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<![CDATA[WORD RECOGNITION OR SOCIAL BEHAVIOUR?: LITERACY ISSUES IN SECOND OR FOREIGN LANGUAGE READERS OF ENGLISH IN DEVELOPING COUNTRIES ]]>
<![CDATA[Mick Randall]]>
<![CDATA[ Indonesian JELT Vol 4, No 1 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 1 May 2008 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v4i1.142
<![CDATA[This paper critically examines the four resources model of literacy (Freebody & Luke, 1999) in the context of the ESL/EFL reader in a poorly resourced public education system such as exists in many parts of the developing world. It critically examines the impact that issues such as globalization may have on the learning and teaching of English literacy. It argues that the special literacies that are often portrayed as essential in the so-called changed socio-political climate are, in fact, only relevant at best to certain social and economic groups in society and at worst to certain types of developed society. It argues that aspects of the four resources model and critical literacy in general are important aspects to take into account in literacy programmes, but they will impact differently at different stages of literacy and in different social and economic circumstances. The paper suggests that more attention needs to be paid to basic word recognition skills in second language readers and will review recent research done in Malaysia and Singapore with Bahasa Malayu speakers and Chinese which suggests that word recognition procedures in ESL readers of English may be radically different, that these differences should be taken into account when designing decoding programmes and thus when designing initial literacy programmes. Keywords: Globalization; Special literacies; Critical literacies; Literacy programmes; Word recognition.]]>
<![CDATA[INVESTIGATING COGNITIVE AND METACOGNITIVE STRATEGY USE DURING AN ENGLISH PROFICIENCY TEST ]]>
<![CDATA[Wenxia Zhang]]>;
<![CDATA[Meihua Liu]]>
<![CDATA[ Indonesian JELT Vol 4, No 2 (2008): Indonesian Journal of English Language Teaching Vol. 4 no. 2 October 2008 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v4i2.147
<![CDATA[ This paper reports on the results of a study of cognitive and metacognitive strategy use and its effect on the students’ test performance at the tertiary level in a Chinese EFL context. A 18-item survey involving 526 undergraduate non-English majors revealed that: (1) the students had a medium use of both cognitive and metacognitive strategies during the test; (2) cognitive and metacognitive strategy use was closely related to each other, but neither was a predictor for the other; and (3) though cognitive and metacognitive strategy use significantly correlated with the students’ performance in certain parts of the proficiency test, only the metacognitive strategy of evaluating one’s performance proved to be a positive predictor of the students’ performance in listening and reading comprehension and the overall written test. Based on the results, some implications and suggestions for future research are discussed. Keywords: Strategy use; Cognitive; Metacognitive; Test performance; Tertiary ]]>
<![CDATA[READ FOR PLEASURE AND ACQUIRE THE LANGUAGE ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ Indonesian JELT Vol 5, No 1 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 1 May 2009 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v5i1.153
<![CDATA[Despite overwhelming research evidence buttressing the power of reading (Krashen, 2004), reading for pleasure – widely known as Free Voluntary Reading (FVR) – is still excluded in the mandated national curriculum for English language teaching in Indonesia. In fact, critical voices (channeled primarily via scholarly published articles) demanding the inclusion of this kind of reading in the curriculum are almost non-existent. This shows that the power of reading in general and FVR in particular, is not acknowledged by Indonesian scholars, politicians, and language teaching practitioners. This article argues that the sluggish improvement of literacy in this country is due to the fact that English language teaching is geared to conscious learning rather than to acquisition of the language as well as to the exclusive focus on heavy and ‘serious’ literature. This article offers alternative English language pedagogy, one that is not only pleasant for the students, but also helps facilitate literacy development in a powerful way. Implications of this alternative pedagogy are discussed. Keywords: The power of reading; free voluntary reading; English language teaching; literacy development.]]>
<![CDATA[EFL TEST ANXIETY AMONG CHINESE GRADUATE STUDENTS: EFFECTS OF TEST CHARACTERISTICS ]]>
