Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Indonesian JELT

JELT
Website

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.

Arjuna Subject : -

Articles 159 Documents

5 6 7 8 9

IRREGULARITIES IN VOCABULARY LOAD AND DISTRIBUTION IN SAME LEVEL TEXTBOOKS WRITTEN BY DIFFERENT WRITERS Jayakaran Mukundan
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

A syllabus provides a focus for what to be studied and how the contents should be selected and sequenced. In Malaysia, the syllabus has an additional role that is to guide the textbook writers in producing textbooks for school use. The English Language Programmes for Malaysian secondary schools provide more than one textbook for every academic level. These textbooks must comply with the syllabus in order to achieve the same learning objectives at the end of each programme. There will also be public examinations at the end of Form Three and Form Five. Two Form 2 textbooks were chosen and WordSmith 3.0 was used to analyse these textbooks to identify whether the textbooks were similar and had included all the contents listed in the syllabus. The findings show that one of the textbooks is relatively better that the other in terms of types, distribution of words, presentation of items in the syllabus and repetition of new linguistic items throughout the textbook. This reveals that ad hoc writing of textbooks by different writers for a similar level can lead to irregularities, the most severe problem being non-conformity to syllabus requirements.Keywords: distribution of words, presentation of items, repetition of new linguistics items, textbooks, Wordsmith 3.0, syllabus requirements

UPENDING TRADITIONAL WRITING INSTRUCTION: A PLEA TO TEACH VISUAL TEXTS IN L1 AND L2 CLASSROOMS M. Todd Harper
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

With the advent of multi-media, interpreting visual texts has become an important function of literacy. Yet, few L1 or L2 English writing classes devote any time to these texts, in part because many L1 and L2 teachers do not know how to interpret these texts themselves. This article suggests two methods for understanding visual discourse: the interpretation of images, pictures, and graphics within a system of similar visual artifacts and the location of those images, pictures, and graphics within a historical and cultural context. As an example, two graphics on the University of Athens’ homepage were examined. Keywords: visual texts, visual discourse, images, literacy, pictures, graphics

READING IN ENGLISH BY CHILDREN IN KOREA: FREQUENCY, EFFECTIVENESS, AND BARRIERS Kyung Sook Cho Sook Cho; Eun Jin Park; Stephen Krashen
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

A study of the English non-textbook reading of fourth graders in Korea revealed that about 80% had done at least some reading, confirming that there is enthusiasm for English reading. About half, however, had read only five books or fewer. Non-readers said that the reason they did not read in English was the difficulty of English texts. Those who read more did better on a test of English spelling and vocabulary. Keywords: English non-textbook reading; Enthusiasm for English reading; English texts; English spelling and vocabulary

LEXICAL PROFILES IN EAP SPEAKING TASK PERFORMANCE Noriko Iwashita
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

The present study investigates lexical competence in performance on speaking tests. It examines the extent to which learners preparing for tertiary study in English-speaking countries are able to demonstrate their ability to use a wide range of vocabulary in carrying out academic speaking tasks. Ninety-six task performances over four different tasks and two task types were drawn from three different levels. The performances were transcribed and analyzed using the WordSmith program (Scott, 2004). The results showed that test-takers’ vocabulary varied according to task and task type. The results of the study have implications for task design in academic speaking tests and teaching/learning vocabulary in EAP courses. Keywords: Lexical competence; Academic speaking test; Task types; EAP courses

A THREE-YEAR LONGITUDINAL STUDY OF IN-CLASS SUSTAINED SILENT READING WITH TAIWANESE VOCATIONAL COLLEGE STUDENTS Ying-ying Hsu; Sy-ying Lee
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 study examined the effects of three years of in-class sustained silent reading with a group of vocational college students in Taiwan. Readers outperformed comparisons on tests administered after one semester and increased their advantage on tests given at the end of the first year. The gap between the groups narrowed the second year, but readers maintained their superiority at the end of the second and third year. The initial gains were probably due, in part, to the Hawthorne Effect. It is likely that the progress made in the second and third year were more modest, because of external demands on students’ time, which limited the amount of reading students could do outside of class. Overall, the results clearly support the practice of in-school self-selected reading. Keywords: In-class sustained silent reading; vocational college student; Hawthorne Effect; in-school self-selected reading

