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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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WRITING THEORIES AND WRITING PEDAGOGIES Ken Hyland
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 paper explores the main approaches to understanding and teaching writing. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the three approaches respond to, critique, and draw on each other in a variety of ways. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated. Keywords: Teaching writing; Pedagogic practices; Approaches

THE EFFECTS AND EFFICIENCY OF HEARING STORIES ON VOCABULARY ACQUISITION BY STUDENTS OF GERMAN AS A SECOND FOREIGN LANGUAGE IN JAPAN Beniko Mason; Martina Vanata; Katrin Jander; Ramona Borsch; Stephen Krashen
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

The usual approach to vocabulary learning is to present students with a list of words to be memorized, present them in the context of a text, and then provide exercises to “reinforce” the vocabulary. The purpose of these studies with beginning level German-as-a-foreign language university students in Japan was to determine whether beginning level students with limited vocabulary in German could sustain their interest in hearing a story for over 20 minutes, and to determine how much vocabulary could be gained just from hearing stories, without a list to memorize and supplementary vocabulary exercises. The first experiment showed that hearing a story had a higher acquisition/learning rate than a list method. The second and third experiments showed that supplementary focus on form activities were not worthwhile on vocabulary acquisition/learning, and that the rate of acquisition/learning was .10 words per minute during the seven weeks. It appears to be the case that students acquire six words per hour when they hear stories, while they learn 2.4 words per hour in traditional classes. Keywords: German-as-a-foreign language; vocabulary exercises; acquisition/learning rate; focus on form

IN MEMORIAM : SOENJONO DARDJOWIDJOJO (1938-2009) Yassir Nasanius
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

LITERACY DEVELOPMENT THROUGH THE INCORPORATION OF LITERATURE IN LANGUAGE EDUCATION FOR MALAYSIAN SECONDARY SCHOOL STUDENTS Malachi Edwin Vethamani; Premalatha Nair
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

Literacy is a major concern among educators in the Malaysian education scenario. Various programmes have been identified and implemented in primary and secondary schools to raise the standard of the English language among students. Among them is the implementation of various English language reading programmes. This move has been seen as necessary as part of the Malaysian government’s efforts to make all Malaysians proficient in the English language. To this end, the Malaysian Ministry of Education has incorporated literature into the English language subject. Despite the concerted efforts from the various sections of the Ministry of Educations, the effectiveness of these programmes has been unclear. This study looks into the various programmes implemented in the Malaysian primary and secondary schools. Using a questionnaire, the study attempts to identify students’ perception on the types of literary genre they enjoy reading. The study also looks into the various activities carried out by English teachers and students’ views on the types of activities they enjoy and found useful in the classroom. Keywords: English as a second language, literacy, literature, reading programmes, literary genre.

MAPPING GRAMMATICAL ERRORS IN SPEECH PRODUCTION OF JUNIOR AND SENIOR STUDENTS: A CASE STUDY Maraden Marcellino
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

Acquiring a foreign language requires a student to master the two elements of language, vocabulary and grammar, and the four language skills, listening, speaking, reading, and writing. Within each skill, these two language elements play a considerably essential role since they are seen as the very core aspects of language learning and that they are regarded inherent in each of these skills. Thus, vocabulary and grammatical aspects cannot be separated from the four language skills in language acquisition as without any one of which each skill is never acquired. Since the implementation of communicative approach in 1984 to the application of the competency-based language teaching in Indonesia, English programs at high schools have been meaning or message based rather than language usage or form oriented. As a result, grammar learning has been significantly kept aside if not totally ignored in class interactions, and that communication success becomes the main target in instructional objectives. This study attempts to map grammatical errors the students make in their speech productions. It employs an interview technique for data collection by recording the conversations of twenty respondents - - junior and senior students - - on a selected issue of a particular topic and transcribing them in the form of written transcripts which are then to be analyzed from a grammatical perspective with the reference of grammar books. Those violating the grammatical norms will be considered as grammatical errors. It has been found out that learners’ grammatical errors are derived from two major causes - - translating concepts of L1 into L2 and their approximative system. This study concludes that the communicative classrooms which utilize the competency-based language teaching bring about a positive impact upon grammar learning. This research is significant as it gives a great contribution to structure and speaking class teachers, students, as well as to the department for policy making.

