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Indonesian 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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ESL WRITING VARIABILITY: WRITING TASKS, GENDER AND PROFICIENCY LEVEL Sabariah M. D. Rashid; Shameem Rafik-Galea
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

Research focusing on L1 (native speakers of English) writers has shown that students tend to perform differently on different writing tasks. L1 students perform better on narrative and descriptive writing tasks than argumentative. In fact, some scholars have suggested that L1 students lack a schema for argumentative writing, which perhaps contribute to their poor performance on argumentative writing tasks. This tendency seems also applicable to L2 (non-native speakers of English) writers. This paper reports the findings of a study on the impact of narrative and argumentative writing tasks, gender and proficiency level on the quality of Malaysian English as a second language (ESL) learners’ writing. The findings of this study are discussed in the light of variability in ESL writing. Their implications for writing assessment practices are also highlighted. Keywords: ESL writing, task variability, gender, proficiencylevel

LEARNING ENVIRONMENTS AND THE USE OF VOCABULARY LEARNING STRATEGIES: A CASE STUDY OF CHINESE LEARNERS Wang Dakun; Simon Gieve
Indonesian JELT Vol 4, No 1 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 1 May 2008
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper reports a survey study of how Chinese students use strategies when learning second language vocabulary. The focus of the study is on the effect of learning environments (EFL vs. ESL) on the use of vocabulary learning strategies. The subjects are Chinese secondary school students learning English in China (EFL context) and in Singapore (ESL context).The questionnaire used in the survey was a modified version of Gu and Johnson (1996). 450 secondary school students, aged from 16 to 19, from two secondary schools in Harbin, China, and one boarding school in Singapore participated in the survey. The profile of the students’ learning beliefs, sources and strategies was examined in relation to their learning environments. The t-test results showed that learning environment was significant factors in affecting vocabulary learning beliefs, sources and strategy use. The findings suggest that language environments can influence individuals’ vocabulary learning profile. Thus, the combined effects of the teaching emphasis and the amount of exposure to the target language in and out of the classroom should be considered closely in order to understand the strategy choice of Chinese EFL and ESL learners.　Key words: Vocabulary learning strategies; Context, environment; EFL; ESL

GENDER REPRESENTATION IN MALAYSIAN SECONDARY SCHOOL ENGLISH LANGUAGE TEXTBOOKS Jayakaran Mukundan; Vahid Nimehchisal
Indonesian JELT Vol 4, No 2 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 2 October 2008
Publisher : Universitas Katolik Indonesia Atma Jaya

This study was conducted to describe the representation of gender in Forms 1, 2, 3, and 4 English language textbooks in Malaysian secondary schools. Gender-biased materials have been reported to affect the motivation of students who go through the textbooks (Treichler and Frank, 1989). Computer analysis tools and manual analysis were used to perform content and linguistic analyses. These methods in addition to discourse analysis of the text books aided the researchers to disclose the predictable patterns of sexism in the textbooks in order to identify the existence and extent of stereotypes. The results clearly indicate there is an absolute gender bias with males outnumbering females. Further, certain nouns referring to males precede those referring to females; however, males almost exclusively turn out to represent negative characters. Keywords: Gender; English language textbooks; Content analysis; Corpus based analysis; Stereo-typed roles

THEMATIC INVESTIGATIONS WITH INDONESIAN EFL PRE-SERVICE TEACHERS: FROM DESCRIPTIONS TO SOCIAL CRITIQUES AND BEYOND Joseph Ernest Mambu
Indonesian JELT Vol 5, No 1 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 1 May 2009
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper aims at illuminating EFL educators with the application of “thematic investigation” as endorsed by a Critical Pedagogy exponent, Paulo Freire. The investigation involved 14 EFL pre-service (student) teachers and me as a teacher-researcher. In the investigation, four pictures (a McDonald’s advertisement, a beauty pageant, a crowded city, and a beggar in front of a temple) became the media for these teachers to make sense of realities. Using English as the medium of expression, these teachers suggested nuanced interpretations of the pictures. In view of various senses of “critical”, the student teachers’ interpretations represented various “breadths” and “depths” (i.e., the scope) of criticality. Knowing the scope of criticality is essential in being more aware of limits that restrict one’s views. The analyses on the generated themes will become the bases for further reflections to transcend the restrictions of one’s own perspectives. Keywords: Critical thinking; social critiques; thematic “limit-situation(s)”; problematizing practices.

DO EFL STUDENTS LIKE GRADED READERS? Kenneth M. Smith; Stephen Krashen
Indonesian JELT Vol 5, No 2 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 2 October 2009
Publisher : Universitas Katolik Indonesia Atma Jaya

Graded readers are widely used in English as a foreign language programs, but we have little information about whether students find them interesting. In this study, 14 to 16 year old students of English as a foreign language in Taiwan were asked to evaluate the readers they had read. Overall, 41% found the books to be interesting, and 24% did not, but only 4% strongly agreed that the books were interesting. This is an encouraging result, but if our goal is to help students find truly compelling reading material, we will have to look elsewhere for additional reading material.Keywords: Graded readers, English as a foreign language, reading material.

