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Published by Universitas Katolik Indonesia Atma Jaya

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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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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

THE CORRELATION BETWEEN PHONOLOGICAL AWARENESS AND WORD LEARNING Teresa Ravenska; Lanny Hidajat
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

This is a preliminary study to investigate the possible relationship between phonological awareness and word learning. The subjects of this study were 18 elementary students in the second grade. The subjects were first given three phonological awareness tests to measure their level of phonological awareness. Based on the results of the phonological awareness tests, the subjects were divided into the high and low phonological awareness groups. Afterwards, the subjects in both groups were taught 10 new words, followed by a vocabulary test to examine their ability in learning the new words. The results of the vocabulary test showed that the high phonological awareness group performed slightly better than the low phonological awareness group. This finding supports the assumption that L2 learners’ ability to learn L2 vocabularies is affected by their phonological awareness. Keyword: Phonological Awareness, Word Learning

THE INFLUENCE OF DIALOGUE JOURNAL WRITING IN REDUCING EFL STUDENTS’ WRITING ANXIETY Yuseva Ariyani Iswandari
Indonesian JELT Vol 9, No 1 (2013): Indonesian Journal of English Language Teaching vol 9 no. 1 May 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

Writing is considered important because it is one of the fourEnglish skills that take a significant role in the success of students’language learning. However, it is undeniable that writing, especiallyfor EFL college students, is still regarded difficult and frustrating(Graham, Harris, & Mason, 2005). As a result, students experiencewriting anxiety which affects the quality of their writing. This paperinvestigated factors that influenced students’ writing anxiety andhow dialogue journal writing helped students reduce their writinganxiety. This study was based on qualitative research in whichanxiety rubric from Ferris & Hedgcock (1998) and questionnaireswere administered to gather the data. Besides, samples of journalentries were also used as data collections. The study concluded thatthere were three major factors influencing the students’ writinganxiety: (1) making grammatical mistakes, (2) having difficulty infinding ideas, and (3) making minimum requirement mistakes. Thestudy also revealed 5 specific ways on how dialogue journal helpedthe students reduce their writing anxiety: (1) Learninggrammatically correct sentences, (2) creating a writing habit, (3)providing good examples on how to develop ideas, (4) Learningminimum requirement, and (5) facilitating student-teacher relation.Keywords: EFL students’ writing anxiety dialogue journalwriting

NURTURING HIGH EXPECTATIONS: LIVING A WELL-LIVED CURRICULUM ON A HUMANISTIC PERSPECTIVE Markus Budiraharjo
Indonesian JELT Vol 9, No 2 (2013): Indonesian Journal of English Language Teaching vol 9 no. 2 October 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

This study reports an empirical investigation of the use of personalapproach to integrating educational values in an English preserviceteacher education program. Using a Moodle-basedLearning Management System called Exelsa, which has beeen inuse in the past four years, each individual student receivedpersonal written responses from the instructor. Learning isperceived more as a journey to develop self-knowledge that is notmerely driven by instrumental orientations such as grade-seekingmentality, rote memorization, and formalist-driven contents. A setof anedoctal evidence suggested that highly personal notesaddressed to each individual student brought significant change inthe way each of them viewed himself or herself in positive ways.When students felt highly appreciated as significant human beingsin the class, they were more likely to undergo learning more in aholistic manner. A humanistic philosophy of educationnecessitates such an approach to maintaining a relational trustamong all class members. An instructor is supposedly skillful atnavigating the flows of class interactions, at times withunprecedented challenges. A restropective study, this seeks todevelop a better understanding as to whether such an approachleaves a durable significance in their perspectives on learning.Keywords: Humanistic curriculum, high expectation, pre-servicetraining.

