzed using thematic analysis to explore their lived conceptualizations. The findings suggest three major themes on intercultural literacy, including conceptualization of intercultural literacy, implementation in professional practice, challenges in fostering intercultural understanding, and strategies to overcome these challenges. Teachers defined intercultural literacy as encompassing cultural understanding, adaptability, comparative analysis, and professional knowledge. They integrated it into their teaching through curriculum design, student-centered methods, and digital tools. This was done by weaving these into the curriculum design and retraining pedagogy with student-centric methods and other digital tools. However, the participants mentioned that they faced some obstacles, including institutional barriers, limited funding, and the difficulties of switching from the traditional to the newest teaching method. These issues were mitigated by professional development, collaboration, and inclusive instructional materials. The current research finding indicates the importance of comprehensive professional development and institutional support for teachers in developing intercultural competence in their students. These findings contribute to intercultural literacy in Indonesia and practical recommendations for improving it within Indonesian higher education. The finding highlights the how to prepare students for a globalized world through intercultural literacy and educator support.
The Use of Interactive Techniques, Role-Playing Games, and Dramatization to Increase Linguistic Creativity and Motivation of Students Biynazarova, Nazgul; Abdimomunova, Apal; Dzhilkibaeva, Nurizad; Takenova, Zhyldyz; Asanova, Dinara
Jurnal Arbitrer Vol. 11 No. 3 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.3.360-372.2024

Abstract

The study was conducted to identify relevant interactive methods of teaching English. For this purpose, a survey of the level of motivation to language learning was conducted, which included a pedagogical experiment with 46 students of 7 grades of the public school “Taalim”. The results of questionnaire survey of students and observation revealed a qualitative positive growth of linguistic creativity and motivation to learn English, due to the use of role-playing games and theatrical performances in lessons. To investigate the use of interactive techniques in English language teaching and to share experiences with colleagues, a conversation was held with 23 teachers, including undergraduates using these methods. The paper examines the concepts of motivation, play, dramatization, describes the main types and methods of using interactive techniques in teaching. It was determined that games and dramatization play an important role in learning. The use of role-playing games promotes language learning, helps to increase cognitive interest in the subject, while making the learning process less difficult, develops memory and thinking, focuses attention on a particular subject, and motivates students to learn English. Dramatization technologies develop imagination, contribute to the automatic understanding of rhymed language phrases, and the development of the student’s sensory and emotional sphere. The conducted research highlighted the main features of the use of game techniques in the process of teaching English and argued that it is important to introduce games and dramatization into the learning process. Interactive methods imply the interest of students in mastering a foreign language, the desire to perceive a foreign language and learn to speak a foreign language. Linguistic creativity and motivation are enhanced through role-playing and dramatization, enabling children to overcome the language barrier and increase their own self-esteem.
Challenges of EFL Course Retaking: Toward a Model for Remedial Reading Hazaea, Abduljalil
Jurnal Arbitrer Vol. 11 No. 3 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.3.348-359.2024

Abstract

Course retaking brings pivotal challenges for learning institutions all over the world. This urges many academicians to investigate the reasons why students retake courses. Therefore, this article identifies the micro and macro challenges associated with retaking a reading course. It also generates a remedial reading model for English as foreign language (EFL) contexts. Data was collected from reading course specifications, course report, and focused group discussions with six experienced language instructors at the preparatory year program of a Saudi university. Using grounded theory, the qualitative data was analyzed through thematic analysis. The findings revealed a complex web of challenges associated with different stakeholders: the course retakers, language instructors, administration, and retakers’ families; all of them share the challenge of time constraints, especially after the shift from two to three semesters. At the micro level, course retakers struggle with poor foundational skills and demotivation, focusing on passing exams. They also lack exposure to English and seldom invest office hours for help. Language instructors struggle with learning materials, demotivation, and assessment. At the macro level, students’ families contribute to maximize these challenges. A gap exists between the intended learning outcomes and student levels and admission criteria. These challenges collectively hinder course retakers’ reading skills. The study generates a five-pillar bridging model that integrates learning outcomes, exam-oriented teaching strategies, simplified reading materials, technology-assisted reading, and motivational strategies to foster EFL remedial reading. The study recommends some pedagogical implications for remedial reading classes.

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