Indonesian JELT
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Developing an Indonesian textbook for non-native learners of Indonesian at elementary level
No full textThe present study aims at (1) exploring the learning materials which are available for non-native learners of Indonesian who learn Indonesian at Elementary level, and their weaknesses; (2) examining and developing the alternative model to suit the needs of non-native learners of Indonesian to communicate intensively in Indonesian; and (3) evaluating the effectiveness of the learning material used for non-native learners of Indonesian at Elementary level. The research design in this study was research and development (R&D) model by Borg and Gall (1983: 775). The subjects of the try out were six Darmasiswa students at UNNES BIPA program in the academic year of 2012/2013. They were one student from Japan, one from Poland, two from Estonia, one from Czechoslovakia, and one student from the Netherlands. The product developed has been examined in the tryout session. Students’ achievement was improved after using the product. The improvement of students’ achievement was about 20% to 25%. Finally, it can be concluded that the Indonesian textbook developed for non-native learners of Indonesian at Elementary level is helpful, effective, and appropriate to be used in the Indonesian to speakers of other languages program
Communicative approach in teaching English for 3rd year English Department students: Advantages and weaknesses
Get PDFEnglish as international language is learned by many people all over the world. In certain country, like Indonesia, English is still regarded as foreign language different from in Philippine or Malaysia in which English is their second language. These different positions make the emergence of various ways of teaching English. This writing is aimed at describing one way of teaching English called communicative approach. The object of this writing is to see the advantages and weaknesses of this method applied for the beginners. The research is conducted at English Department Andalas University where third year students become the subject. Data are collected by observational method with note-taking and interviewing technique. The analysis is done by using referential identity method related to the concept proposed by Savignon (2002). The result of analysis is descriptively presented. Having analyzed data, it is found three advantages and three weaknesses of using communicative approach in teaching English for 3rd year English Department students. The advantages are (1) enhancing students’ competence in speaking English in various situation; (2) encouraging students to practice their English in real communication; (3) stimulating the students to speak communicatively; (4) motivating students to be brave interacting using English. The weaknesses are (1) focusing much on meaning not form; (2) regarding learning structure is useless and irrelevant; and (3) discouraging students who have lack vocabularies to speak
Technology in language teaching today
No full textTechnology is playing an increasing role in education world-wide and is having a growing impact on the design and delivery of English language programs. Todays’ language teachers are expected to understand how to integrate technology into their teaching as well as knowing how to help learners make use of resources such as media and the internet to improve their learning of all four skills. As such technology offers both new challenges as well as new opportunities for both teachers and learners. This article surveys the role of technology in language teaching and explores the opportunities it offers to teachers and learners to support new technology-mediated teaching and learning
Teaching listening comprehension: Some important aspects for material development and teaching techniques
Get PDFThe paper discusses aspects of spoken language that should be considered in the development of teaching materials, and proposes a few techniques for teaching listening comprehension. It starts with an overview of important characteristics of spoken discourse, which include phonology, accents, prosodic features, speech rate, and discourse structure. It then argues that spoken input varies according to two major distinctions, namely CALP (Cognitive Academic Language Proficiency) and BICS (Basic Interpersonal Communication Skills) and that efforts should be directed to the former if the materials are intended for academic purposes. It maintains that the materials should incorporate aspects of strategies for listening that help learners overcome comprehension barriers and gain the most from the spoken input. Some principal considerations in grading listening materials are presented according to five parameters, which include linguistic characteristics, explicitness, organization, content and context. Finally, the paper proposes a few teaching techniques that promote strategic listening comprehension for EFL learners of intermediate up to pre-advanced level in an academic setting
Idea representation and summarizing strategies in article summaries written by Indonesian EFL students
