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<![CDATA[PLAGIARISM ACROSS CULTURES: IS THERE A DIFFERENCE? ]]>
<![CDATA[Joel Bloch]]>
<![CDATA[ Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v3i2.133
<![CDATA[Trying to define plagiarism has been one of the most controversial issues in L2 writing classes. Much of the discussion has been about the relationship between how plagiarism is viewed in China and in the West, in part because there is a long, shared literacy tradition between them. This paper argues that while there are critical differences between how plagiarism is viewed, the relationship is often more complex than is sometimes thought. A study of this relationship can help us understand not only the nature of plagiarism but also concepts of imitation, originality, and authorship, which underlie how plagiarism is viewed. While the focus of this paper is on a comparison of Chinese- and English-language viewpoints, this perspective can help both researchers develop a framework for examining plagiarism across cultures and for teachers to develop a pedagogy for teaching about plagiarism that helps our students see its subtleties and contradictions involved in thinking about plagiarism in the same way they learn about any other aspect of literacy. Keywords: plagiarism, intercultural rhetoric, contrastive rhetoric, authorship, rhetoric ]]>
<![CDATA[PROBING RHETORICAL STRUCTURES OF ADVANCED LEARNERS’ EXPOSITORY PROSE: A DATA-BASED APPROACH ]]>
<![CDATA[Marcellinus Marcellino]]>
<![CDATA[ Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v3i2.138
<![CDATA[Logic, as the basis of rhetoric, always affects the way ideas, words, and evidence are assembled into one coherent structure. As rhetoric varies from culture to culture, it frequently brings about awkwardness, inappropriateness as well as immaturity of an expository prose if it does not meet the convention of organizational patterns and signals as expected by the readers having that rhetoric. A number of scholars have highlighted the importance and insights of contrastive rhetoric for the teaching of academic writing. This paper describes various rhetorical problems encountered by dozens of advanced Indonesian learners of English taking an academic writing class at AMINEF (American Indonesian Exchange Foundation) who plan to study in the USA. This paper concludes with the caveat that difficulties in adopting English rhetoric is not simply a linguistic problem but includes cultural understanding and awareness of its style. This paper offers insightful writing instructions to cope with the existing problems. Keywords: rhetoric, expository prose, contrastive rhetoric, rhetoricalproblems, AMINEF ]]>
<![CDATA[MEASUREMENTS AND PERCEPTIONS OF WRITING DEVELOPMENT: OMANI ACADEMIC WRITERS IN ENGLISH ]]>
<![CDATA[Ewen Arnold]]>
<![CDATA[ Indonesian JELT Vol 4, No 1 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 1 May 2008 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v4i1.143
<![CDATA[Using collaborative research methodology, this study reports on the writing development of a number of Omani teachers of English studying for a UK BA degree in Oman. It identifies the most useful criteria for measuring writing development, critiquing some previous measures. The measurements with the students’ own perceptions of their development as writers were compared and the two ways of tracking writing development were evaluated. The discussion deals with some of the problems of interpreting data in the light of experience and background knowledge. It analyses some findings concerning the relationship between grammatical complexity and accuracy, and highlights the importance of affective factors in academic writing skills development. Keywords: Collaborative research methodology; Grammatical complexity; Grammatical accuracy; Affective factors; Academic writing skills development.]]>
<![CDATA[THE USE OF SCAFFOLDING STRATEGIES AMONG ESL LEARNERS IN THE COMPREHENSION OF LITERARY TEXTS ]]>
<![CDATA[Shameem Rafik Galea]]>;
<![CDATA[Premalatha Nair]]>
<![CDATA[ Indonesian JELT Vol 4, No 2 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 2 October 2008 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v4i2.148