REMARKS ON LANGUAGE ACQUISITION AND LITERACY: LANGUAGE ACQUISITION AND TEACHING, FREE READING, "TEST-PREP" AND ITS CONSEQUENCES, THE USE OF THE FIRST LANGUAGE, WRITING, AND THE GREAT NATIVE SPEAKER TEACHER DEBATE Stephen D. Krashen
Indonesian JELT Vol 10, No 1 (2015): Indonesian Journal of English Language Teaching vol 10 no. 1 May 2015
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper reviews the arguments for comprehensible input (the"comprehension hypothesis" and discusses some of itsapplications to beginning and intermediate language teaching,including free voluntary reading as a bridge from conversationalto academic language. The comprehension hypothesis providessome guidance on the proper use of the first language in secondlanguage teaching and helps explain what writing can andcannot do. Finally, the comprehension hypothesis contributes tothe Great Native Speaker Teacher debate: We want teachers (1)to understand language acquisition, (2) to understand languagepedagogy, and (3) to speak the language well. My point is thatnumber (3) alone is not enough, even if the teacher is a nativespeaker.Keywords: comprehensible input, language acquisition,TPR, Natural Approach, TPRS, shelteredsubject matter teaching, free voluntary reading,writing

COMMUNICATIVE APPROACH IN TEACHING ENGLISH FOR 3RD YEAR ENGLISH DEPARTMENT STUDENTS: ADVANTAGES AND WEAKNESSES Ike Revita
Indonesian JELT Vol 10, No 2 (2015): Indonesian Journal of English Language Teaching vol 10 no. 2 October 2015
Publisher : Universitas Katolik Indonesia Atma Jaya

English as international language is learned by many people allover the world. In certain country, like Indonesia, English is stillregarded as foreign language different from in Philippine orMalaysia in which English is their second language. Thesedifferent positions make the emergence of various ways ofteaching English. This writing is aimed at describing one way ofteaching English called communicative approach. The object ofthis writing is to see the advantages and weaknesses of thismethod applied for the beginners. The research is conducted atEnglish Department Andalas University where third yearstudents become the subject. Data are collected by observationalmethod with note-taking and interviewing technique. Theanalysis is done by using referential identity method related tothe concept proposed by Savignon (2002). The result of analysisis descriptively presented. Having analyzed data, it is found threeadvantages and three weaknesses of using communicativeapproach in teaching English for 3rd year English Departmentstudents. The advantages are (1) enhancing students’ competencein speaking English in various situation; (2) encouraging studentsto practice their English in real communication; (3) stimulatingthe students to speak communicatively; (4) motivating studentsto be brave interacting using English. The weaknesses are (1)focusing much on meaning not form; (2) regarding learningstructure is useless and irrelevant; and (3) discouraging studentswho have lack vocabularies to speak.Keywords: Communicative Approach, English as anInternational language, English communication

RETHINKING THE PLACE OF RELIGIOUS DISCOURSE IN ACADEMIC DISCOURSE: A CRITIQUE OF AMBER ENGELSON Setiono Sugiharto
Indonesian JELT Vol 9, No 1 (2013): Indonesian Journal of English Language Teaching vol 9 no. 1 May 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

This article critiques some arguments on religious discourse in thecontext of academic discourse recently proposed by Engelson(2014). In relation to this critique, four points are raised: religiousidentities in academic discourse, structural inequities of the spreadof English in the Indonesian context, Indonesian rhetoricaltraditions, and the role of religious expression in academicdiscourse.Keywords: religious discourse, academic discourse, religiousidentities, Indonesian rhetorical traditions, religiousexpression.

