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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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EFFECTIVE USE OF CHILDREN’S LITERATURE FOR ESL/EFL YOUNG LEARNERS Hsiang-Ni Lee
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

Mainly intended for readers from birth to age twelve, according to Galda (2000), children’s literature is the major source to inform young learners about social norms, to teach them different subject matters and to help them develop an interest in pleasure reading. Drawn upon the socio-constructivist’s theoretical perspective, this article identifies several benefits of using children’s literature for young learners who study English as a second/foreign language, including 1) facilitating language and literacy development; 2) promoting intercultural understanding and 3) improving critical thinking skills. To maximize the strengths of children’s literature, language teachers must take into account students’ reading levels and carefully avoid books which reflect gender/ cultural biases. It is also strongly advised that teachers’ instruction encourages students’ personal connections, multiple interpretations as well as critical evaluations of a text. Keywords: children’s literature, critical literacy, ESL/EFL, multicultural children’s literature, reading instruction

CAUSES OF RETICENCE IN EFL CLASSROOMS: A STUDY OF CHINESE UNIVERSITY STUDENTS Meihua Liu
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 paper reports the findings of a studys of students’ reticence in Chinese EFL context. The participants were three teachers and 100 university freshmen from three proficiency levels enrolled in an English Listening & Speaking course. Using journals, observations and interviews as a technique of collecting data, the study revealed that (1) the majority of the participants were active during pair work but only a few volunteered to respond to their teachers or actively engaged in group discussions, (2) advanced-level students tended to be more active than their lower-level counterparts, and (3) multiple variables worked together to result in student reticence in EFL classrooms. The results indicate that more research needs to be done to help students become more active and proficient EFL learners. Keywords: reticence, university students, Chinese EFL context

ANXIETY IN ORAL PERFORMANCE TESTS: A CASE STUDY OF INDONESIAN LEARNERS Valentinus Rido Rasmodjo
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

This study examined anxiety experienced by students before an oral performance test, the relationship between the anxiety and their test performance, and strategies they applied to reduce the anxiety. The participants were 107 Indonesian students who enrolled the English speaking classes. This study revealed that the students did not experience a high level of anxiety before the oral performance test. There was not a very significant relationship between anxiety and their score in the performance test. Finally, some strategies to cope the anxiety were also discussed. Keywords: anxiety, oral performance test, strategies, and scores

LEARNING STRATEGIES AND IMPLICATIONS FOR SECOND LANGUAGE TEACHING Wang Dakun
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

This article reviews the relevant literature of language learning strategies by examining the background, the issues along with the definition, the characteristics, the categories and the functional framework. The intertwined relationships among person, task, context and strategies are illustrated with the tetrahedral model proposed by Gu (2003). The article also discusses the significance of language learning strategies for second language learning and the effectiveness of strategy instruction before presenting the pedagogical implications for second language teachers. The purpose of this article is to provide an overview of language learning strategy studies by summarizing the important aspects and to highlight the implications for integrating language learning strategy instruction into ESL classrooms so that the teachers can have a meaningful way to focus on their teaching efforts and the learners can become more efficient in their efforts to learn a second language as well.Keywords: learning strategies, second language teaching, strategy instruction

LOOKING ON THE BRIGHT SIDE OF GRAMMAR-TRANSLATION METHOD Zulprianto - -
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

In spite of having been rejected as a method in language teaching, the Grammar-Translation Method (GTM) has never been totally left out. Among the rejections to the GTM are because the language learners’ native language is used as the medium of instruction and the grammar is taught deductively. However, GTM is composed of two features hardly inescapable in any discussion about language teaching: grammar and translation. If grammar serves as a medium to know about the form of language, translation can interlingually guide the way to comprehending the meaning of language. This article is aimed to explain the importance of grammar and translation in language teaching and to propose some modifications of the ways in which both can be taught that can possibly restorethe bright side of the GTM to some extent.Keywords: Grammar-Translation Method (GTM), grammar,translation

GRAMMAR CONSCIOUSNESS-RAISING: RESEARCH, THEORY, AND APPLICATION Setiono Sugiharto
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

This article reviews a number of studies that proved the efficacy of consciousness-raising (C-R), showing at the same time the inherent flaws that these studies suffer. It then proceeds to discuss the theoretical assumptions underpinning C-R, the application and the intended outcomes of C-R. In doing this, teachers can obtain a comprehensive picture of C-R, and in particular understand its typical characteristics that differentiate it from the traditional teaching method such as the Grammar Translation. Implications from C-R studies for language teaching are also discussed. Keywords: consciousness-raising, the Grammar Translation.