<![CDATA[Jie Xiaoping]]>
<![CDATA[ Indonesian JELT Vol 5, No 2 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 2 October 2009 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v5i2.158
<![CDATA[The paper is a qualitative study of the effect of test characteristics on test anxiety among Chinese graduate students. Different from previous research, the study wants to emphasize the importance of test characteristics in controlling both trait and state test anxiety in EFL testing contexts. Research results suggest time pressure, item type, item difficulty sequencing and test taking information given would affect test takers’ trait and state test anxiety in EFL tests. Implications obtained from this study include EFL test designers should consider the effect of test characteristics on highly anxious test takers, and alter test methods to reduce the debilitating effects of test anxiety on test results so as to improve test validity and reliability. Keywords: Trait test anxiety, state test anxiety, test characteristics, EFL tests, Chinese graduate students.]]>
<![CDATA[LANGUAGE ANXIETY IN CHINESE UNIVERSITY EFL LEARNERS IN VARYING LEARNING CONTEXTS ]]>
<![CDATA[Meihua Liu]]>
<![CDATA[ Indonesian JELT Vol 8, No 1 (2012): Indonesian Journal of English Language Teaching Vol. 8 no. 1 May 2012 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v8i1.88
<![CDATA[The present study examined Chinese university EFL learners’ anxiety in English classrooms in varying learning contexts, and causes for and impact of anxiety on their performance in English. Analyses of 215 journals and 1203 questionnaires revealed the following conclusions: (1) around a third of the whole participant sample and each university sample experienced anxiety in English class, (2) various reasons such as low proficiency in the target language, lack of vocabulary, lack of practice, lack of preparation, and poor pronunciation were responsible for anxiety in the participants, and (3) anxiety mainly debilitated the students’ performance in English and the majority of the participants felt helpless about feeling anxious when using the language in English class.]]>
<![CDATA[INSTRUCTIONAL ASPECTS AND TEST DESIGN FOR MEASURING TEACHING ABILITY IN CONTENT-BASED INSTRUCTION: A CASE STUDY AT MA CHUNG UNIVERSITY ]]>
<![CDATA[Patrisius Istiarto Djiwandono]]>;
<![CDATA[Daniel Ginting]]>;
<![CDATA[Yudi Setyaningsih]]>
<![CDATA[ Indonesian JELT Vol 6, No 1 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 1 May 2010 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v6i1.163
<![CDATA[Content-Based Instruction (CBI) is a fertile research area which calls for more intensive studies, especially in a country where English is a foreign language. Aiming at describing a typical profile of an initial stage of CBI in a private university, this paper reports a descriptive research that identifies instructional aspects of a CBI class, and sketches a preliminary specification of a test for measuring teaching ability in CBI. Qualitative data were collected through observation of the lecture sessions, open-ended questionnaires, and interviews with the students. A vocabulary profile analysis was also done to the lecture materials. The results were used as a basis for the test specification, which was later submitted to experts who judged the contents of the test. Important aspects that emerged from the data concerned linguistic performances, task, lecturer’s assistance, and learning obstacles. Accordingly, the test specification puts special emphases on delivery technique, amount of assistance, quality of tasks and rapport with the students. Keywords: Content-based instruction, test specification,teaching ability.]]>
<![CDATA[CORPUS LINGUISTICS AND THE STUDY OF ENGLISH GRAMMAR ]]>
<![CDATA[Douglas Biber]]>
<![CDATA[ Indonesian JELT Vol 1, No 1 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 1 May 2005 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v1i1.93
<![CDATA[This paper describes how corpus-based analyses can be employed for the study of English grammar, with a focus on case studies taken from the Longman Grammar of Spoken and Written English (LGSWE). Two major themes are developed: 1) the kinds of unexpected findings about language use that result from corpus-based investigations, and 2) the importance of register for any descriptive account of linguistic variation. Three case studies are presented: one focusing on the use of words (i.e., the most common verbs in English); the second focusing on the use and distribution of grammatical forms (i.e., the relative frequency of simple, progressive, and perfect aspect in English); and the third describing how lexis and grammatical structure can interact in complex ways (i.e., showing how verbs with the same valency patterns can have strikingly different preferences for particular valencies). In all three cases, the paper argues for the centrality of a register perspective, showing how the patterns of use vary dramatically from one register to another. Keywords: corpus-based analyses, register, linguistic variation, valency patterns]]>
