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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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DISCOURSE AWARENESS AND ISSUES IN EST MATERIALS DESIGN Shameem Rafik Galea
Indonesian JELT Vol 1, No 1 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 1 May 2005
Publisher : Universitas Katolik Indonesia Atma Jaya

Understanding text structure (knowledge of discourse and genre) within specific contexts plays a very important part in EST materials development for language teaching and learning. It is argued that for students to comprehend particular texts and to learn a language well, language teaching should begin with an understanding of text structure. It is thus essential for EST teachers to be aware that linguistic patterns exist across stretches of text within different text types and an understanding of these patterns would make text comprehension and reading to learn in the content area easier. Thus, teachers need to be trained to develop discourse-based materials as an understanding of different text types can enhance language learning. This paper discusses the importance of discourse awareness and issues of design, development and application in the development of EST materials in relation to written texts by introducing frameworks for designing discourse-based materials. Keywords: discourse awareness, EST materials design

MULTICULTURAL LITERATURE FOR A PEACE-BASED PROSE CLASS FOR EFL TEACHER EDUCATION Purwanti Kusumaningtyas
Indonesian JELT Vol 7, No 1 (2011): Indonesian Journal of English Language Teaching Vol. 7 no. 1 May 2011
Publisher : Universitas Katolik Indonesia Atma Jaya

The recent phenomena of religious based violence and terrorism in Indonesia shows that the target recruits of fundamentalist groups and institution members are students from higher education (Saragih, 2011). English language classrooms are in fact potential as peace agency as the teachers are in a strategic position to influence infrastructure, to invest in their social capital and to construct moral imagination (Anderson 1991, Birch 2009) as language is not a mere means of communication, but it is more a means to construct realities. In response to today’s need for a peaceful environment in Indonesia, English teachers must be aware and be proactive agents to promote a more dialogic atmosphere in their classrooms. This paper will discuss how Prose class with peace-based language learning perspective made use of Richard Oh’s Novel “The Pathfinders of Love.” The story is a meaningful material to encourage students’ self-awareness as a part of the diversed society and to promote dialogic relation among themselves. The paper will first provide a detailed description of the class participants and their different background, then outline a brief analysis of the issues of conflict and peace in the story, and present an elaborate discussion of how the in-class and out-class activities promote a deeper understanding of what peace means in a multicultural environment. Keywords: multicultural literature, peace-based language teaching, EFL teacher education

THE LEARNING STRATEGIES OF TAIWANESE UNIVERSITY STUDENTS: ENGLISH MAJORS VERSUS NON-ENGLISH MAJORS AND MALES VERSUS FEMALES Yueh-miao Chen
Indonesian JELT Vol 1, No 2 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 2 October 2005
Publisher : Universitas Katolik Indonesia Atma Jaya

This study intends to investigate the learning strategies of Taiwanese university students. Two groups of students – 66 English majors and 86 non-English majors – were the subjects of the study. They responded to the Strategy Inventory for Language Learning (SILL) (Oxford, 1989) of ESL or EFL version of 50 questions. The responses were calculated through statistical analysis in terms of frequency, mean, and standard deviation. It was found that all subjects use compensation strategies most frequently, and affective ones most infrequently. When English majors were compared with non-English majors, the former used learning strategies more frequently than the latter. Similarly, when gender was compared, female students tended to apply learning strategies more frequently than male students did. The top one and two strategies employed by all subjects were “If I can’t think of an English word, I use a word or phrase that means the same thing,” and “To understand unfamiliar English words, I make guesses.” The strategy least used was “I write down my feelings in a language learning diary.” The paper concludes by discussing the pedagogical implications of the findings. Keywords: EFL learners, EFL university students, learning strategies

TEACHER VS. PEER SCAFFOLDING MODES IN L2 WRITING CLASSES: A CONSIDERATION OF GENRE APPROACH TO WRITING Malihe Rezaei; Nasrin Shokrpour
Indonesian JELT Vol 7, No 2 (2011): Indonesian Journal of English Language Teaching Vol. 7 no. 2 October 2011
Publisher : Universitas Katolik Indonesia Atma Jaya

While it is not a long time that scaffolding is applied in writing classes, few attempts have been made to identify the scaffolding mechanisms that teachers and peers employ in face-to-face interactions to help students develop requirements of different genres of writing. Therefore, this study was conducted aiming at investigating the scaffolding behaviors and mechanisms that the teacher and peers employed while revising two genres of writing, i.e. description and essay, written by the students of two classes who were assigned to teacher and peer scaffolding. Vygotsky's Socio-cultural framework and its related notion of scaffolding metaphor were used in this study. To identify the scaffolding behaviors, the verbal interaction between the students and the teacher and peer mediators was recorded, transcribed and coded, using Lidz's scale (1991). Based on the findings of the study, the difference between the teacher's and peers' scaffolding behaviors in the two genres of writing was significant, illustrating the fact that not only the teacher and peer mediators offered different numbers of scaffolding behaviors, but also the type of these behaviors was at times different from a particular genre of writing to another. Finally, some pedagogical implications of Socio-cultural Theory in EFL/ESL writing classes are provided. Keywords: genres approach, scaffolding, Sociocultural Theory (SCT), Zone of Proximal Development (ZPD), teacher and peer mediators, writing

SOME ASPECTS OF QUALITATIVE RESEARCH IN RESEARCHING LANGUAGE Alpha Amirrachman
Indonesian JELT Vol 2, No 1 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 1 May 2006
Publisher : Universitas Katolik Indonesia Atma Jaya

