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Indonesian JELT

JELT
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Published by Universitas Katolik Indonesia Atma Jaya

ISSN : - EISSN : - DOI : -

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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The use of video-based reflection to facilitate pre-service English teachers’ self-reflection Indriretno Setyaningrahayu*; Pramusita Raring Widhi; Elisabet Titik Murtisari
Indonesian JELT Vol 14, No 2 (2019): IJELT Vol 14 No 2, (October 2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

As self-reflection is crucial for improving the professional identity of pre-service teachers, it is paramount to discover ways that may assist them to reflect more effectively. This study investigates how self-reflection may be enhanced by the use of video recording as compared to that which is facilitated only by students’ memories. Employing a descriptive qualitative analysis method, the research uses reflection journals and interviews from pre-service English teachers of two available microteaching classes of an English language education program in an Indonesian private university in Central Java. While the students in one class used video recording to help them reflect, those in the other class relied on memory. The findings showed that the reflections supported by video recording were more specific and more analytical, focusing more attention on management-related issues of the teaching. Those from the memory-based group, on the other hand, tended to be general and descriptive with more accounts on personal feelings.

The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning Yuyus Saputra; Asri Siti Fatimah
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 explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcher’s 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.

“I’m like kentang”: Bilingual Indonesians construction of identity in the era of transnationalism Helnywati Helnywati*; Christine Manara
Indonesian JELT Vol 14, No 2 (2019): IJELT Vol 14 No 2, (October 2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

This study looks at bilingual Indonesians who experienced living abroad as sojourners. The study aims to explore their identity experiences and struggles as influenced by their interactions with other language(s) and culture(s). An open-ended questionnaire and interview questions were used to obtain information on the respondents’ short biodata and experiences abroad. Nineteen respondents participated in an online open-ended questionnaire, and a few respondents volunteered to be interviewed. The findings reveal that these bilinguals Indonesian sojourners find it challenging to explain themselves from the monocultural essentialists view of identity. They identify themselves strongly with both their home and host countries and cultures but remaining staying open to new possibilities of identities. Yet, there are also traces of contradicting and conflicting selves of belonging in both cultures.

Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching Nathanael Rudolph
Indonesian JELT Vol 14, No 2 (2019): IJELT Vol 14 No 2, (October 2019)
Publisher : Universitas Katolik Indonesia Atma Jaya

Within English language teaching (ELT), critical scholarship has paid ever-increasing attention to identity, experience and (in)equity, and thus to privilege-marginalization: where it comes from, how and why it manifests, who (potentially) experiences it, and what might be done to address inequity in (and potentially beyond) the profession. This dialogue is intertwined with broader attempts in the field to account for the complexity of identity and interaction in settings around the globe. In this article, I discuss how categorical apprehensions of identity, experience and privilege-marginalization, and approaches to (in)equity, have framed discourse within critical scholarship. I then survey how more recent work has called into question many of the critical “assumptions” (Pennycook, 2001) both shaping and shaped by such theory and inquiry. This scholarship contends that critical lenses predicated upon categories of being, while calling attention to idealized nativeness embedded in ELT, fail to account for the contextualized, sociohistorical negotiation of privilege-marginalization within and transcending communities around the globe. Next, in order to contextualize and unpack these divergent lenses, I provide a review of critical dialogue attending to Japan, both in and beyond ELT, noting in conclusion how privilege-marginalization within ELT is intertwined with the sociohistorical negotiation of “selfhood” and “otherness” pertaining both to Japanese society and Japan and “the world beyond.” I close by briefly commenting on future directions for critical scholarship in ELT, and the challenges facing, and yet to be faced by, its stakeholders.

