TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND RECEPTIVE ENGLISH SKILLS OF TUNISIAN IT STUDENTS: A PRELIMINARY STUDY
Full text linkThis study aims at discovering the emotional intelligence and receptive English skills of Tunisian IT students, studying the relationship between the two variables, and determining the best predictors of receptive English skills among the emotional intelligence categories. It involved 31 students of the Higher Institute of Technology and Communications Science of Tunis. Data were collected by administering an English proficiency test (TOEIC) and distributing an emotional intelligence inventory (Bar-On EI Inventory) to the students. The results of statistical analyses revealed that (1) the emotional intelligence and receptive English skills of the students were of average levels; (2) there was a significant positive correlation between the students' emotional intelligence and their receptive English skills; and (3) interpersonal and stress management categories of emotional intelligence were the variables that had the highest correlation with receptive English skills. It was also found that, in learning English language, the Tunisian IT students were driven and motivated by their goals and ambitions. In addition, their optimism, linguistic setting, and Tunisian culture strongly influence their receptive English skill
ASSESSING ENGLISH PRE-SERVICE TEACHERS' KNOWLEDGE BASE OF TEACHING: LINKING KNOWLEDGE AND SELF-PORTRAYAL
Full text linkThis study aimed to assess pre-service teachers' knowledge base of teaching and the extent they perceive and reflect its implementation in a microteaching course. Employing mixed-methods design, the study involved pre-service teachers in a state university in Special Territory of Yogyakarta. The quantitative data were collected from a test on the pre-service teachers' understanding of teacher knowledge base of teaching and a survey of their perceptions towards the implementation of teacher knowledge base of teaching in their microteaching practices. The qualitative data were gathered from the pre-service teachers' reflections. The findings showed that despite the overall good test score average of the pre-service teachers' knowledge base of teaching and the generally positive self-rating perceptions, the pre-service teachers' limited and descriptive reflections did not sufficiently depict their actual implementation of teacher knowledge base of teaching in their microteaching practices
INSTRUCTOR LEADERSHIP IN EFL CLASSROOMS AND THE OUTCOMES: THE EFFECTS OF TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES
Full text linkIn this study, classroom leadership styles of English language instructors were investigated within the Full Range Leadership (FRL) framework with the purpose of determining the relationship between instructors' leadership styles and the outcomes of leader (the instructor in the classroom context) effectiveness, students' extra effort and student satisfaction. Classroom Leadership Instrument, a modified version of Multifactor Leadership Questionnaire, was administered to 300 students from English Language Teaching and English Language and Literature Departments at a Turkish state university. Research data were analyzed through inferential statistical tests and the results revealed that transformational leadership and active traits of transactional leadership significantly correlated with all three leadership outcomes. Consequently, the instructors with such leader characteristics appeared to be more effective teachers, whose students felt more satisfied with their teaching and displayed extra effort at a higher extent in the courses
CAN TED TALK TRANSCRIPTS SERVE AS EXTENSIVE READING MATERIAL FOR MID-FREQUENCY VOCABULARY LEARNING?
