Articles
159 Documents
<![CDATA["Maybe English first and then Balinese and Bahasa Indonesia": A case of language shift, attrition, and preference ]]>
<![CDATA[Siana Linda Bonafix]]>;
<![CDATA[Christine Manara]]>
<![CDATA[ Indonesian JELT Vol 11, No 1 (2016): Indonesian Journal of English Language Teaching vol 11 no.1 May 2016 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (618.019 KB)
|
DOI: 10.25170/ijelt.v11i1.837
<![CDATA[This small-scale qualitative study aims to explore the participants’ view of languages acquired, learned, and used in their family in an Indonesian context. The two participants were Indonesians who came from multilingual and mixed-cultural family background. The study explores three research questions: 1) What are the languages acquired (by the participants’ family members), co-existed, and/or shift in the family of the two speakers? 2) What factors affect the dynamicity of these languages? 3) How do the participants perceive their self-identity? The qualitative data were collected using semi-structured and in-depth interviews. The interviews were audio-taped and transcribed to be analyzed using thematic analysis. The study detects local language shift to Indonesian from one generation to the next in the participants’ family. The data also shows several factors for valorizing particular languages than the others. These factors include socioeconomic factor, education, frequency of contact, areas of upbringing (rural or urban) and attitude towards the language. The study also reveals that both participants identify their self-identity based on the place where they were born and grew up instead of their linguistic identity.]]>
<![CDATA[The pedagogy of teaching English to young learners: Implications for teacher education ]]>
<![CDATA[Subhan Zein]]>
<![CDATA[ Indonesian JELT Vol 12, No 1 (2017): Indonesian Journal of English Language Teaching vol 12 no.1 May 2017 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (498.764 KB)
|
DOI: 10.25170/ijelt.v12i1.847
<![CDATA[EYL (English for Young Learners) is a global phenomenon, and yet research is laden with reports suggesting teachers’ difficulty in developing appropriate EYL pedagogy (e.g. Butler, 2015; Copland, Garton & Burns 2014; Emery, 2012; Garton, Copland & Burns, 2011; Le & Do, 2012; Zein, 2015, 2016a, 2016b). This chapter reports on a study that investigated the perspectives of twenty-six (26) teachers on the appropriate pedagogy needed to teach in the EYL classroom. Data were collected through semi-structured interviews. The findings demonstrate that in the EYL classroom larger emphasis needs to be given to the young learners rather than the language. The findings show that developing a child-friendly pedagogy in the EYL classroom is of vital importance; it is at the core of EYL pedagogy. This brings implications for TESOL teacher education at pre-service and in-service levels in the sense that TESOL teacher educators need to design courses aimed to foster child-friendly pedagogy. The chapter specifically argues for TESOL teacher education to make stronger emphasis on child individual differences (IDs). This is necessary in order to equip teachers with appropriate working knowledge in second language acquisition (SLA) that is prerequisite to the development of EYL teaching expertise.]]>
<![CDATA[The adoption of "like" and "not like" usage by Saudi international students at a US university ]]>
<![CDATA[Khalid Ahmad Siddiq]]>
<![CDATA[ Indonesian JELT Vol 12, No 2 (2017): Indonesian Journal of English Language Teaching vol 12 no.2 October 2017 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (473.758 KB)
|
DOI: 10.25170/ijelt.v12i2.1049
<![CDATA[Language change has been a very natural phenomenon throughout the history. Languages adapt, acquire, add, or ultimately quite sadly they extinct. In current study’s case, language user acquired, adapt, add features from the source if they spent time and interact with the native speakers of a language and L2 speaker while immersed in the target language culture and linguistic environment. Therefore, it is inevitable to ignore the native feature acquisition process. The current study primarily aimed to look into the adoption and usage of English particle like as a discourse or pragmatic marker by Saudi female students at an American university in the United States. The results show that the length of the participants stay in the US and the amount of interaction with the American English users have largely influenced their usage of loose language and gap-filler “like” in their spoken English.]]>
<![CDATA[Comparing the effect of ICT and longhand note-taking instructions towards learners’ comprehension test results ]]>
<![CDATA[Clara Herlina Karjo]]>
<![CDATA[ Indonesian JELT Vol 13, No 1 (2018): Indonesian Journal of English Language Teaching vol 13 no.1 May 2018 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (718.338 KB)
|
DOI: 10.25170/ijelt.v13i1.1170
<![CDATA[With the advancement of technology nowadays, taking notes by hand seems old-fashioned to most students nowadays. They prefer typing using their various gadgets since it will be done faster, especially when there is a lot of information to be recorded. However, the use of ICT devices (such as laptops, smartphones, and tablets) in the classroom has a tendency to be distracting for the students – it is very easy for the students to take out their gadgets and click on Facebook or other applications during a dull lecture. The purpose of the present study is to find out whether note-taking using ICT devices affect the students’ understanding of the lecture. This study will use a quasi-experimental design, with 52 English department students of a private university as the participants. They will be divided into two groups as the control and experimental group. Participants of both groups were instructed to watch a video from TED talks twice. While watching the video, the control group was instructed to take notes by hand, while the other group was instructed to take notes using their various devices. After that, participants had to do a comprehension test of the lecture video. The results revealed that participants who took notes by handwriting performed better in comprehension test compared to those who took notes using ICT devices.]]>