AN INVESTIGATION OF COGNITIVE AND METACOGNITIVE STRATEGY USE: CHANGES AND DIFFERENCES Meihua Liu
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

This paper reports on the results of a study of the use of cognitive and metacognitive strategies in English learning in terms of changes and differences during a term at the tertiary level in Chinese EFL contexts. A 35-item survey involving 934 undergraduate non-English majors revealed that: (1) the whole participant sample, as well as males and females, reported a low use of the cognitive strategies of practicing and creating structure for input and output but generally a medium use of the other cognitive and metacognitive strategies both at the beginning and toward the end of the term; (2) towards the end of the term, the whole sample, as well as males and females and the three university samples, tended to utilize significantly more frequently most of the cognitive and mecognitive strategies but less frequently the strategies of centering one’s learning; (3) significant differences occurred in the strategies of creating structure for input and output, centering one’s learning, and evaluating one’s learning between male and female students at the beginning and/or toward the end of the term, and in almost all the categories of cognitive and metacognitive strategies among the three university samples both at the beginning and toward the end of term; (4) the three university samples demonstrated differing patterns in using the cognitive and metacognitive strategies both at the beginning and toward the end of term. Based on the results, some implications and suggestions for future research are discussed.Keywords: Strategy use, cognitive, metacognitive, change, gender; context.

IMPROVING ENGLISH VOCABULARY TEACHING IN A CHINESE UNIVERSITY ENVIRONMENT Hou Yu-jing
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

Vocabulary-focusing idea in L2 language acquisition has long been proposed by researchers all over the world, while English vocabulary teaching in Chinese university still remains de-emphasized, especially when compared to the elaborate grammar instruction. Based on the scientific attitude towards vocabulary teaching, the outlines of some principles that should be considered while developing a vocabulary component in a language course under a Chinese university environment are suggested including how to choose appropriate vocabulary-improving materials and how to design a recycling teaching syllabus. Discussing from the pragmatic perspective, the combination of ‘book flood’ program’ together with intensively vocabulary teaching would probably work for Chinese college students.Keywords: English vocabulary teaching, cost-benefit teaching syllabus, pedagogy.

TEACHING ENGLISH GENERIC NOUNS: THE EXPLORATION OF THE GENERIC IDEA IN ENGLISH AND INDONESIAN AND THE APPLICATIONS OF EXPLICIT INSTRUCTION IN CLASSROOM David Wijaya
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

Although the generic idea is often expressed in discourse, the acquisition of it is so slow among learners. Moreover, this idea is expressed through a highly complex system of the English language called the article system. As a result, learners tend to make errors when they attempt to convey the generic idea in their output. Since the Indonesian language has a different way to express the generic idea, Indonesian learners of English may be interfered by their first language when expressing this idea. Consequently, errors are inevitable. A thorough examination at how the generic idea is expressed in English and in Indonesian is perhaps the only way to understand this complexity. To help learners express the idea correctly and appropriately, teachers should give explicit instruction in forms of mini lesson and explicit corrective feedback (i.e. metalinguistic feedback). This article presents all the patterns to express the generic idea both in English and Indonesian, poses some pedagogical implications and discusses some useful approaches for English teachers in dealing with it.

LEARNERS’ RESPONSES ON THE EMPLOYMENT OF CULTURAL EFL MATERIAL IN ENGLISH CLASSROOMS IN PAPUA Yohana Susana Yembise
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