In the academic world, research inquiry is ‘bitterly’ divided into two competing paradigms: quantitative and qualitative research. Both are competing to search for revealing certain phenomenon and each of them claims to be the most satisfactory way to thoroughly discover the answer of the phenomenon. Firstly the article tries to illustrate the tension between the quantitative and qualitative research, the nature of qualitative research such as its epistemological positions, summary of the recurrent elements in qualitative research. Secondly, it explains qualitative research in language learning. The third part is on the methods in qualitative research such as case study, ethnography, observation and field interview. The fourth part is on ethical issues. Fifthly, the article discusses reliability and validity. The sixth part is on sampling. The seventh part is on the dynamic nature of research questions and the role of theory. The eighth part is on qualitative data analysis. The ninth part is on teacher-researcher and action research. The tenth part is on the structure of qualitative research proposal and the last part is on the introduction of qualitative research in Indonesia. It is perceived that there are various aspects in language learning that can be explored with the use of qualitative research, ranging from foreign language acquisition and language teaching policy. Keywords: quantitative and qualitative research, epistemological positions, case study, ethnography, observation, field interview.

TEACHING ENGLISH THROUGH LITERATURE Donny Syofyan
Indonesian JELT Vol 8, No 2 (2012): Indonesian Journal of English Language Teaching Vol. 8 no. 2 October 2012
Publisher : Universitas Katolik Indonesia Atma Jaya

Teaching English in Indonesia, particularly for students, remains agreat challenge owing to the fact that English is a foreign languagein this country. The challenge could be tackled through teachingliterature. Literature has been a subject of study in many countriesat a secondary or tertiary level, but until recently has not been givenmuch emphasis in the EFL/ESL classroom. It is considered a veryversatile subject and is generally considered one of the most difficult subjects to teach. Central to teaching literature in the classroom is to let students be involved in the experience and let them observe life more closely.Keywords: Teaching English in Indonesia, teaching literature

THE ROLE OF AWARENESS IN L2 DEVELOPMENT: THEORY, RESEARCH, AND PEDAGOGY Ronald P. Leow
Indonesian JELT Vol 2, No 2 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 2 October 2006
Publisher : Universitas Katolik Indonesia Atma Jaya

Cognitive psychology and cognitive science appear to agree that attention to stimuli is needed for long-term memory storage and that little, if any, learning can take place without attention. One strand of psycholinguistic research that has drawn quite a lot of interest, both from a theoretical and empirical perspective, is the role awareness plays in second language acquisition (SLA). To promote a further understanding of the role of awareness may potentially contribute to L2 development. This article will (1) briefly describe current theoretical approaches to the role of awareness in language learning, (2) review recent studies that have employed verbal reports to investigate the effects of awareness on L2 development, and (3) provide, based on the review, some awareness-raising pedagogical tasks for the L2 classroom setting. Keywords: attention, awareness, detection, feedback, L2 development, noticing, task-essentialness

MISINTERPRETATIONS OF REAL NEEDS IN SL AND FL WRITING SITUATIONS: IS THERE A NEED TO RE-EVALUATE DIRECTIONS? Jayakaran Mukundan
Indonesian JELT Vol 2, No 2 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 2 October 2006
Publisher : Universitas Katolik Indonesia Atma Jaya

Teachers of English in Second language and foreign language situations who teach writing have had to face many challenges, some of which have come about from rapid changes in the teaching of writing in the developed nations. The dilemma that teachers face is a big one – whether to totally embrace the changes (which are advocated by these developed nations as being necessary to achieve better teaching and learning, or to adopt and adapt where necessary. This article provides the over-view of problems faced by writing teachers in SL/FL situations and provides some suggestions as to how teachers can deal with “paradigm shifts” as in the ones that have affected the field of writing. Keywords: composing, compositions, culture, directions, discourse communities, learning style preferences, misinterpretations, revolution, paradigm shift, process, product, writing

EXPERTISE RESEARCH IN LANGUAGE TEACHING: SOME EXAMPLES AND SOME ISSUES Keith Johnson
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v3i1.129

LATEX (for Language Teaching Expertise) is a research group which focuses on expertise studies in areas of language teaching. The paper describes a number of research projects LATEX has been involved in. One set of these are concerned with expertise in task and materials design, considering the procedures so-called experts follow when engaged in these activities. A further project concentrates on materials evaluation and researches how teachers with differing degrees of experience go about the pre-use evaluation of a textbook. Another study comparing the classroom performance of ‘novice’ and ‘expert’ teachers is described. All these studies involve forms of introspection – concurrent verbalization and stimulated recall - and the use of these techniques is regarded as a defining feature of LATEX research. In the final section, two problematical areas related to expertise research are discussed. The first is concerned with how experts are identified. Secondly, a question related to the training of expertise is considered - how central characteristics of expertise can be distinguished from peripheral features, so that training programmes can focus on what is important. Keywords: LATEX, concurrent verbalizationstimulated recall

AUSTRALIAN AND INDONESIAN UNIVERSITY STUDENTS’ UNDERSTANDING OF PLAGIARISM Bambang Yudi Cahyono
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

This article is part of a larger report of research which explored and compared Australian and Indonesian university students’ attitudes toward plagiarism, understanding of plagiarism, and understanding of university policy on plagiarism. It focuses on whether or not Australian and Indonesian students differed in their understanding of the notion of plagiarism and its various forms. Data of the Australian and Indonesian subjects’ understanding of plagiarism were gained using a questionnaire and focus group interviews. The results showed that the Australian students were more knowledgeable of the notion of plagiarism and its various forms than the Indonesian students. The differences may be attributed to the academic context of the study. The Indonesian students were not familiar with the Western norm in academic writing, the norm which is regularly practiced in the Australian context. This study strongly recommends that the Indonesian students’ awareness of plagiarism be increased in order to avoid plagiarism. Keywords: understanding of plagiarism, definition of plagiarism, academic context, focus group interviews, university study.

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