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Indonesian JELT

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Published by Universitas Katolik Indonesia Atma Jaya

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Core Subject : Education,

Languange, Linguistic, Communication & Media

Indonesian Journal of English Language Teaching (IJELT) (pISSN: 0216-1281) is a peer-reviewed journal in which submitted articles will go through a blind review process. IJELT is published twice a year in May and in October every year.

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Articles 159 Documents

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ISSUES OF TEYL IN INDONESIAN AND WHAT PARENT CAN DO ABOUT IT Nugrahenny T. Zacharias
Indonesian JELT Vol 6, No 2 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 2 October 2010
Publisher : Universitas Katolik Indonesia Atma Jaya

In Indonesia preschools with English-only or bilingual approaches have increasingly established and gained popularity among parents and children. To parents who favors TEYL, teaching English since early age is believed to be more effective as children’s brains are believed to absorb language easily. The mastery of English is also perceived to be a valuable investment for the child’s future. However, some people view TEYL in Indonesia with a more critical eye. This is especially because TEYL starts as early as two years old when the young learners’ mother tongue, Indonesian, has not been acquired fully. As a result, many are worried if the acquisition of English would sacrifice the acquisition and quality of Indonesian, the nation lingua franca. The purpose of this paper is to raise parent’s awareness on the issues underlying the teaching of English to young learners. It aims to critically examine studies on early multilingualism in countries where English is the first language and compare them with Indonesia’s condition where English remains a foreign language. The paper starts with the narrative of Ben, my 22 month-old son, and his unique linguistic repertoire to illustrate the uniqueness and individuality of the linguistic landscape each young learner brings into classroom. After a brief introduction sharing the story of Ben, I look more closely at the issues of teachingEnglish to young learners. The paper concludes by suggesting reflective parenting approach to address the pervasive practice of TEYL in Indonesia and pose a number of issues to consider when immersing one’s child in English. Keywords: Teaching English to young learners, multilingualism, early childhood education, second language acquisition, mother tongue, English as a foreign language, national identities.

JOINT MAXIMUM LIKELIHOOD ESTIMATES ON ITEMS-EXAMINEES USING THE PROX METHOD: A STUDY ON THE READING SUBTEST OF TOEFL - Widiatmoko
Indonesian JELT Vol 1, No 1 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 1 May 2005
Publisher : Universitas Katolik Indonesia Atma Jaya

Item response theory (IRT) emerges as an accurate solution to the weaknesses of the classical test theory (CTT). IRT provides more advantages than CTT does. The advantages include the requirements of unidimension for items, local independence between examinees and items, and examinee-item parameter invariance. The requirements are needed in test construction. TOEFL is so far known as the test which meets the requirements in language testing. It however concerns IRT. In this case, the research deals with the reading subtest of TOEFL with regard to IRT. The research is designed to estimate examinee-item parameters. As a parameter logistic (1PL) model in IRT, the Prox method is employed to estimate the parameters jointly. This is named joint maximum likelihood estimates. The method requires dichotomous data. Therefore, TOEFL as a good test instrument is chosen. It includes 30 persons as the examinee measure θ parameter and 20 items as the item difficulty b parameter. Unlike CTT, IRT using Prox method is able to estimate the examinee-item parameters jointly. As a result, the values of θ and b prove the ranges as the model intended in IRT, which is commonly named as the item characteristic curve. Keywords: item response theory, one parameter logistic model, parameter estimates, the Prox method.