STRATEGIES IN EXPRESSING THANKING IN ENGLISH REALIZED BY INDONESIAN LEARNERS - Dalilan
Indonesian JELT Vol 8, No 1 (2012): Indonesian Journal of English Language Teaching Vol. 8 no. 1 May 2012
Publisher : Universitas Katolik Indonesia Atma Jaya

This study describes the gratitude strategies realized by Indonesian EFL learners in responding to different situations. Data were collected from 17 undergraduate students of English Department of Education Faculty of Atmajaya Catholic University Jakarta by using (O’Keeffe et.al, 2011) Discourse Completion Tasks. This study revealed that the gratitude strategies employed by the participants of this study ranged from simple, brief thankings to lenghty, complex thankings. All participants produced mixed speect act sets of thanking in the following conditions: a) social status (between a vice-president and a newly hired personnel, b) indebtedness (because of money loan and meal treat), and c) breaking promise. On the other hand, in informal contexts, such as between friends and the setting of public area, the participants tended to use simple or brief thanking.

COMPARATIVE EFFECTIVENESS OF CONTEXTUAL AND STRUCTURAL METHOD OF TEACHING VOCABULARY Malik Ghulam Behlol
Indonesian JELT Vol 6, No 1 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 1 May 2010
Publisher : Universitas Katolik Indonesia Atma Jaya

The study was conducted to find out the effectiveness of contextual and structural method of teaching vocabulary in English at secondary level. It was an experimental study in which the pretest posttest design was used. The population of the study was the students of secondary classes studying in Govt. Secondary schools of Rawalpindi District. Purposive and random sampling was applied to select the school and subjects. The significance of difference between the scores of groups at 0.05 level was tested applying t–test. The study revealed that the contextual method is more useful for high achievers (HA) whereas structural method is more useful for average and low achievers. The HA performed better with the contextual method due to the study of words in different contexts and taking help from contextual clues that has prompted spoken and written fluency. Better performance of the average and low achievers with the structural method was due to the morphological analyses of a word, the role of the students as the partner in the learning process, the generation and active processing of vocabulary, the provision of multiple exposure of different intensity for practice and personalization of word learning.Keywords: Vocabulary, effectiveness, contextual method, structural method.

COMPETENCY-BASED LANGUAGE INSTRUCTION IN SPEAKING CLASSES: ITS THEORY AND IMPLEMENTATION IN INDONESIAN CONTEXTS Marcellinus Marcellino
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

The competency-based curriculum as endorsed by the Department of Education and Culture of the Republic of Indonesia has recently been implemented nationwide from elementary to high schools in the country. It is claimed that by improving syllabi, materials, and activities or by putting a more emphasis on learners’ autonomy, more effective language learning will take place. However, such an approach may also be counter-productive as it emphasizes the outputs more than the inputs. Another problem may arise as learners’ language performance may also entail teaching preparations in that teachers are obliged not only to be knowledgeable of the topics discussed, but also to be skillful and creative in preparing the materials. The implementation of this approach then becomes more complicated, especially when related to the learners’ culture. The features of this language instruction seem to be contradictory to Indonesians’ cultural values and beliefs which are reflected in the forms of total obedience, the unquestioning mind, the concept of the old know all, and the teachers can do no wrong.Due to the above barriers, this study intends to explore and evaluate the effectiveness of the implementation of this instruction in speaking classes in Indonesian contexts. It will specifically attempt to assess the extent to which closed and open tasks can affectively be accomplished and with what degree of success the students acquire natural language use. Keywords: Competency-based curriculum, output, input

PROFESSIONAL COMPETENCE OF ENGLISH TEACHERS IN INDONESIA: A PROFILE OF EXEMPLARY TEACHERS Mirjam Anugerahwati; Ali Saukah
Indonesian JELT Vol 6, No 2 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 2 October 2010
Publisher : Universitas Katolik Indonesia Atma Jaya

This study was conducted to find out the profile of exemplary English teachers at secondary schools. Data were collected through observations, interviews, and questionnaires. The study was conducted in four towns, covering exemplary teachers in one senior high school and three junior high schools. The subjects were exemplary in terms of their active participation in the Teachers' Forum (MGMP), and their roles in the professional development of both themselves and their colleagues. This study was done mainly to find out (1) the professional competences of the exemplary teachers in each town and (2) how they achieve the competences. The collected data were analyzed qualitatively by the usual process of sorting, coding, and analyzing. The findings reveal that the subjects in three of the four towns have all the four competences (subject matter, pedagogical, social and personal competences), with the personal competence being the most influential in shaping them as professional and exemplary teachers. From the findings a profile of the professional competences of the exemplary English teachers at secondary schools is developed. Keywords: professional competence, exemplary teacher, profile.

SOME IDEAS FOR TEACHING GRAMMAR MORE EFFECTIVELY IN AN EFL CONTEXT Christopher B. Allen B. Allen
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

Most teachers in an EFL context place a great importance ongrammar and see their primary function as reducing their students’grammar errors. While ignoring the value of this attitude, thisarticle sets out to show how teachers’ view of grammar is limitingand their approach to teaching grammar Keywords: collocations, extensive reading, grammar oforientation, grammar of structure, notice-the-gaps,noticing, pattern grammar, PPP lesson plan,production-practice, scaffolding, task-basedapproach.

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