SCAFFOLDING FOR PEER FEEDBACK SESSION: WHAT, WHY, AND HOW? Anita Kurniawati
Indonesian JELT Vol 9, No 2 (2013): Indonesian Journal of English Language Teaching vol 9 no. 2 October 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

Recent research has shown the value of peer feedback in writingclass. By evaluating their peer’s work, students can figure out thestrengths and weaknesses of their friends’ drafts. After doing this, it isexpected that they could compare their peer’s work to their own work,which will certainly be beneficial for the revision process. Thebiggest challenge I faced when implementing peer feedback is how toscaffold the students to be able to provide valuable input to theirfriends’ work. This ability is important because the input studentsgive to their friends could become a reflection to their own draft. Thissharing is based on what I experienced during Expository andArgumentative Writing Class last semester, particularly on what I didbefore, during, and after the peer feedback session. To get clearer ideaabout the classroom situation, I will provide some examples of thetask sheets used. I will also provide some empirical evidence from thestudent worksheets. I expect that my sharing could enrich ourunderstanding on how to use peer feedback sessions, particularly onhow to scaffold the students to provide valuable peer feedback.Keywords: scaffolding, peer feedback

A Study of Chinese University EFL Learners’ Foreign Language Listening Anxiety, Listening Strategy Use and Listening Performance Meihua Liu; Juliet Thondhlana
Indonesian JELT Vol 10, No 1 (2015): Indonesian Journal of English Language Teaching vol 10 no. 1 May 2015
Publisher : Universitas Katolik Indonesia Atma Jaya

The present study examined foreign language (FL) listeninganxiety and listening strategy use in relation to FL listeningcomprehension performance of 1702 undergraduate EFLlearners from 5 universities in China. Analyses of the surveydata revealed the following findings: (1) more than half of thestudents generally did not feel anxious when listening toEnglish, were low in English listening proficiency, were notconfident in or satisfied with their English listening proficiency,and usually moderately used different types of strategies whenlistening to English; (2) compared with their femalecounterparts, the male students felt significantly more anxiouswhen facing listening activities and less satisfied with theirEnglish listening proficiency, used significantly more often thememory/attention/understanding-related strategies and were lessproficient in English, employed significantly more often ‘lessactive listener strategies’ (FLLSUS6), but significantly lessfrequently the strategies of negotiation for meaning (FLLSUS1),maintaining fluency (FLLSUS2), getting the gist (FLLSUS4),and nonverbal strategies (FLLSUS5), (3) all FLLAS (ForeignLanguage Listening Anxiety Scale) and FLLSUS (ForeignLanguage Listening Strategy Use Scale) scales were highlysignificantly correlated with each other and the students’listening comprehension performance, and (4) FLLSUS6,FLLAS2, FLLAS3, FLLAS1, FLLSUS2, and FLLSUS1 weregood predictors of English listening comprehensionperformance.Keywords: foreign language, listening anxiety, listeningstrategy use, listening comprehensionperformance

TEACHING LISTENING COMPREHENSION: SOME IMPORTANT ASPECTS FOR MATERIAL DEVELOPMENT AND TEACHING TECHNIQUES Patrisius Djiwandono
Indonesian JELT Vol 10, No 2 (2015): Indonesian Journal of English Language Teaching vol 10 no. 2 October 2015
Publisher : Universitas Katolik Indonesia Atma Jaya

The paper discusses aspects of spoken language that should beconsidered in the development of teaching materials, andproposes a few techniques for teaching listeningcomprehension. It starts with an overview of importantcharacteristics of spoken discourse, which include phonology,accents, prosodic features, speech rate, and discoursestructure. It then argues that spoken input varies according totwo major distinctions, namely CALP (Cognitive AcademicLanguage Proficiency) and BICS (Basic InterpersonalCommunication Skills) and that efforts should be directed tothe former if the materials are intended for academic purposes.It maintains that the materials should incorporate aspects ofstrategies for listening that help learners overcomecomprehension barriers and gain the most from the spokeninput. Some principal considerations in grading listeningmaterials are presented according to five parameters, whichinclude linguistic characteristics, explicitness, organization,content and context. Finally, the paper proposes a fewteaching techniques that promote strategic listeningcomprehension for EFL learners of intermediate up to preadvancedlevel in an academic setting.Keywords: teaching, listening, strategies, materialdevelopment

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