Full text linkSchmitt and Schmitt (2014) labeled the first 4000 to 9000 word families as mid-frequency words and stressed their importance based on Nation's (2006) estimate that for adequate comprehension of a variety of authentic texts, knowledge of the first 9000 word families is necessary. Subsequent to this vocabulary goal is to determine what can be read extensively to increase vocabulary progressively since most words cannot be mastered through only one exposure. This research aimed to investigate how much TED talk transcripts input is needed to encounter most of the first 9000 word families for learning to occur. It first measured the vocabulary levels of TED talks for their potential as extensive reading material for mid-frequency word learning. The results show that TED talks reached the 5th to 6th 1000-word-family level at 98% lexical coverage. Corpus sizes of 0.3 to 4.8 million words of TED transcripts provided an average of 12+ repetitions for most of the words from the first 4th to 9th 1000 word families. The figures may serve as a reference for learners in extensive reading programs to decide how much effort they should make to read TED talk transcripts voluminously to reach a certain vocabulary goal
TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS' CHRISTIAN-BASED CLASSES
Full text linkThe incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students' wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students' criticality
USE OF GESTURE FOR CORRECTING PRONUNCIATION ERRORS
Full text linkThe role of gesture in second language acquisition (SLA) has recently become a promising area of research, characterized by the growing number of empirical research studies that examine the potential of incorporating gestures in such areas as the teaching of grammar, vocabulary, and pronunciation. This paper focuses on how gesture can be productively used to help students notice and subsequently correct their pronunciation errors, both segmental and suprasegmental errors. First, a critical review of the literature is presented in which we carefully explore recent research on oral corrective feedback and the role that gesture plays in facilitating comprehension and acquisition. Next, pedagogical implications are considered in which we discuss a pedagogical framework that language teachers can use as a guide for incorporating gestures in pronunciation instruction. Finally, future research possibilities are discussed, including suggestions for more robust research design and new areas to investigate
INTEGRATING CHARACTER EDUCATION IN THE ENGLISH TEACHING AT ISLAMIC JUNIOR HIGH SCHOOLS IN INDONESIA
Full text linkThe rapid development of digital technology with its likely disruptive impacts on students' morality and character necessitates teachers to reorient their roles. Teachers need to be skillful in incorporating moral messages and character education in their teaching supported by suitable learning resources. The current research is conducted to fulfill the needs of the English teachers in Islamic junior secondary schools in Indonesia for supplementary materials that can support the integration of Islamic moral messages and values in the teaching of English. These needs were identified from data collected through questionnaires, FGDs, and interviews. The supplementary materials, which were designed based on the needs analysis, underwent expert validation and a pilot study. The final version of the materials consists of ready-to-use-worksheets and teacher's guide and is named the Islamic Life Resource Pack (ILRP)
STUDENTS' PERCEPTIONS OF M-READER
Full text linkMany universities in the Middle East, for instance, Shiraz University in Iran and Sultan Qaboos University in Oman have been running M-reader, a free Internet site which helps educational institutions to manage extensive reading (ER), as a way of including Extensive Reading in ELT classes for years. In spite of few attempts to evaluate this online tool based on different aspects, no studies have focused on students' ideas toward the pros and cons of M-reader and how it can be improved. Hence, using a large sample, the present study sheds some light on potential advantages and drawbacks of M-reader and, ultimately, presents students' comments on how to idealize this popular Extensive Reading tool. A mixed-method design was used in data collection and data analysis. The study shows that M-reader is a popular online platform among students despite some potential drawbacks
TOWARDS A HOLISTIC AND INCLUSIVE PEDAGOGY FOR STUDENTS FROM DIVERSE LINGUISTIC BACKGROUNDS
Full text linkIn a multilingual classroom, students come from various cultural, linguistic, and racial backgrounds. They have different ideologies, opinions, and needs. In this regard, ‘one size fits all' pedagogy is not only irrelevant but also absurd because the instructions and interactions in the classroom do not cater to the needs of all the students. Therefore, a carefully planned pedagogy that addresses the needs of the individual learners differently in the classroom is needed. In this scenario, implementing multilingual pedagogy in the classroom might be a better idea as it can address the needs of individual learners by making education inclusive and accessible to all. Multilingual pedagogy here is defined as a set of principles that are used to varying degrees in different approaches depending on the teaching context, learners, and curriculum (Neuner, 2004). This paper discusses various approaches, methods, and strategies within the framework of multilingual pedagogy that can be implemented in a classroom consisting of students from diverse linguistic backgrounds. To provide a clear picture of the theoretical ideas, the practical implementation of the ideas in some schools are also discussed. During the implementation, it is indicated that multilingual pedagogy holds the potential to enhance student learning
ADAPTING TO AND DELIVERING REMOTE INSTRUCTION: INTERVIEW WITH PROF. SUSAN GAER
Full text linkSusan Gaer is a Professor Emeritus of Santa Ana College, California. She has an MA in English with emphasis on Teaching English as a Second Language and an MA in Educational Technology from Pepperdine University. She is the President-Elect CATESOL 2018-2020. She is also a Google Certified Innovator, Kahoot Ambassador, Thinglink Educator and Quizlet Teacher Educator. Prof. Gaer has developed a web page https://www.susangaer.com/ that helps teachers to engage students with technology. In this interview, Prof. Gaer shared her viewpoints and some examples on remote instruction