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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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Practicum Supervisors'Insights Regarding Non-Native Teachers in Training Enric Llurda
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 paper presents the results of a series of oral interviews withpracticum supervisors in MA TESOL programs, regarding theirviews on the characteristics and the challenges experienced by nonnativeteachers in training while they were doing their practice teaching. Practicum supervisors constitute a group of professionals with a unique and privialged perspective onto the classroom performance of both native and non-native student teachers and through these interviews they can express their concerns and appreciations of non-native students teachers in North-American TESOL Programs Keywords: practicum supervisor; non-native teachers, TESOL Programs

INTEGRATING READING AND WRITING IN ACADEMIC WRITING CLASS Fernandita Gusweni Jayanti
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

Based on the theories and empirical data of the advantages oforchestrating integrated skills in the classroom and the connectionsbetween reading and writing skill, this study aims to find out theeffects of integrated reading-writing instruction on students’writing ability. The moderating effect of cognitive styles was alsoinvestigated. The present study adopted a quasi-experimentaldesign with 2 x 2 factorial analyses. The subjects of this studywere 87 students at STKIP PGRI Jombang. An experimental groupusing integrated reading-writing instruction was randomlyassigned for comparison with a group using a traditional teachingmodel. At first, the participants were asked to perform GroupEmbedded Figure Test (GEFT) to determine their cognitive styles.After that, the participants were asked to write an expository essayas the pre-test to justify that both groups had the same writingability before the treatment. After seven meetings of treatment,they were asked to write another expository essay as the post-test.Based on ANOVA analyses, it was found that the students taughtby using integrated reading-writing instruction did not achievesignificantly better writing score than students taught by writinginstruction only: neither for the field-independent students nor thefield-dependent ones.Keywords: integrated reading and writing, writing instruction,writing ability, cognitive styles

IDEA REPRESENTATION AND SUMMARIZING STRATEGIES IN ARTICLE SUMMARIES WRITTEN BY INDONESIAN EFL STUDENTS Bambang Yudi Cahyono; Shirly Rizki Kusumaningrum
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 study examined idea representation and summarizingstrategies in article summaries written by Indonesian EFLstudents. When the study was conducted, the students wereattending a graduate course on “the Teaching of Writing” in theGraduate Program in ELT at State University of Malang,Indonesia. This study describes the students’ article summariesin terms of idea representation based on the ICF (‘introduction,’‘content,’ and ‘finalization’) frame and strategies applied in thearticle summaries. Data in the form of article summaries writtenby 16 students were collected at the end of the course. Theresults of data analysis show that most of the Indonesian EFLstudents could successfully represent the the ideas from thejournal articles into their summaries. However, not all of thestudents consider that ‘finalization’ component in the frameneeds to be included in their summaries. In terms of strategies insummarizing, most of the students made summaries by copyingideas and words with no or some modification, whereas onlysome of them write summaries by using their own expressions.This means that the students found that summarizing is not aneasy task. Therefore, this study recommends EFL teachers toteach their students strategies to summarize successfully. It alsoencourages EFL teachers to remind the students to use their ownexpressions in their article summaries in order to avoidplagiarism.Keywords: Idea representation; strategies in summarizing;article summaries; journal articles; IndonesianEFL students

DEVELOPING AN INDONESIAN TEXTBOOK FOR NON-NATIVE LEARNERS OF INDONESIAN AT ELEMENTARY LEVEL Sayit Abdul Karim
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 present study aims at (1) exploring the learningmaterials which are available for non-native learners ofIndonesian who learn Indonesian at Elementary level, andtheir weaknesses; (2) examining and developing thealternative model to suit the needs of non-native learners ofIndonesian to communicate intensively in Indonesian; and(3) evaluating the effectiveness of the learning material usedfor non-native learners of Indonesian at Elementary level.The research design in this study was research anddevelopment (R&D) model by Borg and Gall (1983: 775).The subjects of the try out were six Darmasiswa students atUNNES BIPA program in the academic year of 2012/2013.They were one student from Japan, one from Poland, twofrom Estonia, one from Czechoslovakia, and one studentfrom the Netherlands.The product developed has been examined in the tryoutsession. Students’ achievement was improved after usingthe product. The improvement of students’ achievement wasabout 20% to 25%. Finally, it can be concluded that theIndonesian textbook developed for non-native learners ofIndonesian at Elementary level is helpful, effective, andappropriate to be used in the Indonesian to speakers of otherlanguages program.Keywords: Material Development, Elementary level,Indonesian textbook, Non-native Learners ofIndonesian.

