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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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Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study Adhika Irlang Suwiryo; Ellis Artyana
Indonesian JELT Vol 13, No 1 (2018): Indonesian Journal of English Language Teaching vol 13 no.1 May 2018
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom.

CAF: A Collaborative Approach to Providing Feedback Ram Ashish Giri
Indonesian JELT Vol 13, No 2 (2018): Indonesian Journal of English Language Teaching vol 13 no.2 October 2018
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper reports findings from a small-scale study on a collaborative technique for providing feedback to student writing, English languages teachers spend a significant amount of their time and effort on providing feedback to students on their writing performances. However, their corrective feedback does not produce desired outcomes. The students either do not pay attention to the comments or they do not learn as much as expected. Research suggests that they generally regard feedback as punitive. and demoralising. One reason for this is that students are not made a part of the feedback process, rather, only its recipients. Based on these premises, a small-scale action research project was conducted in a reputed Australian university. The study employed a collaborative approach, termed here as Collaborative Approach to Feedback (CAF), in which students, rather than their teachers, in small communities, worked together on their writings to provide feedback to each other. CAF, as an educational practice framework, was adopted in this project to involve students actively and collaboratively to provide feedback to other members of their community. Preliminary findings indicate that students felt engaged in and empowered by the process, and that, CAF as a feedback technique exerted positively on the correction of errors in writing. In the pretext of feedback and error correction theory, this paper offers a collaborative feedback framework and a rationale for CAF to be further explored, developed, and adapted.

ESL and content teachers’ collaboration Amanda Giles; Bedrettin Yazan
Indonesian JELT Vol 14, No 1 (2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

An attempt to raise Thai students’ awareness of World Englishes in a General English Program Krich Rajprasit; Roby Marlina
Indonesian JELT Vol 14, No 1 (2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

As witnessed over three decades in the field of Applied Linguistics, the emergence of world Englishes (hereafter WE), thanks to the global spread of English, has prompted various scholars to call for the need to critically revise the ways in which teachers teach English. Specifically, practitioners have been encouraged to raise their students’ awareness of WE. Examples of WE-informed curricula, modules, or lessons have been showcased by WE advocates from different parts of the world. However, most of these curricula, modules, and lessons are taught or delivered within TESOL teacher-education programs, leading some educators to question the relevance of WE to language learners. This paper showcases and evaluates critically how a WE-informed practitioner at one of the leading universities in Thailand attempts to inspire students enrolled in a General English program to develop respectful views of English language variation. Although the attempt has resulted in minor changes in students’ views, it certainly highlights that the teaching of world Englishes to English language learners is far from an idealistic attempt.

Language learning strategies among Vietnamese EFL High School students Ngo Cong-Lem
Indonesian JELT Vol 14, No 1 (2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

Despite productive research on language learning strategies (LLS), LLS is still a multifaceted topic subject to controversy. Thus, previous researchers have encouraged conducting further LLS research in different educational contexts and student population. The current study was conducted to examine the LLS use among high school students, a relatively neglected population in previous LLS studies. Participants in the study were 83 Vietnamese tenth-graders who were administered the Strategy Inventory for Language Learning (SILL) by Oxford (1990), including six subscales: memory-related, cognitive, compensatory, metacognitive, affective and social strategies. The results suggested that high school learners utilized a wide range of language learning strategies at a medium level of frequency, indicating a necessity for more explicit LLS instruction. While metacognitive strategies were reported as the most frequently utilized strategies, affective strategies were the least. Cognitive strategies, which were strongly related to other LLS groups, tended to play the central role in the language learners’ LLS employment. Gender was confirmed to be a significant factor that influenced the students’ LLS usage only in the case of social strategies. Pedagogical implications regarding strategy instruction were discussed.

Revisiting an English extensive reading program in a low “commercial” resources setting Christine Manara
Indonesian JELT Vol 14, No 1 (2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context.

Facilitating reflective practice via Instant Messenger Cooperative Development Andrew Boon
Indonesian JELT Vol 14, No 1 (2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

Reflective practice may be considered an important part of the teaching process. By reflecting on their action, teachers can continually examine their classroom teaching and embrace possibilities for professional growth and change. This article describes how teachers can utilize Instant Messenger Cooperative Development (IMCD) (Boon, 2005, 2007, 2011, 2015); an online framework for reflecting on pedagogical practice. To illustrate IMCD in action, it examines a session in which a teacher explores ways for her learners to recycle and review language learned in previous lessons. The article then discusses the benefits of IMCD as an aid for reflecting on and finding workable solutions to pedagogic puzzles with the hope that readers of the article may go on to utilize IMCD for their own reflective practice purposes.

Prompting second language writers for productive reflection using narrative questioning prompt Nugrahenny Zacharias
Indonesian JELT Vol 14, No 2 (2019): IJELT Vol 14 No 2, (October 2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper aims to introduce a novel form of reflective tool ‘narrative questioning’ to facilitate students’ elaborate and graded reflection in two ESL composition classes in a university in the US. Little has been written about a reflective tool where students need to produce a graded and elaborate reflection and this paper will seek to narrow that gap. Narrative questioning is developed primarily from Barkhuizen and Wette’s (2008) narrative frames. Narrative frames employ “a series of incomplete sentences and blank spaces of varying lengths” (Barkhuizen, 2014, p. 13). Narrative questioning utilizes a series of questions through which students reflected on their perceived learning gain throughout the semester. This paper will first discuss research in narrative reflective tools. Then, it will describe the classroom pedagogical lesson that I conducted to introduce and guide students to write their reflection using narrative questioning. Thirdly, the data gathered through students' reflection and individual interviews of 10 students will be presented and discussed. The data illustrates the different ways of narrative questioning facilitate reflection. Limitations of the narrative questioning elicited from students' interviews will also be presented here along with the pedagogical implication of the study.

Considering the reality of hegemonic tendencies: English and linguistic diversity Miguel Mantero
Indonesian JELT Vol 14, No 2 (2019): IJELT Vol 14 No 2, (October 2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper aims to analyze the commodification aspect of dominant languages, in particular, English, while looking into linguistic diversity as a commodity in its own right. In order to illustrate multilingualism as a valuable commodity in itself, we mention Immersion Programs in the US and the increasing recognition of the importance of being proficient in languages other than English, for educational, personal, economic and national security reasons. This research also aims to look into some aspects of the delicate issue of English being strengthened over the weakening of thousands of local languages and cultures. Some arguments are provided in order to illustrate the fact that ‘global English’ represents special politico-economic interests that cannot meet the needs of the people whose languages and cultures are being subjugated by the imperialistic and capitalist ideologies of the spread of English. Unless local language policies are elevated on political agendas, globalization language policies will remain insensitive to the irreplaceable value of linguistic diversity, along with the real needs of citizens from all over the world.

Teaching L2 writing through the use of Systemic Functional Linguistics (SFL) Setyo Prasiyanto Cahyono
Indonesian JELT Vol 13, No 1 (2018): Indonesian Journal of English Language Teaching vol 13 no.1 May 2018
Publisher : Universitas Katolik Indonesia Atma Jaya

This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity. The data of this study were the twenty students’ hortatory texts which was analyzed using a framework of textual meaning proposed by Butt (2000). The analysis of the students texts show that most students were able to self-edit their own writings and edit their peer’s writing using thematic progression and cohesive devices. Students adopted skills of using both strategies in creating cohesiveness in their writing. In addition, students also produced critical response to the topic given through its theme and thematic displayed in the text analysis.

Page 15 of 16 | Total Record : 159

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