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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 7 Documents

Search results for , issue "Vol 1, No 2 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 2 October 2005" : 7 Documents clear

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

THE LEARNING STRATEGIES OF TAIWANESE UNIVERSITY STUDENTS: ENGLISH MAJORS VERSUS NON-ENGLISH MAJORS AND MALES VERSUS FEMALES Yueh-miao Chen
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

This study intends to investigate the learning strategies of Taiwanese university students. Two groups of students – 66 English majors and 86 non-English majors – were the subjects of the study. They responded to the Strategy Inventory for Language Learning (SILL) (Oxford, 1989) of ESL or EFL version of 50 questions. The responses were calculated through statistical analysis in terms of frequency, mean, and standard deviation. It was found that all subjects use compensation strategies most frequently, and affective ones most infrequently. When English majors were compared with non-English majors, the former used learning strategies more frequently than the latter. Similarly, when gender was compared, female students tended to apply learning strategies more frequently than male students did. The top one and two strategies employed by all subjects were “If I can’t think of an English word, I use a word or phrase that means the same thing,” and “To understand unfamiliar English words, I make guesses.” The strategy least used was “I write down my feelings in a language learning diary.” The paper concludes by discussing the pedagogical implications of the findings. Keywords: EFL learners, EFL university students, learning strategies

SOME IDEAS FOR TEACHING GRAMMAR MORE EFFECTIVELY IN AN EFL CONTEXT Christopher B. Allen B. Allen
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

Most teachers in an EFL context place a great importance ongrammar and see their primary function as reducing their students’grammar errors. While ignoring the value of this attitude, thisarticle sets out to show how teachers’ view of grammar is limitingand their approach to teaching grammar Keywords: collocations, extensive reading, grammar oforientation, grammar of structure, notice-the-gaps,noticing, pattern grammar, PPP lesson plan,production-practice, scaffolding, task-basedapproach.

CAUSES OF RETICENCE IN EFL CLASSROOMS: A STUDY OF CHINESE UNIVERSITY STUDENTS Meihua Liu
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

This paper reports the findings of a studys of students’ reticence in Chinese EFL context. The participants were three teachers and 100 university freshmen from three proficiency levels enrolled in an English Listening & Speaking course. Using journals, observations and interviews as a technique of collecting data, the study revealed that (1) the majority of the participants were active during pair work but only a few volunteered to respond to their teachers or actively engaged in group discussions, (2) advanced-level students tended to be more active than their lower-level counterparts, and (3) multiple variables worked together to result in student reticence in EFL classrooms. The results indicate that more research needs to be done to help students become more active and proficient EFL learners. Keywords: reticence, university students, Chinese EFL context

DEVELOPING THEORIES OF TEACHING ACADEMIC INDONESIAN TO NON–LANGUAGE MAJORS: WAYS OF COLLECTING AND ANALYZING DATA A. Chaedar Alwasilah
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

Writing is the skill most neglected in language education in Indonesia. High school graduates in general are not ready to write academic Indonesian, let alone academic English. This paper discusses practices of teaching Indonesian at pre-college and college levels, theories and practice of writing, and language versus non-language specialists as writing instructors. The objectives of this paper are to demonstrate that: (1) different techniques of data collection generate different types of data, (2) the more data you have, the better you triangulate the findings, and (3) the quality of data is not only determined by its collecting techniques, but also by its relevance with research objectives. In this paper, I want to share the methodology of several studies on teaching writing at college levels I have conducted in the last eight years in English and non-English departments in Indonesia. The studies have revealed the following: (1) language education has failed to provide pre-college students with fundamentals of academic writing, (2) freshman Indonesian should be focused on developing academic or technical writing, (3) the success of teaching academic writing at college levels is dependent on the success of teaching writing at pre-college levels, (4) non-Indonesian language lecturers have the potential to be empowered to teach academic writing in non-language departments, (5) ethnic literature-based writing has the potential to revitalize the ethnic literature, and (6) collaborative writing including peer reviewing and teacher-student conferencing has been effective for coping with big classes of writing. Keywords: College Indonesian, collaborative writing, qualitative research

LEXICALLY-BASED LANGUAGE TEACHING: METAPHOR FOR ENHANCING LEARNING Siusana Kweldju
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

Although metaphor has been ignored, lexically-based language teaching considers metaphor as an important aspect to learn. Learning metaphor helps learners improve their general proficiency in SLA because metaphor is a key to human memory organization, so that it enhances the acquisition of vocabulary, improves comprehension, clarifies ideas, extends thought, and increases attention. As long as meaning is the center of second language learning, metaphorical meaning must also be included because metaphor is pervasive in every day language and thought. Raising students’ awareness towards metaphor helps develop their metaphorical competence, which is a requirement for native-like proficiency. The importance of metaphor in lexically-based language teaching lends support from, cognitive linguistics the theory of mental lexicon, cognitive linguistics, second language acquisition, and the abundant use of metaphor in daily use. Keywords: lexically-based language teaching, metaphor

INTONATION MEANING IN ENGLISH DISCOURSE: A STUDY OF THAI SPEAKERS Budsaba Kanoksilapatham
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

At the heart of cross-cultural misunderstandings lie problems associated with intonation features of learners of English (Gumperz et al., 1979; Gumperz, 1982). The successful use of discourse intonation contributes to effective cross-cultural communication, and failure to make use of the appropriate pragmatic discourse features of English intonation jeopardizes effective communication, possibly resulting in serious communication breakdown between native and non-native speakers. Despite its crucial role in communication and language learning, many English language learners have difficulty in using appropriate intonation. A number of studies of second language intonation have an underlying assumption of the role of cross-linguistic interference contributing to a “foreign intonation” (Lepetit, 1989; Hewings, 1990; Wennerstrom, 1994). However, this line of research is in an early stage and the findings are as yet inconclusive. This paper compared the speech of five Thai speakers who were studying for their advanced degrees in science and business in the U.S with the speech produced by five native speakers. The speech elicited from three different tasks was analyzed using Pierrehumbert & Hirschberg’s 1990 model of intonational meaning. The extent to which the intonation produced by Thais diverged from that by native speakers was assessed. In light of the findings, pedagogical suggestions were offered to help improve the teaching of pronunciation, in general, and the teaching of intonation, in particular. Keywords: discourse intonation, cross-cultural communication,cross-linguistics interference

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