A POST-PROCESS APPROACH: E-MAIL DIALOGUE JOURNAL WRITING AND ITS IMPACT ON QUALITY AND QUANTITY OF HIGH SCHOOL STUDENTS' WRITING Malihe Rezaei; Elham Manzari
Indonesian JELT Vol 7, No 1 (2011): Indonesian Journal of English Language Teaching Vol. 7 no. 1 May 2011
Publisher : Universitas Katolik Indonesia Atma Jaya

E-mail Dialogue Journal Writing as a form of post-process approach provides students with the opportunity to communicate and collaborate with a native speaker, thus, receive authentic language input which develops their literacy skills. Despite its remarkable potentials, E-DJW practices have been rare in Asian contexts at school-level. In an attempt to bridge this gap, the present study was set out to address the impact of E-DJW on the quality and quantity of students' writing development. The findings of the study revealed that there was a lot of topic extension between the parties in the dialogue journal writing activity and the content of the writings was principally improved. A progress was also observed in the length of the entries, though not steadily. This study hopes to raise both students' and teachers' awareness of E-DJW as a writing activity which provides students with a non-threatening environment which fosters learning and makes them aware of the purpose of writing. Keywords: E-mail Dialogue Journal Writing (E-DJW), writing quality, writing quantity, post-process approach

INSTRUCTING LANGUAGE LEARNING STRATEGIES TO PROMOTE AUTONOMOUS LEARNING Konder Manurung
Indonesian JELT Vol 1, No 2 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 2 October 2005
Publisher : Universitas Katolik Indonesia Atma Jaya

The paper discusses the effects of language learning strategy instruction on the improvement of the four language skills at tertiary education level. The focus of the discussion reflects two main points. The first relates to the effect of instruction in the use of language learning strategies prior to undertaking autonomous language learning in a self-access center on the improvement of the four language skills, and the second relates to the language learning strategies used in the self-access center where autonomous language learning takes place. The paper argues that language learning strategies instruction promotes autonomous language learning mode and contributes to the improvement of both the productive and the receptive skills. It is also evident that there are some other language learning strategies used during the autonomous learning in the self-access center other than those identified and used in foreign language learning. Practical application of autonomous learning mode in the self-access center in relation to the teaching of English to non-language departments at tertiary education level is also suggested. Keywords: language learning strategy instruction, autonomouslanguage learning, self-access center

A BILINGUAL CHILD’S ACQUISITION OF MANDARIN AND ENGLISH: SAME OR DIFFERENT RATE? Kuang Ching Hei
Indonesian JELT Vol 7, No 2 (2011): Indonesian Journal of English Language Teaching Vol. 7 no. 2 October 2011
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper is descriptive in nature. It looks at the utterances of one Malaysian-Chinese bilingual child who was specifically spoken to in Mandarin and English from birth. The aim of this paper is to highlight the different speech components present in the two languages. There is some evidence to show that the child's preferred language is not necessarily the dominant language. The child was observed closely by the researcher cum mother over a period of seven months. Initial utterances were tape recorded but later discarded due to impracticality. Subsequent utterances were then spontaneously recorded into journals as and when they occurred within the child’s home with details such as time, date, place and participants indicated. Transcribed orthographically, data were then categorized according to the languages heard and then the speech components (see Hoff, 2009; Foster-Cohen, 1999; Crystal, 1997) respectively. A frequency count of all these utterances suggests that 59% of the child’s utterances were in English while 19% were in Mandarin (dominant language) with smaller percentages subscribing to the various environmental languages. Data also indicate that more nouns were used in English and but slightly more verbs and noun phrases were used in Mandarin. This phenomenon was also used as a determinant to gauge the rate of acquisition of the two languages. A very small percentage of the child’s data were also articulated as complete sentences but this was done in mixed languages, which could be a typical phenomenon of bilingual language acquisition at the early stage. Keywords: bilingual language acquisition, Malaysia, Mandarin, English, grammar

CONDUCTING ACTION RESEARCH IN INDONESIA: ILLUSTRATIONS AND IMPLICATIONS Anne Burns; Dewi Rochsantiningsih
Indonesian JELT Vol 2, No 1 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 1 May 2006
Publisher : Universitas Katolik Indonesia Atma Jaya

In this article we discuss some of the key features of action research (AR) and how it can be applied in the educational context. We then describe how principles of AR were used in the Indonesian context with ten high school teachers as a professional development experience to encourage the teachers to reflect on their teaching and to introduce changes into their classroom practices. The teachers reported that, in contrast to previous professional development, AR provided them with a powerful means of professional growth as it was closely related to their own teaching situations. It also created changes and innovations in their teaching practices that they believed led to more effective classroom activities and teacher-student interactions. Nevertheless, they also reported various difficulties associated with undertaking research in the classroom. We conclude the article by presenting a case study to illustrate in more detail how AR was conducted by one of the teachers and what changes occurred in her teaching. The article also draws out implications of the study for teacher education in Indonesia. Keywords: action research, Indonesian context

