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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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COGNITIVE GRAMMAR ON “SMASH”: PERSPECTIVES FROM LANGACKER’S FRAMEWORK Chong Seng Tong; Ng Yu Jin; Noor Azam Abdul Rahman; Zalina MohdKasim
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

The language system allows us to express perceived events indifferent ways using different linguistic resources. Ability toperform this task goes beyond the notion of prescriptivegrammar, which makes no connection between language and thecognitive mind. Cognitive grammar focuses on the way weconstruct our ideas. Meaning is equated with conceptualization.Semantic structures are characterized Based on the ideas andtheses posited by Langacker with regards to Cognitive Grammar,we seek to illustrate how our cognitive minds help us manipulatethe use of language, especially the grammatical items.Keywords: Cognitive Grammar, Langacker, Pedagogy, Smash

TECHNOLOGY IN LANGUAGE TEACHING TODAY Jack C. Richards
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

Technology is playing an increasing role in education world-wideand is having a growing impact on the design and delivery ofEnglish language programs. Todays’ language teachers areexpected to understand how to integrate technology into theirteaching as well as knowing how to help learners make use ofresources such as media and the internet to improve their learningof all four skills. As such technology offers both new challengesas well as new opportunities for both teachers and learners. Thisarticle surveys the role of technology in language teaching andexplores the opportunities it offers to teachers and learners tosupport new technology-mediated teaching and learning.Keywords: computer-assisted learning, flipped classroom,professional development, curriculum design,internet-based learning

USING DICTOGLOSS TO TEACH THE ENGLISH HYPOTHETICAL CONDITIONAL CONSTRUCTION: AN EXPERIMENTAL SUPPORT Angeria Verawati
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 current study reports on an investigation into the effects ofusing dictogloss to teach the English hypothetical conditionalconstruction. Twenty four Indonesian EFL learners (initiallyfifty) studying English as a compulsory subject at a localsecondary school in Jakarta participated in an instructionaltreatment that is called dictogloss. An interpretation task and aproduction task were used in the pretest and posttest in this studyto measure the learners’ performance after the treatment. Thefindings revealed positive effects on both learners’ interpretationand production abilities. The participants improved significantlyin their abilities to comprehend and use the target construction.One reasonable pedagogical implication is that dictogloss is aneffective language teaching method, and should be used ifteachers want to vary their teaching techniques.Keywords: dictogloss, Indonesian EFL learners, theEnglish hypothetical conditional construction,pedagogical implications

Narrative data and analysis in Second Language teaching and learning Nugrahenny T. Zacharias
Indonesian JELT Vol 11, No 2 (2016): Indonesian Journal of English Language Teaching vol 11 no. 2 October 2016
Publisher : Universitas Katolik Indonesia Atma Jaya

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.

How vocabulary is learned Paul Nation
Indonesian JELT Vol 12, No 1 (2017): Indonesian Journal of English Language Teaching vol 12 no.1 May 2017
Publisher : Universitas Katolik Indonesia Atma Jaya

Vocabulary learning requires two basic conditions – repetition (quantity of meetings with words) and good quality mental processing of the meetings. Other factors also affect vocabulary learning. For example, learners may differ greatly in their motivation to engage in learning, and words may differ greatly in their learning burden. However, without quantity and quality of processing, learning cannot occur. The greater the number of repetitions, the more likely learning is to occur. The deeper and more thoughtful the quality of processing, the more likely learning is to occur. This paper explains quantity and quality, and shows how teachers and learners can increase the quantity and quality of their processing of vocabulary, thus increasing their vocabulary size.

"Why my students didn't read according to their level?": An instructor's reflection in an extensive reading class Nugrahenny T. Zacharias
Indonesian JELT Vol 11, No 1 (2016): Indonesian Journal of English Language Teaching vol 11 no.1 May 2016
Publisher : Universitas Katolik Indonesia Atma Jaya

The present paper is a novice teacher reflection in an Extensive Reading (ER) course. It attempts to explore the extent to which reflecting on critical incident of a reading level contributes to new understanding of Day and Bamford’s ER principles utilized to design the course. This study found that reflection through critical incidents provides a systematic structure to develop practical pedaogigcal knowledge into teaching. By exercising a critical incident reflection on ER, I was able to critically contextualize Day and Bamford’s ER principles into my current teaching context. It concludes by pointing out how a narrative reflection on critical incidents is needed to understand a novice teacher’s experience when practicing a new approach in teaching.