A PRELIMINARY STUDY OF CODE SWITCHING IN THE SPEECH OF AN INDONESIAN ENGLISH BILINGUAL Grace Wiradisastra
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

This preliminary study of the speech of a bilingual shows that code switching is relatively spontaneous and follows the conventions of both languages. Code switching in this subject is generally triggered by an bilingual interlocutor whom the subject knows well. Many of the instances of code switching can be categorized according Gumperz’s discourse functions. However, it was found that the grammar of the code switches is not consistent and it cannot be predicted when code switching will occur. Keywords: bilingual, code-switching, bilingual interlocutor discourse function

HOW ESL LEARNERS WITH DIFFERENT PROFICIENCY LEVELS HANDLE UNFAMILIAR VOCABULARY IN READING Wang Dakun
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

This article presents findings from research into spontaneous vocabulary handling strategies employed by a sample of 20 Singapore secondary students from a typical neighborhood school. Following the definition of the term ‘strategy’ referring to a specific action or step, I identified 21 types of strategies used by the participants, and compared the way the high and low proficiency students employed them by comparatively examining the majority usage strategies of the two groups. To find the evidence of their strategy use, think-aloud protocols paired with immediate retrospective interviews and general interviews when necessary were analyzed. The study showed that the students mobilized multiple strategies on individual words and that the high proficiency students used strategies both more flexibly and effectively than their low proficiency counterparts. The differences in the use of strategies between the groups suggest a need for learner strategy training and awareness raising, an issue which is also discussed in this article. Keywords: vocabulary handling strategies, think-aloud protocols interviews

DEVELOPMENT IN L2 WRITING AFTER A SEMESTER OF STUDY IN AN AUSTRALIAN UNIVERSITY Neomy Storch
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

There is a common expectation, particularly amongst international students, that studying in an English-medium university would lead to an improvement in their writing skills (as well as other language skills). However, to date there has been very little research about the impact of studying in an English medium university on the development of learners’ writing. This paper reports on study which was part of a larger project. The larger project, using a test-re-test design, investigated whether the reading and writing skills of international students improved after one semester of study in an Australian university. The study reported here analysed the writing test scripts of 20 students whose global writing scores indicated improvement in writing and who had not accessed any language support during the semester. A range of quantitative and qualitative measures were used to analyse the data, including measures of linguistic fluency, accuracy and complexity. The study found that the greatest improvements occurred in how learners structured their writing and developed their ideas. There was also a marked improvement in the formality of learners’ language, but less evidence of improvement in language accuracy and complexity. These findings suggest that some aspects of written language may need more explicit language instruction in order to improve. Keywords: English medium university, writing test scripts,linguistic fluency, linguistic accuracy, linguistic complexity, explicit language intruction.

CONTRIBUTIONS OF L1 READING SUB-SKILLS TO L2 READING DEVELOPMENT IN ENGLISH AS A FOREIGN LANGUAGE AMONG SCHOOL-AGED LEARNERS Dongbo Zhang; Keiko Koda
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 study examined the cross-linguistic relationship in morphological awareness in two typologically diverse languages, Chinese and English and their relative contributions to L2 reading comprehension among Grades 5 and 6 students in China. Morphological awareness refers to the ability to analyze and identify a word’s morphological constituents. As such, this ability is believed to play a critical role in reading comprehension. Previous research suggests that the acquisition of morphological awareness necessitates substantial print exposure and experience. This implies that EFL learners may have difficulty in acquiring morphological awareness to its fullest extent. Theory of transfer posits, however, that once developed in one language, reading sub-skills, including morphological awareness, become available in learning to read in another language. This being the case, L1 morphological awareness, in principle, may compensate for restricted L2 print exposure in promoting L2 morphological awareness. Based on these insights, we hypothesized that (1) L2 morphological awareness would be closely related to L2 morphological awareness; (2) L1 morphological awareness is a stronger predictor of L2 morphological awareness than L2 print exposure; and (3) L1 morphological awareness facilitates L2 reading comprehension both directly and indirectly through L2 morphological awareness. These hypotheses were tested by measuring and comparing L1 and L2 morphological awareness and L2 reading comprehension. The results provide strong empirical support for the hypotheses. Their implications for EFL pedagogy are discussed. Keywords: Cross-linguistic relationship; Morphological awareness; Morphological constituents; Theory of transfer

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