TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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INDONESIAN EFL STUDENTS' WILLINGNESS TO COMMUNICATE IN THE 2013 CURRICULUM IMPLEMENTATION: A CASE STUDY
Full text linkIn a language class, encouraging students' willingness to communicate (WTC) using the target language is essential, as it is a good signal whether or not the language has been successfully acquired. Given the importance of students' willingness to communicate in English class, the 2013 national education curriculum promotes students' oral communication skills, including in foreign languages, particularly English. The present study aims at investigating students' WTC in English classes. It examines the patterns of WTC patterns employed by Indonesian students in class. Drawing from close observation on two English classes at a junior high school in Aceh Timur, findings reveal that different task types lead to different patterns of WTC. It pedagogically implies the need to provide varied tasks and activities in order to increase students' engagement and varieties of their WTC patterns
THE EQUIVALENCE OF TOEP FORMS
Full text linkThis explorative-descriptive study set out to examine the equivalence among Test of English Proficiency (TOEP) forms, developed by the Indonesian Testing Service Centre (ITSC) and co-founded by The Association for The Teaching of English as a Foreign Language in Indonesia (TEFLIN) and The Association of Psychology in Indonesia. Using a quantitative approach, the researchers collected the data through documenting the responses of those taking TOEP in 2016 and 2017, involving six TOEP forms in 2016 and four TOEP forms in 2017. All the forms were developed using the same test grid and construct to measure the listening and reading skills. The equality among the six forms was tested using the equating technique, which involved (1) the estimation of the item parameter using the Rasch model, (2) examination of the test characteristics curve for each form, and (3) interpretation of results. The results showed that all the TOEP forms used in 2016 and 2017 were equal with one another. It can be concluded then that the developed TOEP forms have the same level of difficulty and ensure justice for all test takers
EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION
Full text linkThere are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long-held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second Language and English as a Foreign Language contexts and has been published over the last five years will be presented. By highlighting the vast benefits of extensive reading on improving many aspects of L2 learners' language proficiency, we hope to encourage greater implementation of extensive reading in educational institutions worldwide. Teachers will also become more familiar with future directions in the practice of implementing extensive reading programs such as how to capitalize on the potential of the Internet to monitor and assess learners' progress in reading extensively. Thirdly, the paper provides directions for future research which we believe might fill critical gaps in our knowledge about ER
ER IN TAIWAN: SEARCHING FOR FERTILE GROUND
Full text linkTaiwan's National Development Council recently announced plans for the country to become bilingual by the year 2030. However, the Council did not lay out a clear road map for how this major accomplishment is to be achieved, and the curriculum presently in place does not seem to meet the challenge. This article will review the current status of English education in Taiwan as well as extensive reading's under-utilized role in the present curriculum. It will then look at how ER is currently being implemented at one major university on the island and will conclude by arguing that, regardless of the kinds of curricular changes the Ministry of Education decides to adopt, extensive reading deserves an intrinsic role in the new design
AN INQUIRY APPROACH TO FACILITATE REFLECTION IN ACTION RESEARCH FOR ESL PRE-SERVICE TEACHERS
Full text linkReflection is a significant skill in action research, but many practitioners still display unsatisfactory reflective thinking levels, especially among teachers. Pre-service teachers, in particular, have voiced issues concerning their reflections in action research. Although reflections are personal and have infinite forms, research has demonstrated that using an inquiry approach can build reflection skills. This study aimed to identify pre-service teachers' and their respective lecturer-supervisors' views on the use of an inquiry approach to facilitate the reflection aspect in action research. A question-structured checklist was provided to the research participants to guide their reflection in action research. Data were collected from twenty (n=20) English as a Second Language (ESL) pre-service teachers and five (n=5) lecturer-supervisors in an Institute of Teacher Education Malaysia campus through follow-up interviews and focused group discussions. Findings revealed the benefits of the inquiry approach used in guiding the pre-service teachers' reflections in their action research and writing the final reports. Feedback from the lecturer-supervisors suggested that the use of the inquiry approach had guided the pre-service teachers' reflections to be more organized and relevant to the focus in each section in the report. Future recommendations on the application of an inquiry approach are suggested