Observing EFL teachers’ use of formulaic language in class Ton Nu Linh Thoai
Indonesian JELT Vol 15, No 1 (2020)
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v15i1.1583

Mastering formulaic language is said to be crucially important in second language (L2) learning as it showcases the L2 user’s different levels of competency: linguistic, psycholinguistic, and communicative. Frequent use of these formulaic sequences also makes an L2 speaker sound more native–like. In a language teaching and learning context where English is a foreign language (EFL), the language teacher is the one major resource of spoken language exposure. Therefore, the quality of teacher’s instructions in an EFL classroom clearly has effects on the learner’s language learning process. Mercer (2001) puts it, “[a]ll […] aspects of teacher’s responsibility are reflected in their use of language as the principal tool of their responsibilities” (p. 243). A great deal of research has been devoted to L2 learners and the acquisition of formulaic language, and classroom interaction, but very little attention has been paid to teachers’ use of formulaic sequences in their classrooms. This paper presents a descriptive study with analytical discussion of extracts from four video–recorded lessons conducted by school teachers in different South–east Asian countries. This small-scale study attempts to explore to what extent non–native EFL teachers are familiar with and use formulaic language during class time.

English language in Brunei: Use, policy, and status in education – A review Claire Goode
Indonesian JELT Vol 15, No 1 (2020)
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v15i1.1584

This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.

Weighing on languages: Indonesian parents' perspectives on bilingualism Arapa Efendi
Indonesian JELT Vol 15, No 1 (2020)
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v15i1.1585

The paper focuses on the micro-level language policy where parents are the primary ‘actors’ to socialize language(s) to their children in the family circle. This small-scale study aims to find out 1) parent’s language attitudes towards bilingualism; 2) how the attitudes contribute to the decision making on language policy in the family; 3) and what efforts or strategies for maintaining the heritage language (HL). Data were collected from questionnaires to 28 Indonesian parents (from diverse ethnic backgrounds). To gain deeper insights, interviews were also conducted to investigate individual perceptions, feelings, and experience over bilingualism. Based on the analysis, it is found that although most of the families are bilingual with 3-4 languages being spoken at home, there is a limited context where interaction is carried out in HLs. The majority of respondents reported that it is only used to close relatives. The maintenance of HL is symbolic rather than strategic; it is perceived as important because of the sense of family hood to the language. This is confirmed in the following finding that parents feel that national language is far more important (65%) than the heritage language (34.6%) which is slightly below parents' aspiration for the children to learn a foreign language (38.5%). Also, there is little evidence showing parents’ explicit language policy which may be affected by familiarity and the status of the language, social institutions, community relations, and family structure.

A culture of collaboration: Forms and factors affecting collaboration between NESTs and NNESTs in extracurricular English activities Grace Wivell
Indonesian JELT Vol 15, No 1 (2020)
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v15i1.1586

Fulbright English Teaching Assistants (ETAs) assist local English teachers to further the English language development of students around the globe, while simultaneously acting as cultural ambassadors for the United States. ETAs in Indonesia are required to spend between twenty and twenty-five hours each week in the classroom with their teaching counterpart(s) but are also encouraged to engage with their school and community outside of class, and as such many ETAs also spend considerable time developing extracurricular English programming. While some of these extracurriculars are facilitated independently by the ETAs, many are collaborative projects with counterparts from the host institution. As part of a larger five-year research plan initiated by the American Indonesian Exchange Foundation (AMINEF) that seeks to explore the impact of ETAs, this research explores the collaboration within these extracurriculars. It seeks to identify the forms that this collaboration takes, as well as the factors that affect the collaboration. The findings suggest that collaboration within these extracurriculars usually takes the form of either one teach – one assist model, or team teaching, and that logistical and interpersonal factors are of the greatest concern within the collaboration.

Indian parents’ perspective of maintaining heritage language in the metropolitan Jakarta Munmun Gupta
Indonesian JELT Vol 15, No 1 (2020)
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v15i1.1587

The present study examines the role of Indian parents residing in Indonesia in maintaining heritage languages at home. The report presents parents' attitudes towards languages and the strategies used by these parents to promote heritage-language maintenance (HLM) while residing in Indonesia. Two research instruments were used: a questionnaire and a semi-structured interview. 23 Indian respondents (22 mothers and 1 father) residing in Jakarta participated in an online survey. Four participants volunteered for a follow-up interview to explore their language beliefs and attitudes. The majority of these parents regard Hindi or other Indian regional languages to be their heritage language, yet they use English to communicate with their children because of the ease—and lack of time to teach their children their heritage language. They also valorize English and the learning of other languages because of the benefits they entail, such as a better future and economic stability. Most of these parents agree that preserving and maintaining their heritage language is vital; however, they have only been somewhat successful in maintaining it.

Page 16 of 16 | Total Record : 159

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