Indonesian JELT
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Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study
No full textThis paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom
The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning
Get PDFThis study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcher’s reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks
Using six-word stories to trigger EFL learners’ creative writing skills
Get PDFThere has been a growing volume of six-word stories and related literature available in recent decades. In only six words, the authors are able to tell amazing stories of various types, packed with strong emotions. Inspired by the succinct and thought-provoking language use of these stories, the author has used this valuable source of materials as prompts in promoting EFL learners’ creativity and language development, both at high school and tertiary levels in a semi-structured case study in Vietnam. The article illustrates the different language activities that have been used with two groups of EFL students and their related products. Implications are introduced for their applications in similar educational contexts
Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education
Get PDFThis study focused on how teachers and students as the social actors in an Intercultural Communication (IC) classroom were represented discursively. A video recording transcript of IC classroom activities at a state University in Indonesia was selected as the data source. The data source was rigorously analysed through van Leeuwen’s Socio-semantic inventory of social actors framework (Van Leeuwen, 1996). The main findings show that social actors in IC classroom can be categorised into two main thematic representations, namely positive and negative ones. disclosed that Hamzah as the representative of classroom presenters was represented as victimised, oppressed, intimidated and minoritised actor. Hamzah’s Mathematics teacher was depicted as an intolerant, dehumanising, discriminatory and oppressing actor. Hamzah’s Social Sciences teacher was illustrated as a racial, stereotyping, dominant and provoking actor. The Intercultural Communication teacher was delineated as the actor endeavoring to encourage his students to be tolerant, critical, supportive and open-minded people. Hamzah’s classmates in IC classroom were characterised as sympathetic, supportive, friendly and reactionary actors
CAF: A Collaborative Approach to Providing Feedback
Get PDFThis paper reports findings from a small-scale study on a collaborative technique for providing feedback to student writing, English languages teachers spend a significant amount of their time and effort on providing feedback to students on their writing performances. However, their corrective feedback does not produce desired outcomes. The students either do not pay attention to the comments or they do not learn as much as expected. Research suggests that they generally regard feedback as punitive. and demoralising. One reason for this is that students are not made a part of the feedback process, rather, only its recipients. Based on these premises, a small-scale action research project was conducted in a reputed Australian university. The study employed a collaborative approach, termed here as Collaborative Approach to Feedback (CAF), in which students, rather than their teachers, in small communities, worked together on their writings to provide feedback to each other. CAF, as an educational practice framework, was adopted in this project to involve students actively and collaboratively to provide feedback to other members of their community. Preliminary findings indicate that students felt engaged in and empowered by the process, and that, CAF as a feedback technique exerted positively on the correction of errors in writing. In the pretext of feedback and error correction theory, this paper offers a collaborative feedback framework and a rationale for CAF to be further explored, developed, and adapted
Motivating repeated readers in an Extensive Reading class: A critical reflection on course design
Get PDFStudies illustrating the effectiveness of ER in facilitating learners' development in reading fluency, speed and vocabulary have been reported in different contexts. However, studies exploring the extent to which ER accommodates repeated readers are almost absent from the literature. It is in this light that this paper proposes a number of motivating tasks that teachers may use to teach ER as a course. The present paper illustrates the task-based syllabus I developed for repeated readers. I will describe the series of motivating tasks and explain the rationale behind each
Transmissive and transformative approaches to language teacher education
Get PDFIn this paper I compare two contrasting educational philosophies that have had a significant impact on the way we approach and understand our practice as teacher educators. These have been labeled in several ways such as top-down versus bottom-up or product versus process based. I will characterize them a transmission-based approach and an ecological approach. My aim here is to describe and compare these two approaches and suggest how they offer complementary perspectives on the nature and practices of second language teacher education
Cooperative Learning: Addressing implementation issues
Get PDFAlthough cooperative learning (CL) has been shown to be an effective method to increase students’ levels of engagement in the language classroom, not all teachers use it regularly. Some may not fully understand its theoretical rationales, some may not be aware of its potential language learning benefits and some may just feel that CL takes up too much of instruction time. In this paper, we first provide the key theoretical principles behind CL and discuss four such principles that research has shown to be essential. These are positive interdependence, maximum peer interactions, equal opportunity to participate and individual accountability. In the last part, which forms that bulk of this paper, we discuss common concerns teachers have about CL and offer practical suggestions of addressing them
Developing intercultural communicative competence: An example of the New College English textbook series
Get PDFThe development of intercultural communication has received renewed attention in the professional literature in the past decade. In response to changes brought about by a globalizing world and educational industry, our understanding of culture – and its role in language teaching - has changed. This is clearly indicated by the emerging 21st century educational frameworks that put inter- and cross-cultural skills as one of the core competencies for students to be successful in a rapidly changing world. Research on language teaching materials has found that there has been a shift in cultural representations, moving from mono-cultural portrays to more dynamic, inter-cultural, even hybrid cultural depictions. Yet, two areas need further consideration: a) While the above might be true for materials developed for international markets, how is culture represented in locally produced English language textbooks? b) What tasks are used in the materials to develop the skills, attitudes, and knowledge needed for successful intercultural communication? This paper set out to examine a widely used and locally published English language textbook series by using Byram’s (1997a) framework and found that although the material has a potential to develop intercultural competence, it does not provide tasks that would engage students in such learning
The adoption of “like” and “not like” usage by Saudi international students at a US University
Get PDFLanguage change has been a very natural phenomenon throughout the history. Languages adapt, acquire, add, or ultimately quite sadly they extinct. In current study’s case, language user acquired, adapt, add features from the source if they spent time and interact with the native speakers of a language and L2 speaker while immersed in the target language culture and linguistic environment. Therefore, it is inevitable to ignore the native feature acquisition process. The current study primarily aimed to look into the adoption and usage of English particle like as a discourse or pragmatic marker by Saudi female students at an American university in the United States. The results show that the length of the participants stay in the US and the amount of interaction with the American English users have largely influenced their usage of loose language and gap-filler “like” in their spoken English