DEVELOPING THEORIES OF TEACHING ACADEMIC INDONESIAN TO NON–LANGUAGE MAJORS: WAYS OF COLLECTING AND ANALYZING DATA A. Chaedar Alwasilah
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

Writing is the skill most neglected in language education in Indonesia. High school graduates in general are not ready to write academic Indonesian, let alone academic English. This paper discusses practices of teaching Indonesian at pre-college and college levels, theories and practice of writing, and language versus non-language specialists as writing instructors. The objectives of this paper are to demonstrate that: (1) different techniques of data collection generate different types of data, (2) the more data you have, the better you triangulate the findings, and (3) the quality of data is not only determined by its collecting techniques, but also by its relevance with research objectives. In this paper, I want to share the methodology of several studies on teaching writing at college levels I have conducted in the last eight years in English and non-English departments in Indonesia. The studies have revealed the following: (1) language education has failed to provide pre-college students with fundamentals of academic writing, (2) freshman Indonesian should be focused on developing academic or technical writing, (3) the success of teaching academic writing at college levels is dependent on the success of teaching writing at pre-college levels, (4) non-Indonesian language lecturers have the potential to be empowered to teach academic writing in non-language departments, (5) ethnic literature-based writing has the potential to revitalize the ethnic literature, and (6) collaborative writing including peer reviewing and teacher-student conferencing has been effective for coping with big classes of writing. Keywords: College Indonesian, collaborative writing, qualitative research

TELLING ENGLISH IN A FOREIGN LANGUAGE: QUITE ANOTHER STORY Anuchaya Montakantiwong
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

The purpose of the present study is to examine how first-year Thai undergraduate students who learn English as a Foreign Language (EFL) using referential forms in telling a coherent story in English. Participants were at intermediate level of English proficiency. Using Mayer’s wordless picture book “Frog, Where Are You?” (1969) as prompts, the participants were asked to tell the story in English. The narratives were tape-recorded and later analyzed. The data were coded on three criteria: (1) referential forms (2) discourse contexts and (3) grammatical functions. The result of the study demonstrates that Thai EFL learners employ several linguistic expressions to maintain clear reference to the characters in their narratives, one of which is using a full noun phrase when referring to a character first introduced in the story and one already mentioned. A pronoun is used if the referent is the subject of the previous clause. This finding suggests that Thai EFL learners’ referential strategies in narratives are similar to those of the native English speakers to a certain extent. Possible factors accounted for their limited linguistic abilityto achieve complete discourse cohesion in English storytellinginclude language transfer, over-explicitness, and topic discontinuity.Keywords: Thai EFL learners, referential forms, discoursecontexts, grammatical functions, narratives

REVAMPING AN INTENSIVE ENGLISH LANGUAGE PROGRAM: CHALLENGES AND INNOVATIONS Saleh Salim Al-Busaidi
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 describes an attempt to reform a curriculum of an English intensive language program in the Sultanate of Oman. The reform consisted of several stages, starting from the identification of needs until choosing teaching materials. Based on the data obtained from the various sources of the study (i.e. survey, observations, interviews, and workshops), a number of changes were introduced to the curriculum. This project revealed important issues to be addressed in order to make the program design and evaluation more effective in upgrading students’ English language proficiency and academic competence so that they are better prepared for college study. Keywords: English intensive language program, English language proficiency, academic competence

TEACHER TRAINING AND DEVELOPMENT IN ELT: A PROFESSIONAL APPROACH Frank Farmer
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

English Language Teaching (ELT) has no professional body controlling entry to the profession, and there is a lack of clarity in the literature on the role and content of both pre-service teacher education and in-service teacher development. This paper builds on socioeconomic models of professionalism in an attempt to develop valid criteria for both. Professionalism as a system of rewarding and controlling expert labour is defined and the legitimacy of forming professional bodies is discussed. The criteria are then applied to ELT as a critique of existing pre-service and in-service teacher education, and suggestions are made for the professionalization of ELT. Keywords: professionalism, pre-service education, in-service education, ELT.

WHAT CAN SLA LEARN FROM CONTRASTIVE CORPUS LINGUISTICS? THE CASE OF PASSIVE CONSTRUCTIONS IN CHINESE LEARNER ENGLISH Richard Zhonghua Xiao
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 seeks to demonstrate the predictive and diagnostic power of the integrated approach that combines contrastive corpus linguistics with interlanguage analysis in second language acquisition research, via a case study of passive constructions in Chinese learner English. The type of corpora used in contrastive corpus linguistics is first discussed, which is followed by a summary of the findings from a published contrastive study of passive constructions in English and Chinese based on comparable corpora of the two languages. These findings are in turn used to predict and diagnose the performance of Chinese learners of English in their use of English passives as mirrored in a sizeable Chinese learner English corpus in comparison with a comparable native English corpus. Keywords: contrastive analysis, corpus, learner English, passive construction, Chinese

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