FACTORS CONTRIBUTING TO THE IMPLEMENTATION OF A WEB-BASED PARAGRAPH WRITING CLASS Caecillia Devy Kurniawati
Indonesian JELT Vol 8, No 2 (2012): Indonesian Journal of English Language Teaching Vol. 8 no. 2 October 2012
Publisher : Universitas Katolik Indonesia Atma Jaya

This study aims to see factors contributing to the implementation of a web-based Paragraph Writing class. The survey research design using open-ended questionnaire was implemented to find out the aspects, and based on the factors found from the questionnaire, an interview was developed to clarify how the factors really contributed to the students’ writing skills. The subjects were the English Letters Department students of Sanata Dharma University, Yogyakarta who were taking Paragraph Writing classes during the even semester academic year 2010/2011. The results show that there are twelve high factors and also one other factor contributing to the implementation of the web-based Paragraph Writing class.Keywords: paragraph writing, web-based learning

STUDENTS’ PERSPECTIVES ON A SCHOOL-BASED ENGLISH PROGRAM Francine Soimeng Pang; Meihua Liu
Indonesian JELT Vol 2, No 1 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 1 May 2006
Publisher : Universitas Katolik Indonesia Atma Jaya

This article reports a study on students’ perspectives on a summer school program, a school-based Café aimed at learning spoken English. Administering a 15-item survey to 1,331 students at six different grade levels at a Macao secondary school, the study revealed that (1) most of the students were not motivated to learn spoken English, (2) the majority of the students held negative attitudes towards the school-based English program, (3) the students at higher grade levels tended to be significantly more motivated and held more positive attitudes towards the program, (4) male students were significantly more motivated and thought more highly of the program than their female counterparts, and (5) the students’ English-learning motivation and attitudes towards the program were significantly positively correlated with their English proficiency. Finally, some suggestions and implications were discussed. Keywords: students’ perspectives, motivation, attitude, spoken English, grade level

AUTONOMY AND CONTROL IN EFL PROGRAMME MANAGEMENT Ewen Arnorld
Indonesian JELT Vol 2, No 2 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 2 October 2006
Publisher : Universitas Katolik Indonesia Atma Jaya

This article argues that issues of autonomy and control – who has autonomy and who has control over which decisions – are endemic in programme design, implementation and evaluation, and seriously impact programme success. This argument is illustrated using data from an evaluation of an EFL Mentoring Programme designed to train local EFL teachers to supplement and eventually replace expatriate teachers. It is concluded that ownership and commitment on EFL programmes are directly related to issues of autonomy and control, and that striking a balance between autonomy and control is a very difficult aspect of programme management. Keywords: EFL, management, mentor programme design, autonomy, control, ownership,

EXPLORING THE REPAIR PROCEDURES USED IN NON-LINGUISTIC SKILL TEACHING AND ASSESSING THEIR RELEVANCE FOR LANGUAGE TEACHING: THE ‘START’ PROJECT Sarah Jackson; Keith Johnson
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v3i1.128

This article reports on research conducted in the Department of Linguistics and English Language at Lancaster University and supported by the Arts and Humanities Research Council of the UK. ‘START’ (Skills Training And its Relevance to Teaching) examined some of the teaching procedures and practices followed by teachers of non-linguistic skills (classical singing, table tennis and flight simulation) and identified how these procedures and practices could potentially be applied to the teaching of foreign languages. The context for the research is briefly outlined and the methodology of the study described in this article. The major part of the article discusses the findings in the key area of error correction: explicit other-repair, identifying potential trouble-sources before they occur, modelling, and developing critical thinking in students. Keywords: START, explicit other-repair, trouble-sources

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