<![CDATA[Research involving comprehension among adult learners has been tremendously influential in the field of learning. This has led researchers across various disciplines to study the strategies adult learners use in an attempt to gain understanding of materials read. For example studies conducted by O’Malley and Chamot (1985) involving beginning and intermediate ESL students resulted in identification of 26 language learning strategies. On the other hand, Kalmbach (1986) identifies retelling as a form of strategy that could enhance comprehension among learners. One interesting aspect highlighted by the sociocultural theory is the use of scaffolding as a form of strategy to make sense of information. Various researches carried out in this field have shown the importance and effectiveness of scaffolding strategy. For example, studies by Donato & McCormick (1994) and Anton & DiCamilla (1998) on second language users of English have identified several scaffolding strategies that assist learners in gaining knowledge. Bearing this view in mind, this paper discusses how a group of teacher trainees of differing proficiency levels attempt to create meaning of two selected short stories. The study mainly focuses on the types of scaffolding utilized by teacher trainees from three different levels of proficiency; dyads of high proficiency, dyads of low proficiency and dyads of mixed proficiency. Based on the transcripts of the recorded discussions, the findings indicate that the types of scaffolding utilized by the respondents differ based on their proficiency levels. (234 words ). Keywords: Scaffolding strategies; Comprehension processes,Literary texts]]>
<![CDATA[EXPLORING THE LANGUAGE LEARNING MATERIALS USED OUT-OF-CLASS BY MALAYSIAN TESL STUDENTS AND STUDENTS OF TBFL ]]>
<![CDATA[Jayakaran Mukundan]]>;
<![CDATA[Laleh Khojasteh]]>;
<![CDATA[Nigel Pearson]]>
<![CDATA[ Indonesian JELT Vol 5, No 1 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 1 May 2009 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v5i1.154
<![CDATA[This study recognizes that disconnection between language learning experiences inside and outside of the classroom may create negative feelings for learners. It posits that while learner attitude and motivation contribute to language acquisition, it also impacts on out-of-class language learning behavior. This study is significant in that it focuses on the materials learners use outside the classroom to support their use and development of target language ability. The objectives of the study were to uncover similarities and differences in the out-of-class language learning materials used by Malaysian TESL students and Malaysian students of Bahasa Malaysia. Following on from this, suggestions for improving language acquisition, out-of-class or classroom based were explored. Fifty UPM TESL students and 50 students of TBFL completed an out-of-class language learning survey. SPSS software was applied to carry out the statistical procedures needed to collate and analyze the data. A range of implications for educators and those involved in development of teaching materials is discussed.Keywords: Language learning experiences; language acquisition; language learning behavior; language learning materials]]>
<![CDATA[BILINGUALISM POLICY IN SINGAPORE ELITE SCHOOLS ]]>
<![CDATA[Wang Jiayan]]>;
<![CDATA[Liu Junru]]>;
<![CDATA[Wong Huiqi]]>
<![CDATA[ Indonesian JELT Vol 5, No 2 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 2 October 2009 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v5i2.159
<![CDATA[The Singapore government has been promoting the mastery of the English language as well as the mother tongue since 1987 in the hope that Singaporeans can be fluent in both the working language and one related to their native roots. From then on, all Chinese schools are required to teach in the English language, and English is officially known as the first language of all students. This paper aims to study the policy’s background, specifically in the area of Mandarin, and find out whether this policy has managed to achieve its goals, how it has affected Singapore students’ language development in elite schools, how to improve the policy to benefit students in the future as well as provide some implications for enhancing Chinese teaching pedagogy.Keywords: Mother tongue, the English Language, elite school, Chinese teaching pedagogy.]]>
<![CDATA[“FACTORS AFFECTING A SUCCESSFUL LANGUAGE LEARNER” ]]>
<![CDATA[Nihta V. F. Liando]]>
<![CDATA[ Indonesian JELT Vol 8, No 1 (2012): Indonesian Journal of English Language Teaching Vol. 8 no. 1 May 2012 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v8i1.89
