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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 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007" : 7 Documents clear

PLAGIARISM ACROSS CULTURES: IS THERE A DIFFERENCE? Joel Bloch
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Trying to define plagiarism has been one of the most controversial issues in L2 writing classes. Much of the discussion has been about the relationship between how plagiarism is viewed in China and in the West, in part because there is a long, shared literacy tradition between them. This paper argues that while there are critical differences between how plagiarism is viewed, the relationship is often more complex than is sometimes thought. A study of this relationship can help us understand not only the nature of plagiarism but also concepts of imitation, originality, and authorship, which underlie how plagiarism is viewed. While the focus of this paper is on a comparison of Chinese- and English-language viewpoints, this perspective can help both researchers develop a framework for examining plagiarism across cultures and for teachers to develop a pedagogy for teaching about plagiarism that helps our students see its subtleties and contradictions involved in thinking about plagiarism in the same way they learn about any other aspect of literacy. Keywords: plagiarism, intercultural rhetoric, contrastive rhetoric, authorship, rhetoric

PROBING RHETORICAL STRUCTURES OF ADVANCED LEARNERS’ EXPOSITORY PROSE: A DATA-BASED APPROACH Marcellinus Marcellino
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Logic, as the basis of rhetoric, always affects the way ideas, words, and evidence are assembled into one coherent structure. As rhetoric varies from culture to culture, it frequently brings about awkwardness, inappropriateness as well as immaturity of an expository prose if it does not meet the convention of organizational patterns and signals as expected by the readers having that rhetoric. A number of scholars have highlighted the importance and insights of contrastive rhetoric for the teaching of academic writing. This paper describes various rhetorical problems encountered by dozens of advanced Indonesian learners of English taking an academic writing class at AMINEF (American Indonesian Exchange Foundation) who plan to study in the USA. This paper concludes with the caveat that difficulties in adopting English rhetoric is not simply a linguistic problem but includes cultural understanding and awareness of its style. This paper offers insightful writing instructions to cope with the existing problems. Keywords: rhetoric, expository prose, contrastive rhetoric, rhetoricalproblems, AMINEF

AUSTRALIAN AND INDONESIAN UNIVERSITY STUDENTS’ UNDERSTANDING OF PLAGIARISM Bambang Yudi Cahyono
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

This article is part of a larger report of research which explored and compared Australian and Indonesian university students’ attitudes toward plagiarism, understanding of plagiarism, and understanding of university policy on plagiarism. It focuses on whether or not Australian and Indonesian students differed in their understanding of the notion of plagiarism and its various forms. Data of the Australian and Indonesian subjects’ understanding of plagiarism were gained using a questionnaire and focus group interviews. The results showed that the Australian students were more knowledgeable of the notion of plagiarism and its various forms than the Indonesian students. The differences may be attributed to the academic context of the study. The Indonesian students were not familiar with the Western norm in academic writing, the norm which is regularly practiced in the Australian context. This study strongly recommends that the Indonesian students’ awareness of plagiarism be increased in order to avoid plagiarism. Keywords: understanding of plagiarism, definition of plagiarism, academic context, focus group interviews, university study.

ESL WRITING VARIABILITY: WRITING TASKS, GENDER AND PROFICIENCY LEVEL Sabariah M. D. Rashid; Shameem Rafik-Galea
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Research focusing on L1 (native speakers of English) writers has shown that students tend to perform differently on different writing tasks. L1 students perform better on narrative and descriptive writing tasks than argumentative. In fact, some scholars have suggested that L1 students lack a schema for argumentative writing, which perhaps contribute to their poor performance on argumentative writing tasks. This tendency seems also applicable to L2 (non-native speakers of English) writers. This paper reports the findings of a study on the impact of narrative and argumentative writing tasks, gender and proficiency level on the quality of Malaysian English as a second language (ESL) learners’ writing. The findings of this study are discussed in the light of variability in ESL writing. Their implications for writing assessment practices are also highlighted. Keywords: ESL writing, task variability, gender, proficiencylevel

DEVELOPMENT IN L2 WRITING AFTER A SEMESTER OF STUDY IN AN AUSTRALIAN UNIVERSITY Neomy Storch
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

There is a common expectation, particularly amongst international students, that studying in an English-medium university would lead to an improvement in their writing skills (as well as other language skills). However, to date there has been very little research about the impact of studying in an English medium university on the development of learners’ writing. This paper reports on study which was part of a larger project. The larger project, using a test-re-test design, investigated whether the reading and writing skills of international students improved after one semester of study in an Australian university. The study reported here analysed the writing test scripts of 20 students whose global writing scores indicated improvement in writing and who had not accessed any language support during the semester. A range of quantitative and qualitative measures were used to analyse the data, including measures of linguistic fluency, accuracy and complexity. The study found that the greatest improvements occurred in how learners structured their writing and developed their ideas. There was also a marked improvement in the formality of learners’ language, but less evidence of improvement in language accuracy and complexity. These findings suggest that some aspects of written language may need more explicit language instruction in order to improve. Keywords: English medium university, writing test scripts,linguistic fluency, linguistic accuracy, linguistic complexity, explicit language intruction.

UPENDING TRADITIONAL WRITING INSTRUCTION: A PLEA TO TEACH VISUAL TEXTS IN L1 AND L2 CLASSROOMS M. Todd Harper
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

With the advent of multi-media, interpreting visual texts has become an important function of literacy. Yet, few L1 or L2 English writing classes devote any time to these texts, in part because many L1 and L2 teachers do not know how to interpret these texts themselves. This article suggests two methods for understanding visual discourse: the interpretation of images, pictures, and graphics within a system of similar visual artifacts and the location of those images, pictures, and graphics within a historical and cultural context. As an example, two graphics on the University of Athens’ homepage were examined. Keywords: visual texts, visual discourse, images, literacy, pictures, graphics

NOTICING AND GRAMMATICAL ACCURACY IN ESL LEARNERS’ WRITING Maskanah Mohammad Lotfie; Arshad Abd. Samad
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper presents an overview of an exploratory study on the role of noticing in improving written accuracy. The noticing hypothesis, as conceptualised by Schmidt (1990, 2001), focuses on the need to enhance learners’ awareness of target language items in order to convert input into intake and subsequently internalise input as part of interlanguage. This study also takes into account the comprehensible output hypothesis (Swain, 1985, 1998) that proposes that output can promote noticing as it encourages learners to become aware of the gap between their interlanguage and the target language usage. These concepts have been translated into three types of feedback techniques for written output and the techniques are Enhancement, Reformulation, and Sequential. All three techniques function as a means to enhance learners’ awareness of past time forms and are therefore form-focused in nature but avoid explicit explanations of those target forms. Results indicate that noticing is influenced by the types of learner responses to the techniques. The structural components of a target form may influence the success of its acquisition. Statistical results suggest that all three instructional techniques were equally successful in enhancing noticing and in increasing learners’ written accuracy. Keywords: noticing hypothesis, input, intake, interlanguage, comprehensibe output hypothesis, enhancement, reformulation, sequential

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