Get PDFThis study examined idea representation and summarizing strategies in article summaries written by Indonesian EFL students. When the study was conducted, the students were attending a graduate course on “the Teaching of Writing” in the Graduate Program in ELT at State University of Malang, Indonesia. This study describes the students’ article summaries in terms of idea representation based on the ICF (‘introduction,’ ‘content,’ and ‘finalization’) frame and strategies applied in the article summaries. Data in the form of article summaries written by 16 students were collected at the end of the course. The results of data analysis show that most of the Indonesian EFL students could successfully represent the the ideas from the journal articles into their summaries. However, not all of the students consider that ‘finalization’ component in the frame needs to be included in their summaries. In terms of strategies in summarizing, most of the students made summaries by copying ideas and words with no or some modification, whereas only some of them write summaries by using their own expressions. This means that the students found that summarizing is not an easy task. Therefore, this study recommends EFL teachers to teach their students strategies to summarize successfully. It also encourages EFL teachers to remind the students to use their own expressions in their article summaries in order to avoid plagiarism
Practicum supervisors' insights regarding non-native teachers in training
Get PDFThis paper presents the results of a series of oral interviews with practicum supervisors in MA TESOL programs, regarding their views on the characteristics and the challenges experienced by non-native teachers in training while they were doing their practice teaching. Practicum supervisors constitute a group of professionals with a unique and privileged perspective onto the classroom performance of both native and non-native student teachers, and through these interviews they can express their concerns and appreciations of non-native student teachers in North-American TESOL programs
Nurturing high expectations: Living a well-lived curriculum on a humanistic perspective
Get PDFThis study reports an empirical investigation of the use of personal approach to integrating educational values in an English pre-service teacher education program. Using a Moodle-based Learning Management System called Exelsa, which has beeen in use in the past four years, each individual student received personal written responses from the instructor. Learning is perceived more as a journey to develop self-knowledge that is not merely driven by instrumental orientations such as grade-seeking mentality, rote memorization, and formalist-driven contents. A set of anedoctal evidence suggested that highly personal notes addressed to each individual student brought significant change in the way each of them viewed himself or herself in positive ways. When students felt highly appreciated as significant human beings in the class, they were more likely to undergo learning more in a holistic manner. A humanistic philosophy of education necessitates such an approach to maintaining a relational trust among all class members. An instructor is supposedly skillful at navigating the flows of class interactions, at times with unprecedented challenges. A restropective study, this seeks to develop a better understanding as to whether such an approach leaves a durable significance in their perspectives on learning
Scaffolding for peer fedback session: What, why, and how?
Get PDFRecent research has shown the value of peer feedback in writing class. By evaluating their peer’s work, students can figure out the strengths and weaknesses of their friends’ drafts. After doing this, it is expected that they could compare their peer’s work to their own work, which will certainly be beneficial for the revision process. The biggest challenge I faced when implementing peer feedback is how to scaffold the students to be able to provide valuable input to their friends’ work. This ability is important because the input students give to their friends could become a reflection to their own draft. This sharing is based on what I experienced during Expository and Argumentative Writing Class last semester, particularly on what I did before, during, and after the peer feedback session. To get clearer idea about the classroom situation, I will provide some examples of the task sheets used. I will also provide some empirical evidence from the student worksheets. I expect that my sharing could enrich our understanding on how to use peer feedback sessions, particularly on how to scaffold the students to provide valuable peer feedback
The influence of dialogue journal writing in reducing EFL students' writing anxiety
Get PDFWriting is considered important because it is one of the four English skills that take a significant role in the success of students’ language learning. However, it is undeniable that writing, especially for EFL college students, is still regarded difficult and frustrating (Graham, Harris, & Mason, 2005). As a result, students experience writing anxiety which affects the quality of their writing. This paper investigated factors that influenced students’ writing anxiety and how dialogue journal writing helped students reduce their writing anxiety. This study was based on qualitative research in which anxiety rubric from Ferris & Hedgcock (1998) and questionnaires were administered to gather the data. Besides, samples of journal entries were also used as data collections. The study concluded that there were three major factors influencing the students’ writing anxiety: (1) making grammatical mistakes, (2) having difficulty in finding ideas, and (3) making minimum requirement mistakes. The study also revealed 5 specific ways on how dialogue journal helped the students reduce their writing anxiety: (1) Learning grammatically correct sentences, (2) creating a writing habit, (3) providing good examples on how to develop ideas, (4) Learning minimum requirement, and (5) facilitating student-teacher relation