Cooperative learning: Addressing implementation issues Willy A. Renandya; George M. Jacobs
Indonesian JELT Vol 12, No 2 (2017): Indonesian Journal of English Language Teaching vol 12 no.2 October 2017
Publisher : Universitas Katolik Indonesia Atma Jaya

Although cooperative learning (CL) has been shown to be an effective method to increase students’ levels of engagement in the language classroom, not all teachers use it regularly. Some may not fully understand its theoretical rationales, some may not be aware of its potential language learning benefits and some may just feel that CL takes up too much of instruction time. In this paper, we first provide the key theoretical principles behind CL and discuss four such principles that research has shown to be essential. These are positive interdependence, maximum peer interactions, equal opportunity to participate and individual accountability. In the last part, which forms that bulk of this paper, we discuss common concerns teachers have about CL and offer practical suggestions of addressing them.

Swear words among young learners: A case study of the elementary students Maria Fe Suganob-Nicolau
Indonesian JELT Vol 11, No 2 (2016): Indonesian Journal of English Language Teaching vol 11 no. 2 October 2016
Publisher : Universitas Katolik Indonesia Atma Jaya

This case study examines the usage of swear words among young learners. It aims to find out the most frequently used swear words, the intense emotions that triggered the participants to swear, the strategies used to tone down the swear words, and the contributors to learning how to swear. A combination of quantitative (Likert scale survey, open-ended survey, and data elicitation from drawings,) and qualitative (interview) studies was conducted among the 109 elementary students from school A. The findings revealed that the most frequently used swear words were related to intellectual based terms and religion; anger was the primary reason for the young learners to swear to someone; the use of acronyms was commonly explored to tone down the offensiveness of the swear words, and moms were the highest contributors for the young learners to learn how to swear. Despite the limitations of the data elicitation, the instrument offered a richer data in comparison with the two other quantitative instruments (Likert scale survey and open-ended survey). It did not only present the emotions, toning down strategies, contributors, categories and variations but it also revealed the locations and situational instances where the swear words were used. Interview, on the other hand, was valuable to support the qualitative findings related to emotions and reasons for toning down strategies whereas other findings can be quantified using the frequencies presented in the quantitative instruments. Moreover, the findings also discovered that some swear words under study such as OMG, Oh my God, or gosh were not considered as swear words since they were mainstream words in this particular study.

Transmissive and transformative approaches to language teacher education Jack C. Richards
Indonesian JELT Vol 12, No 1 (2017): Indonesian Journal of English Language Teaching vol 12 no.1 May 2017
Publisher : Universitas Katolik Indonesia Atma Jaya

In this paper I compare two contrasting educational philosophies that have had a significant impact on the way we approach and understand our practice as teacher educators. These have been labeled in several ways such as top-down versus bottom-up or product versus process based. I will characterize them a transmission-based approach and an ecological approach. My aim here is to describe and compare these two approaches and suggest how they offer complementary perspectives on the nature and practices of second language teacher education.

Gender differences in writing complex sentences: A case study of Indonesian EFL students Maria Fe Suganob-Nicolau; Katharina Endriati Sukamto
Indonesian JELT Vol 11, No 1 (2016): Indonesian Journal of English Language Teaching vol 11 no.1 May 2016
Publisher : Universitas Katolik Indonesia Atma Jaya

This study investigated the Indonesian EFL students’ proficiency in writing complex sentences and explored the gender differences in their writing products. Thirty-eight (38) high school students – 19 males and 19 females – were instructed to write a narrative account of the silent movie, The Pear Film, immediately after watching it. The result of the study revealed that the students’ production of sentence complexity exhibited a sequential degree of difficulty from simple sentence (1 T-unit) to more complex sentences (2 T-units or 3 T-units). Female students had higher frequencies in producing T-units, and they also exhibited a more powerful imagination and creativity in building complex sentences. However, the males outnumbered the females in the production of lexical variety. This indicated that longer sentences are not always directly related to the breadth of vocabulary knowledge.

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