The article presents research findings on the use of culturally familiar materials compared with non-culturally relevant materials. It aims at obtaining responses from highland students on the materials which are designed based on Papuan culture compared with those which are not using Papuan culture. The study was conducted in Timika, Mimika District Papua, Indonesia, involving 80 junior high school students aged 13-15, who are from eight ethnic highlanders. The word “Papua” (used to be called Irian Jaya) in the above title is the name of the Eastern Province in Indonesia. The students involved in the classroom experimentation speak their vernacular fluently, they were considered weak in speaking Indonesian, and were low in academic performance. There were 40 students receiving culturally relevant materials, and 40 students receiving non-culturally relevant materials (conventional materials). The data was analyzed using the Descriptive Statistical Analysis with Contingency Table Analysis to compare groups and questions. Pearson’s chi-square statistics using SPSS was then applied to explore the significant differences in satisfaction. The results revealed that there was a significantly positive response from subjects receiving the culturally relevant materials when contrasted with those receiving the conventional materials. Keywords: Schemata; Prior knowledge, Experimental group; Conventional group; Culturally relevant material; conventional material; EFL (English as a Foreign Language); TEFL (Teaching English as a Foreign Language); Significance Difference in Satisfaction; Learners’ Responses

TEACH MY CHILDREN ENGLISH: WHY PARENTS WANT ENGLISH TEACHING FOR THEIR CHILDREN Patrisius Istiarto Djiwandono
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

This paper describes parents’ reasons for sending their children to an English language course, their expectations from the English language instruction, and the disadvantages they perceive in getting their children to learn English at their early ages. A small-scale exploratory survey using questionnaires was conducted among 46 parents whose children learn English at a private course. The results indicate that the majority of the parents are generally aware of the practical values of providing English instruction for their children and hardly perceive any disadvantages in this early English learning. Also, they expect English instruction to enable their children to perform the four language skills, notably speaking. Implications for the young learners’ first language as well as the teaching of young learners are then presented. These may offer teachers, parents, and other researchers some important points to consider.Keywords: parents, young learners, English language teaching.

Page 7 of 16 | Total Record : 159

5 6 7 8 9

Filter by Year

2005 2020

Filter By Issues

All Issue Vol 15, No 1 (2020) Vol 14, No 2 (2019): IJELT Vol 14 No 2, (October 2019) Vol 14, No 1 (2019) Vol 13, No 2 (2018): Indonesian Journal of English Language Teaching vol 13 no.2 October 2018 Vol 13, No 1 (2018): Indonesian Journal of English Language Teaching vol 13 no.1 May 2018 Vol 13, No 1 (2018) Vol 12, No 2 (2017): Indonesian Journal of English Language Teaching vol 12 no.2 October 2017 Vol 12, No 1 (2017): Indonesian Journal of English Language Teaching vol 12 no.1 May 2017 Vol 11, No 2 (2016): Indonesian Journal of English Language Teaching vol 11 no. 2 October 2016 Vol 11, No 1 (2016): Indonesian Journal of English Language Teaching vol 11 no.1 May 2016 Vol 10, No 2 (2015): Indonesian Journal of English Language Teaching vol 10 no. 2 October 2015 Vol 10, No 1 (2015): Indonesian Journal of English Language Teaching vol 10 no. 1 May 2015 Vol 9, No 2 (2013): Indonesian Journal of English Language Teaching vol 9 no. 2 October 2013 Vol 9, No 1 (2013): Indonesian Journal of English Language Teaching vol 9 no. 1 May 2013 Vol 8, No 2 (2012): Indonesian Journal of English Language Teaching Vol. 8 no. 2 October 2012 Vol 8, No 1 (2012): Indonesian Journal of English Language Teaching Vol. 8 no. 1 May 2012 Vol 7, No 2 (2011): Indonesian Journal of English Language Teaching Vol. 7 no. 2 October 2011 Vol 7, No 1 (2011): Indonesian Journal of English Language Teaching Vol. 7 no. 1 May 2011 Vol 6, No 2 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 2 October 2010 Vol 6, No 1 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 1 May 2010 Vol 5, No 2 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 2 October 2009 Vol 5, No 1 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 1 May 2009 Vol 4, No 2 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 2 October 2008 Vol 4, No 1 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 1 May 2008 Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007 Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007 Vol 2, No 2 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 2 October 2006 Vol 2, No 1 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 1 May 2006 Vol 1, No 2 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 2 October 2005 Vol 1, No 1 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 1 May 2005 More Issue

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota adm. jakarta selatan,

Dki jakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota adm. jakarta selatan, Dki jakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota adm. jakarta selatan,

Dki jakarta

INDONESIA