A CORPUS-BASED STUDY ON THE TECHNICAL VOCABULARY OF ISLAMIC RELIGIOUS STUDIES
Full text linkThis paper charts the construction of a technical vocabulary list called the Islamic Religious Studies Textbooks Vocabulary (IRSTV) which was developed from the Corpus of Islamic religious studies textbooks (CIRST) in an Indonesian Islamic State Institute (IISI). The study is aimed to meet the need of first-year English language learners studying in Indonesian Islamic tertiary education. The IRSTV list contains selected word types extracted from five major sub-disciplines of Islamic Religious Studies (IRS), i.e. the science of Qur'an, the science of Hadiths, Islamic law and jurisprudence, Islamic philosophy and theology, and Islamic mysticism theology, taught in most Indonesian Islamic universities and colleges. The quantitative analysis of frequency, range and keyness score ranking was conducted and aided by Corpus analysis software i.e. Antwordprof and Antconc keyword tool. A final triangulated ranking of these three criteria was conducted to produce a more balanced technical vocabulary list resulting in 262 word types or 239 lemmas of English words that are needed to be learned by English as Foreign Language (EFL) students of Indonesian Islamic universities, state institutes and colleges
EXPECTATIONS AND EXPERIENCES OF INDONESIAN TEACHERS WHO HAVE, AND HAVE NOT, DONE EXTENSIVE READING
Full text linkExtensive Reading (ER) in Indonesia is in its infancy. Over the past 2-3 years a small band of ER enthusiasts led by the Indonesian Extensive Reading Association (IERA) and the Extensive Reading Foundation (ERF) have started promoting ER in the archipelago. In July 2018, IERA and the ERF conducted all-day ER workshops to over 1000 teachers in six locations. The post-workshop questionnaire reported here shows that these workshops were successful in getting most of the teachers to the Introduction Stage of ER acceptance. The talks were also helpful in changing the teachers' attitudes and beliefs about ER, as well as in helping the IERA staff to understand what challenges lie ahead for the promotion of ER. The questionnaire also revealed that after attending the workshops many teachers feel frustrated they cannot implement ER due to a lack of specific knowledge about how to set up and manage the ER program in their own situation, or due to institutional resistance, misunderstandings and inertia stemming from a satisfaction with the current paradigm. The questionnaire points to the need for a second folow-up series of workshops or other training, to deepen the participants' knowledge to give them enough support to move to the Implemention Stage of ER
EXTENSIVE READING IN INDONESIAN SCHOOLS: A SUCCESSFUL STORY
Full text linkThe low level of literacy of the Indonesian students has become a major nation-wide concern in Indonesia. The 2015 PISA (Program for International Student Assessment) result showed that Indonesian students' literacy level in English was one of the lowest in the world. Gerakan Literasi Nasional (GLN) was established in 2016 as one of the possible solutions to increase the Indonesian students' literacy level. The extensive reading programs done in the schools and in the universities described here is in line with GLN's vision and mission, in that the Extensive Reading programs and activities play a tremendous role in the schools' and communities' effort to create more established, well-planned actions to increase the students' literacy level. Therefore, this paper will discuss two objectives: (1) describing steps to establish a successful Extensive Reading program at Indonesian schools and (2) reporting factors that contribute to the success of an extensive reading program. The findings of this research revealed how extensive reading activities supported the success of GLN through the creation of extensive reading programs within and outside the curriculum, and how schools and home literacy culture could be contributing factors to the success of this program
EFL TEACHERS' EXPERIENCES IN DEVELOPING L2 PROFICIENCY THROUGH EXTENSIVE LISTENING
Full text linkAlthough efforts have been made to investigate the primacy of extensive listening (EL) in developing students' L2 proficiency, the personal experiences of EFL teachers who have successfully developed their L2 through the practice of EL are rarely documented. As this can be a source of inspiration for those struggling to achieve a high L2 proficiency, this study purports to explore how EFL teachers experience the development of their L2 by practicing EL for a considerable amount of time. A Google-form questionnaire with open and closed-ended questions was initially sent to several international groups of EFL teachers via Facebook. In total, 27 participants from six different countries responded to the questionnaire. After a closer look at the initial data, two participants were then selected to provide further insights into their experiences of practicing EL as a means of developing their L2 proficiency. The findings revealed that both teachers used EL because of their joy of listening to compelling listening materials. Practicing their EL routinely with their own degree of intensity, both of them enjoy listening to various audio and video materials with different choices of topics and resources. EL was said to enhance their vocabulary acquisition and help them to develop their other language skills