TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal (State University Malang)
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DEVELOPING STUDENTS' CRITICAL THINKING THROUGH AN INTEGRATED EXTENSIVE READING PROGRAM
Full text linkThis study was conducted to help English teacher candidates maximize their efforts to develop critical thinking skills through an Extensive Reading (ER) program. There were forty research participants, from 18 to 21 years age range, in their fourth semester of undergraduate study in English Education Department. The main instrument to collect the data was a test in Critical Thinking, which was given before and after the program. The students were also asked to share their perception about the program after it ended by writing a reflection. During the ER program, the students practiced exercising their critical thinking skills in the post-ER activities which integrated all the four language skills. They needed to demonstrate their critical thinking as a required part of the assessment to provide evidence for their ER activities. Findings from the Critical Thinking test indicate improvement in the students' critical thinking skills after the program. They also had positive perceptions of the activities and assessment in the program, which they thought to have positive influence on their critical thinking. All these imply the potential of integrating the development of critical thinking skills in an ER program
PREDICTORS OF THE STUDENTS' ENGLISH ACHIEVEMENT AT LOWER SECONDARY SCHOOL: CLIL CONTEXT
Full text linkEnglish across curriculum has been of world-wide practice, including in Indonesia. Through a blended curriculum (a synergy of national and international frameworks), some schools have put this program into action within the context of CLIL (Content-Language Integrated Learning). This correlational study is intended to find out the correlation between a combination of predictor variables and students' English learning achievement in secondary school in CLIL context. The predictors include the students' interest in ELT, the students' internal and external motivation, the facilities, the exposure to English, and the interactional process between teacher and students at primary school level. The study also investigates to what extent the predictors, in combination as well as individually, contribute to students' English learning achievement in secondary school in CLIL context. Data were collected through questionnaires administered to four secondary schools which implement an international framework. Seventy students were the sample of the present study. The data were analyzed using multiple regression. Results show that the two most significant predictors of the students' English achievement in secondary school are the students' interest and the school facilities
TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT
Full text linkThis study aims to investigate ELT student teachers' culture of learning and their readiness for becoming autonomous and promoting their students' learner autonomy in a Turkish context. Data were collected through two questionnaires (Culture of Learning Questionnaire and Learner Autonomy Readiness Questionnaires) and semi-structured interviews. The questionnaires were completed by 110 fourth-year student teachers of English who were studying at a Second Language Teacher Education (SLTE) program of a university in Turkey. Interviews were conducted with 23 volunteer participants for deeper understanding of the constructs investigated. Findings indicate that the participants did not come from a learning environment in which autonomy was fostered. However, they indicate their readiness to take some responsibility for their own language learning and implementing more autonomous activities outside the classrooms. In terms of their becoming teachers in the future, they are not fully ready for promoting learner autonomy among their future students, but they consider learner autonomy important and plan to take small steps to create an autonomy-supportive environment
EXTENSIVE LISTENING AND VIEWING IN ELT
Full text linkInspired by the success and informed by the principles of the Extensive Reading (ER) approach, Extensive Listening (EL) and Viewing have started to gain the attention of both L2 researchers and practitioners. The purpose of this paper is to examine the theoretical and research base of EL and the extent to which it is similar to or different from ER, discuss its language learning benefits for L2 students in different learning contexts, and explore different ways EL can be productively implemented in the classroom. Practical suggestions on how to source for freely available EL materials on the Internet and how these can be pedagogically used to enhance language proficiency are also offered. We believe that EL, when systematically implemented, can not only enhance students' listening skills but also have a positive influence on the students' overall language development
STUDENTS' COLLABORATIVE STORY WRITING PROJECT IN AN EXTENSIVE READING PROGRAM