THE MYTH (& SOME MYTHS) OF TEACHING AMERICAN CULTURE Patricia Dunkel
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v9i1.641

In this paper, the author opens by noting how culture influences outattitudes, emotions, beliefs, and values in pervasive ways. She thenasks how and why myths and generalizations emerge about theculture of various nation-states, regions, or even specific cocultureswithin these nations and regions. The simple answer is weform generalizations and develop myths to create comprehensibleframeworks of comparison regarding the systems of values andbeliefs held, and the codes of conduct followed by the majority ofthe people whose language we teach or study. We seek to createthese frameworks to interconnect the teaching of culture andlanguage, for usually language is taught as a system in (and of)itself, with its rules, exceptions, right answers and wrong answers.If culture is taught, it is usually infused into the language class inone of four common approaches. The author cites these fourcommon approaches to teaching culture: (1) the FrankensteinApproach, (2) the 4-F Approach, (3) the Tour-Guide Approach,and (4) the “By-The-Way” Approach); she warns of the inherentrisk involved in adopting any or all of these facile approaches, thatrisk being the creation and promulgation of cultural generalizations(even “myths”) that need tempering, and eventually revising.Referencing myths can make the teaching of culture easier, but itcan create problems when reality enters the scene. As an example,the author delves into a number of myths promulgated aboutAmericans university culture; these myths constitute sweepinggeneralizations that demand more greater and greater refinementand “reality checks.” The author ends with noting that “Americanculture” is a moving target that needs to be viewed as an evolvingentity that will continue to evolve and change as geopolitical,national, and regional events surface and cause continuous changein that moving target, American cultures.Keywords: myths, approaches to teaching culture;American cultures.

RESPONSE TO SETIONO SUGIHARTO Amber Engelson
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

None

THE FISHBOWL STRATEGY: AN EFFECTIVE WAY TO IMPROVE STUDENTS’ SPEAKING ABILITY Dominicus Yabarmase
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

Speaking is one of essential language skills in communication.Language teachers are expected to bring an effective method inclassroom to improve students’ speaking skills. Based on thepreliminary study in language classroom SMA Xaverius Ambon,teachers had limited knowledge of creative method in teachingspeaking which can be integrated to curriculum. Thus, the use ofFishbowl strategy can provide opportunity in the form of Fish andthe Bowl for each student to practice speaking in the classroomwhile considering about current curriculum. In the Fishbowl, eachstudent can take a turn to deliver the ideas, and everyone has theequal chance to speak. This research focused on theimplementation of Fishbowl strategy to improve speaking abilityof 30 students from first grade of SMA Xaverius Ambon. Theresearch methodology was a classroom action research. At the endof implementing fishbowl, the researcher gave the questionnaire toknow students’ perception toward the use of Fishbowl strategy.Based on the research findings, there were 26,6% successfulstudents at the pre-test. After conducting fishbowl, 100% ofstudents in the classroom had improvement in their speaking skillbecause each of them had more chance to speak up somethingrelated to the topic givenKeywords: Speaking, Fishbowl strategy, action research

Use of English at the Workplace : How Far is this True in Malaysia? Noor Hanim Rahmat; Normah Ismail; Azizah Daut
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

According to Ong etal. (2011), the importance of English in theMalaysian work environment is the main concern of manyemployers. Some employers reported that having employees withbetter English would improve productivity. How far is Englishbeing used at the workplace in Malaysia? This quantitative studytargets at possible direction of a language programme such asEnglish for Specific Purpose especially for Occupational andVocational purposes. It looks into how much English is used atselected industries in Malaysia. Specifically, it reports on howcommunication in English is used at different departments inselected industries as well as how the use differs across agegroups, genders and industries. Results of this study will haveinteresting implication for future English for business purposescourses.(125 words)Keywords: work environment, industries, communication

EXPERIMENTING WITH LANGUAGE THROUGH CREATIVE WRITING TASKS Christine Manara
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

This article reports a small-scale study that explores ways ofusing creative writing tasks to address learners’ motivationaland anxiety challenges in English writing. The study adopts anaction research design (Burns, 2010) with cycles of reflection,planning, implementation, evaluative reflection, and analysis.The study was conducted for one semester with 41 students oflow intermediate level of English proficiency participating inthe research. The data was gathered through the researcher’sclassroom observation, learners’ writing products, and lessonplan reflections and evaluations. The result of the study showsthat 1) learners are able to produce personal and meaningfulshort creative texts; 2) creative writing tasks encouragelearners to be a self-directed and autonomous English learner;3) creative writing tasks allow learners to experiment withtheir current vocabulary knowledge and produce linguisticcreativity; and 4) creative writing tasks expand their lexemeand senses knowledge.Keywords: teaching methodology, L2 writing, creativewriting task, action research

APPROPRIATIONS OF POLICIES RELATED TO L2 ACADEMIC WRITING PRACTICES IN AN INDONESIAN EFL TEACHER EDUCATION PROGRAM Joseph Ernest Mambu
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

The current study investigates state and local polices that regulateacademic writing and how they are appropriated in an English-as-a-Foreign-Language (EFL) teacher education program in Indonesia.The significance of the current study lies in its affirmation to thenotion that policy appropriations are multi-layered. That is,government policies may or may not be translated into local de jureand de facto regulations, and in turn these local policies evolve asthey are used and negotiated among colleagues and/or withstudents. In an attempt to understand the layers of appropriations,interviews with four local instructors were conducted. This researchwill pave the way for further praxes to provide quality academicwritinginstructions, in the light of, or regardless of, the stateregulations.Keywords: policy appropriation, second language academicwriting, publication, agency

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