<![CDATA[This paper reports an investigation of factors affecting a successful language learner. It describes how events throughout the learning processes support the learners in becoming successful in learning English as a second language (EFL). Data was collected from personal experiences regarding English language learning by the three student participants and three lecturer participants in the English Department Manado State University, Indonesia. Semi-structured interviews and personal narratives were used to gather the data. There were three key themes generated from the interview data: family and community, institutional influences and individual factors. The findings highlight that family members, teachers and individuals play important roles in supporting learners becoming successful in learning English.]]>
<![CDATA[IS LIGHT READING ENOUGH TO FULLY ACQUIRE ACADEMIC LANGUAGE? THE BRIDGE HYPOTHESIS ]]>
<![CDATA[Stephen D. Krashen]]>
<![CDATA[ Indonesian JELT Vol 6, No 1 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 1 May 2010 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v6i1.164
<![CDATA[The Bridge Hypothesis states that pleasure reading acts as a bridge between conversational and academic language, providing the competence that makes demanding texts more comprehensible. In two studies, D. Gardner argues that pleasure reading does not play a role in helping children understand academic texts, but a close look at the data shows that Gardner's evidence actually supports the Bridge Hypothesis. Keywords: Light reading, pleasure reading, academic language, vocabulary development.]]>
<![CDATA[WHY WE SHOULD TEACH GRAMMAR: INSIGHTS FOR EFL CLASSROOM TEACHERS ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ Indonesian JELT Vol 1, No 1 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 1 May 2005 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v1i1.94
<![CDATA[Controversies about whether or not to teach grammar still reign in the current language pedagogy. Those who are against grammar teaching hold the view that grammar should not be taught since grammatical features can be acquired unconsciously in a natural setting. The protagonists of grammar teaching, however, argue that grammatical features need to be taught in order to facilitate the process of acquisition. Without questioning the legitimacy of the fact that grammatical features can be acquired unconsciously, this article argues that formal instruction is needed particularly in EFL contexts. Given this argument, the article addresses three important questions: (1) On what theoretical grounds should grammar teaching be based? (2) When should grammar instruction be given? and (3) How should grammar be taught? Keywords: the process of acquisition, grammatical features,formal instruction.]]>
<![CDATA[ON THE RELATIONSHIP BETWEEN LISTENING COMPREHENSION MOTIVATION AND LISTENING COMPREHENSION AMONG THE IRANIAN EFL LEARNERS ]]>
<![CDATA[Seyed Mohammad Jafari]]>
<![CDATA[ Indonesian JELT Vol 6, No 2 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 2 October 2010 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v6i2.169
<![CDATA[The present study was undertaken to investigate the relationship between Iranian EFL learners’ listening comprehension (LC) and their English listening comprehension motivation (ELCM). It was also aimed at determining the role of gender and years of university study in LC and ELCM. Sixty four Iranian EFL students (32 males and 32 females), majoring in Teaching English as a Foreign Language at the Marvdasht Azad University participated in this study. They included freshmen, sophomores, juniors, and seniors.Participants' listening comprehension motivation was measured by English listening comprehension motivation scale (ELCMS) developed by Hsu from Chang's Intrinsic Motivation Orientation Scale (2001). A portion of TOEFL test of language proficiency constructed by the Educational Testing Service (ETS, 2001) was used to determine listening comprehension proficiency level of the participants. The results revealed that the relationship between ELCM and LC was positive and significant. That is, the higher the level of ELCM of the students, the higher the score they attained on the LC test and vice versa. This result indicates that ELCM enhances foreign language listening.An analysis of variance (ANOVA) revealed that the years of university study contributed to the level of listening proficiency. That is, the level of LC proficiency increased as a function of years of university study. Concerning the relationship between ELCM and years of university study, no correlation was found. In addition, in this study the data showed no significant difference between males and females’ listening comprehension motivation scores. Keywords: Listening comprehension (LC), English listening comprehension motivation (LCM), L2 listeners, English as a foreign language (EFL), motivation. ]]>