Full text linkAs the nature of Extensive Reading (ER) emphasizes the reading activity, most ER follow up activities are developed to support the act of reading. This might neglect the fact that reading can also be a stimulus for creative and imaginative writing. Although ER has a potential role to develop students' L2 writing, not many have explored it. This preliminary study investigates a writing project undertaken as a post-ER activity. This project was done at the end of an ER program in an EFL context. In this project, the students worked collaboratively to write a 1,000-word short story. The study examined how the ER teachers and ER students in the study perceived the story writing project. Data were gathered from semi-structured interviews with three ER teachers and six ER students. Findings showed that both the teachers and students perceived the story writing project as beneficial to enhance the students' creativity and imagination. They also agreed on the connection between reading and writing. The quality of the story was perceived to be significantly influenced by the students' reading behaviors. Practical suggestions on how to integrate this project into an ER program were also offered
MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
Full text linkThis study investigates the correlation between morphological awareness and reading comprehension. It was conducted with a sample of 55 second-grade students from SMA (Senior High School) Laboratorium Unsyiah, Banda Aceh. The data measuring morphological awareness and reading comprehension were collected through a test of morphological awareness and the Florida comprehensive assessment test (FCAT) respectively. The Pearson product-moment correlation coefficient was determined using SPSS 20 software to explore the relationship between these variables. Based on the findings, the result from morphological awareness test showed that 85% of the students managed to answer the test satisfactorily. It was also revealed that the students were on reading Achievement Level 4. This indicates that the students answered many questions correctly, but they seemed to be troubled by questions with more challenging contents. The results also show that there was a significant relationship between morphological awareness and reading comprehension. The correlation was found to be 0.527, with a significance level of 0.01, which is classified as a moderate-level correlation. Finally, the findings of this study suggest the inclusion of morphological awareness while learning reading comprehension at schools
PLEASURE READING IN A FOREIGN LANGUAGE AND COMPETENCE IN SPEAKING, LISTENING, READING AND WRITING
Full text linkPositive and significant correlations ranging from .34 to .51 were found between self-reported pleasure reading (books, newspapers and magazines) and self-reported competence in speaking, listening, reading and writing English, among teachers in Korea whose responsibilities included teaching English as a foreign language.This result confirms the comprehension hypothesis, which claims that understanding what we hear and read is the cause of language development
THE GOOD, THE BAD, OR THE UGLY: EXAMINING IRANIAN EFL UNIVERSITY TEACHERS' AND GRADUATE STUDENTS' PERCEPTIONS OF PLAGIARISM
Full text linkThis study attempted to investigate Iranian EFL teachers' and students' perceptions of plagiarism, the reasons for committing it, and the ways through which it can be resolved. To do so, a questionnaire was administered to a convenient sample of university teachers (N=9) and students (N=34). Results revealed that compared to their students, teachers reported greater amount of plagiarism in the writing samples given to them, which might imply that they were more strict in detecting plagiarism. In terms of the unfairness of plagiarism, both groups pointed out that plagiarists are primarily unfair to the original author because they take the credit that s/he really deserves. Regarding the reasons for doing plagiarism, too, both groups concurred that the most prominent reason is the students' inability to write scientifically. Finally, while students thought that this problem could be solved through open discussion and negotiation, teachers posited that open discussion as well as severe punishment methods could be used to solve the problem
THE ROLE OF LEXICAL FREQUENCY IN MODERATING THE EFFECT OF GRAMMAR KNOWLEDGE ON L2 READING OUTCOMES
Full text linkSentence-level grammar skills are of the important foundations in the mastery of reading skills in second language (L2). Previous studies showed inconclusive findings about the effect of grammar knowledge on L2 reading. This study examines the relationship between L2 reading outcomes and reader-based grammar knowledge as it is moderated by text-based features of vocabulary difficulty. Participants were EFL students (n = 71) in the second year of their English major at an Indonesian university. The participants' grammar knowledge was measured using a test of sentence-level grammatical knowledge. Text-based vocabulary difficulty was assessed using VocabProfile software (Cobb, 2010). During the data collection period, the participants completed four reading texts, each reflecting a unique combination of two levels (high vs. low) of lexical frequency. This study reveals that reader grammar knowledge influenced L2 reading outcomes. It also shows that text vocabulary difficulty significantly moderated the relationship between reader grammatical knowledge and L2 reading, indicating that the relationship between grammar knowledge and L2 reading for high lexical frequency texts was significantly greater than for low lexical frequency texts