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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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Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context Dwi Riyanti
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

The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.

Promoting students' critical thinking through reading strategy instruction in a reading class K. R. Vinitha Rani
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 study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

A study of three Indonesian teachers' participation in a US graduate program Nugrahenny T. Zacharias
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

Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous studies on L2 teachers have focused primarily on the construction of teacher identity per se, the findings of the study indicated that the construction of the three Indonesian teacher identities were grounded in other identity options such as nonnative speaker, gender as well as learner identity.

Incidental corrective feedback by classroom teachers and uptake by bilingual elementary students in teacher-learner interactions Richel Langit-Dursin
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 study investigated (1) the relationship between corrective feedback types and errors by bilingual elementary students in speaking; (2) corrective feedback type that leads to high uptake; (3) uptake commonly made by bilingual elementary students in response to incidental corrective feedback; and (4) perspectives of elementary classroom teachers and bilingual young learners on the provision, frequency, and timing of corrective feedback. The qualitative and quantitative research involved classroom teachers from grades 1 to 5 and bilingual elementary students. A total of 20 classroom teachers and 362 elementary students able to speak English, Bahasa Indonesia, and Chinese from a school implementing an international curriculum participated in the research. The study revealed that (1) different corrective feedback types, namely recast, explicit correction, clarification request, metalinguistic feedback, repetition, and elicitation were not specifically linked with phonological, grammatical, and lexical errors in speaking; (2) recast led to high uptake in the form of incorporation but not student-generated repair; (3) repetition was the most common type of uptake by bilingual elementary students; and (4) classroom teachers and elementary students wanted teachers to correct errors and give delayed error correction but have different perspectives on the frequency of doing it. For classroom teachers, learners’ errors have to be corrected all the time but for students, errors have to be corrected sometimes. Peer application of corrective feedback and repeated error by another student are new kinds of uptake based on the results of the classroom-based research.

Promoting Inter-Asian understanding through English: Cross-border exchanges through an Asian Youth Program Kip Cates
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

This paper discusses the importance of going beyond the classroom to provide EFL learners with out-of-class opportunities to use their language skills in real-world situations with same-age peers. It introduces the Asian Youth Forum (AYF), a unique series of international youth conferences designed by English language educators in Asia that aims at promoting cross-cultural awareness, communication skills, leadership and international understanding through the medium of English-as-a-global-language. The Asian Youth Forum is an annual 1-week event that brings together college-aged EFL students from across the Asian region. Participants typically comprise 30 - 80 young people from 10 - 15 countries such as Japan, Korea, Thailand, Indonesia, Vietnam, Cambodia and the Philippines. During this all-English event, students take part in a rich program of academic seminars, presentations and social events built around the themes of language, culture, global issues, and leadership. This paper outlines the aims and history of the Asian Youth Forum, describes its design and special features and reports on the program's outcomes in terms of student attitudes, language development, learner identity and international understanding. The author concludes by calling for further EFL youth exchanges of this type in other regions of the world.

Language use in shifting contexts: Two multilingual Filipinos' narratives of language and mobility Rebecca Urip Wattimena; Christine Manara
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 study explores languages repertoire of two Filipinos who were brought up in a multilingual family and subsequently left their home country to live abroad. Both participants were exposed to more than 4 languages at their home country before they went to live abroad. The study was guided by three research questions: 1) how do these multilinguals use their languages? 2) what kind of linguistic dynamics the participants encountered during their mobility experiences? 3) how do the participants perceive themselves in relation to their linguistic and cultural identity? Narrative-based study was adopted to conduct this research. Data were elicited using open-ended interviews. The major findings show that although participants are still attached with their local languages, shifting of dominant language occurs in line with their mobility experiences. In addition, there is also an indication of language shift that takes place on the fourth generation. The 1st generation languages (participants’ grandparents, i.e. Ibanag and Karay-A) are no longer spoken nd Tagalog is not inherited to the 4th generation of one of the participants.

Developing intercultural communicative competence: An example of the New College English textbook series Tamas Kiss
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

The development of intercultural communication has received renewed attention in the professional literature in the past decade. In response to changes brought about by a globalizing world and educational industry, our understanding of culture – and its role in language teaching - has changed. This is clearly indicated by the emerging 21st century educational frameworks that put inter- and cross-cultural skills as one of the core competencies for students to be successful in a rapidly changing world. Research on language teaching materials has found that there has been a shift in cultural representations, moving from mono-cultural portrays to more dynamic, inter-cultural, even hybrid cultural depictions. Yet, two areas need further consideration: a) While the above might be true for materials developed for international markets, how is culture represented in locally produced English language textbooks? b) What tasks are used in the materials to develop the skills, attitudes, and knowledge needed for successful intercultural communication? This paper set out to examine a widely used and locally published English language textbook series by using Byram’s (1997a) framework and found that although the material has a potential to develop intercultural competence, it does not provide tasks that would engage students in such learning.

The teacher's sense of plausibility revisited Alan Maley
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

My aim is to give substance to Prabhu’s (1987) concept of ‘the teacher’s sense of plausibility’. That is to say, explore the way teachers develop professionally and personally by building a personal theory of teaching action based upon their own accumulated experiences - and reflection on them. Objective history is useful but perhaps more interesting are our personal histories. In this paper I shall attempt to link my own personal history in ELT to the places I have worked in, to the personalities I have encountered, to the evolving currents of ideas and publications, and to key critical moments in my own development. I shall weave together the five strands of places, personalities, ideas, publications and critical moments to demonstrate how they have influenced the direction of my own continuing development of a personal ‘theory’ of teaching. I shall suggest that this kind of reflective process can be a valuable element within the framework of teacher development as a whole.

Motivating repeated readers in an Extensive Reading class: A critical reflection on course design Nugrahenny T. Zacharias
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

Studies illustrating the effectiveness of ER in facilitating learners' development in reading fluency, speed and vocabulary have been reported in different contexts. However, studies exploring the extent to which ER accommodates repeated readers are almost absent from the literature. It is in this light that this paper proposes a number of motivating tasks that teachers may use to teach ER as a course. The present paper illustrates the task-based syllabus I developed for repeated readers. I will describe the series of motivating tasks and explain the rationale behind each

code-mixing on Facebook postings by EFL students: A small scale study at an SMP in Tangerang Bayu Kurniawan
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 study aims to analyze the use of English, in terms of code mixing forms, and its motivations by EFL teenager learners. The participants of this study are three students in the age range of 12-14 year’s old (grade 8th and 9th) in a junior high school in Tangerang, Indonesia. The data was a one week Facebook postings from the students Facebook page. Content analysis was used as a method for data analysis. In addition, interview was also conducted to find out the participants’ motivation in using English on their Facebook posts. The research findings showed that English is frequently used by students in social media to perform code-mixing which are present in caption, status, hashtag, and comments. Using Hoffman’s categorization (1991), reasons for code-mixing are identified as follows: 1) talking about a particular topic, 2) quoting somebody else’s statements, 3) being emphatic about something, 4) interjection (inserting sentence fillers or sentence connectors), 5) indicating pride and 6) limited words.

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