<![CDATA[IS “TWILIGHT” A HOME RUN BOOK? ]]>
<![CDATA[Kyung Sook Cho]]>
<![CDATA[ Indonesian JELT Vol 6, No 1 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 1 May 2010 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v6i1.166
<![CDATA[Thirty-two young adults, students of English as a Foreign Language, were asked to read a portion of “Twilight”, a book that has become extremely popular among teenagers and young women world-wide. Even though the group as a whole were not involved pleasure readers in English, reading just a small part of Twilight stimulated the students enormously. They wanted to read more from the same series, and more in general, Multivariate analysis confirmed that interest in reading the book was the major predictor in students' desire to read more from the Twilight series.Keywords: English as a foreign languge, twilight, multivariate analysis.]]>
<![CDATA[NEGOTIATION OF MEANING IN COMMUNICATIVE TASKS ]]>
<![CDATA[Luciana Thio]]>
<![CDATA[ Indonesian JELT Vol 1, No 1 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 1 May 2005 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v1i1.96
<![CDATA[The adoption of task-based teaching in Indonesia classrooms has not been widely accepted for two major grounds. First, teachers seem to cast some doubts as to what degree such an approach can contribute to their students’ language development. Second, classroom management issues, such as discipline and noise become another challenge to cope with. While these issues deserve serious attention, teachers’ unwillingness to venture the use of tasks seems to put their awareness of the learning process at stake. It is through task-based teaching, students’ language development can be nurtured. This study is an attempt to probe the benefits of using two types of communicative tasks: picture comparison and picture drawing. The study involving two female Taiwanese native speakers learning English found that the interactional mechanisms created through a task and, negotiation of meaning provided a potentially rich forum for students’ language development. There are at least two prime elements accounting for this benefit. First, the type of direct indicators employed by the student creates linguistic urgency fostering the limit of their language capacity, and the use of embedded negotiation of meaning promotes students’ active involvement. Second, one way communicative tasks, to some degree, can yield greater opportunities for students to negotiate, thus enriching acquisition. Keywords: negotiation of meaning, communicative tasks.]]>
<![CDATA[BINARY OPPOSITIONS: A TOOL TO PROMOTE UNDERSTANDING AND TOLERANCETOWARDS THE MARGINALIZED ]]>
<![CDATA[Lany Kristono]]>
<![CDATA[ Indonesian JELT Vol 6, No 2 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 2 October 2010 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v6i2.171
<![CDATA[Triggered by the recent armed conflicts in different Indonesian societies and inspired by teacher’s strategic position to utilize education for peace, this study was conducted to help students indirectly contribute for a less conflicting environment. Since conflict is a result of disagreements in needs or necessities, which implies privileged and less-privileged groups, structuralism, particularly binary oppositions, was utilized. Implied in most first things one learns, binary oppositions are often taken for granted as how things are and should be; and thus, are ideological. In a norm-oriented society such as Indonesia, such a mindset may lead to unfairly labeling or judging the different others. Therefore, the 32 Prose students participating in this study were asked to utilize what they had learned in class to scrutinize the prevailing binary oppositions and labels and to present their findings in a collage group seminar, in which they also received comments and answered questions from the audience. The presentation was followed by the participants’ individual written report of their analysis of the labels and their underlying ideologies. The essays revealed most students’ critical questioning of the unfair judgments found in their society and the reasons behind them; thus, a stepping stone to better understand and tolerate the marginalized. Keywords: Binary oppositions, marginalized, privileged, underlying ideology]]>