<![CDATA[Native-speakerism revisited: Global Englishes, ELT and intercultural communication ]]>
<![CDATA[Fan Fang]]>
<![CDATA[ Indonesian JELT Vol 13, No 2 (2018): Indonesian Journal of English Language Teaching vol 13 no.2 October 2018 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (686.139 KB)
|
DOI: 10.25170/ijelt.v13i2.1175
<![CDATA[The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.]]>
<![CDATA[Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education ]]>
<![CDATA[Fuad Abdullah]]>;
<![CDATA[- Lulita]]>
<![CDATA[ Indonesian JELT Vol 13, No 1 (2018): Indonesian Journal of English Language Teaching vol 13 no.1 May 2018 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (820.782 KB)
|
DOI: 10.25170/ijelt.v13i1.1171
<![CDATA[This study focused on how teachers and students as the social actors in an Intercultural Communication (IC) classroom were represented discursively. A video recording transcript of IC classroom activities at a state University in Indonesia was selected as the data source. The data source was rigorously analysed through van Leeuwen’s Socio-semantic inventory of social actors framework (Van Leeuwen, 1996). The main findings show that social actors in IC classroom can be categorised into two main thematic representations, namely positive and negative ones. disclosed that Hamzah as the representative of classroom presenters was represented as victimised, oppressed, intimidated and minoritised actor. Hamzah’s Mathematics teacher was depicted as an intolerant, dehumanising, discriminatory and oppressing actor. Hamzah’s Social Sciences teacher was illustrated as a racial, stereotyping, dominant and provoking actor. The Intercultural Communication teacher was delineated as the actor endeavoring to encourage his students to be tolerant, critical, supportive and open-minded people. Hamzah’s classmates in IC classroom were characterised as sympathetic, supportive, friendly and reactionary actors.]]>
<![CDATA[Recultured language in Indonesian English Language Teaching ]]>
<![CDATA[Richard J. Stockton]]>
<![CDATA[ Indonesian JELT Vol 13, No 2 (2018): Indonesian Journal of English Language Teaching vol 13 no.2 October 2018 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1047.383 KB)
|
DOI: 10.25170/ijelt.v13i2.1176
<![CDATA[While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.]]>
<![CDATA[A text-based learning model for college General English ]]>
<![CDATA[Christina Eli Indriyani]]>
<![CDATA[ Indonesian JELT Vol 13, No 2 (2018): Indonesian Journal of English Language Teaching vol 13 no.2 October 2018 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (667.612 KB)
|
DOI: 10.25170/ijelt.v13i2.1177
<![CDATA[The fact that an English learning program is provided to equip college students with English skills poses several problems since every university, even every non-English department, likely has its own system. One solution is to provide an acceptable material that is arranged based on the language that needs to be acquired. In order to solve the problem of supporting the English learning process in college, this research aims to produce a learning model for the novice level, i.e. college general English. The general English course is needed to provide the students with college English before academic English. Thus, the problem discussed in this study is what is the acceptable product of the text-based college general English? The researcher employed ADDIE model for the instructional design. The researcher also adopted Borg’s and Gall’s R&D model as the research methodology. The final result was a course book named College Just Ahead. This book consists of five units, which has two or three sub-units in every unit. The result showed that the product was acceptable by the mean score above 4.00 out of 5. Therefore, when it is completed, the course is more transferable. The students and instructors more focus on the process of acquiring an English competence, so that the product is more valid and reliable.]]>
<![CDATA[The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning ]]>
<![CDATA[Saputra, Yuyus]]>;
<![CDATA[Fatimah, Asri Siti]]>
<![CDATA[ Indonesian JELT Vol 13, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (18.143 KB)
|
DOI: 10.25170/ijelt.v13i1.1173
<![CDATA[This study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcherâs reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks.]]>
<![CDATA[Using six-word stories to trigger EFL learners’ creative writing skills ]]>
<![CDATA[Phuong Le]]>
<![CDATA[ Indonesian JELT Vol 13, No 2 (2018): Indonesian Journal of English Language Teaching vol 13 no.2 October 2018 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (732.456 KB)
|
DOI: 10.25170/ijelt.v13i2.1178
<![CDATA[There has been a growing volume of six-word stories and related literature available in recent decades. In only six words, the authors are able to tell amazing stories of various types, packed with strong emotions. Inspired by the succinct and thought-provoking language use of these stories, the author has used this valuable source of materials as prompts in promoting EFL learners’ creativity and language development, both at high school and tertiary levels in a semi-structured case study in Vietnam. The article illustrates the different language activities that have been used with two groups of EFL students and their related products. Implications are introduced for their applications in similar educational contexts.]]>
