EduLite: Journal of English Education, Literature and Culture
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Indonesian authors’ stances in citing English research article introductions literature in sciences
Get PDFAuthorial stance is an important aspect in academic texts in academic texts such as research articles (RAs); that is to show the attitude of authors toward the information cited in a reference in order to establish an argument. The objective of this research was to investigate the authorial stances in English RA introductions written by Indonesia authors in the field of sciences (i.e. Biology, Physic and Chemistry). This research employed a descriptive qualitative method. Thirty English research article introductions were included in the corpus in this study. The results show that two authorial stances: neutral and positive stances are found in the texts but no critical stance is used in the corpus of this research. Also, four types of authorial stance (i.e., hedges, booster, attitudinal markers, and self- mention) are used in the RA introductions and the devices in each type of authorial stance are nouns, verbs, adverbs, adjectives and modals. Self-mentions found in this research are subjective pronoun, common noun and possessive adjectives. It can be concluded that Indonesian authors in the field of sciences already use similar types of authorial stances in their English RA introductions to those of international authors writing in English
The role of L1 in L2 classes
Get PDFThe use of L1 in L2 classes has long been a controversy. Krashen (1981) proposes that to succeed in L2 learning, L2 should be exposed extensively. Furthemore, he asserts that failure in L2 exposure is caused by available access to use L1. In contrast with Krashen’s theory, numerous researchers point out that the use of L1 in L2 classess turns out to be beneficial. According to Cook (2001) and Tang (2002), L2 learning and comprehension increase when L1 is used. This research aimed to reveal the role of L1 (Bahasa Indonesia) by both teachers and learners in English classrooms at tertiary level. The data were obtained from questionnaires distributed to 158 students and 23 teachers at a private university in Yogyakarta. Interviews were also conducted to 5 teachers. The findings show that 59% students and 70% teachers stated that L1 should be used in their class. 87% students stated that L1 should be used during explanation of difficult concepts of L2, and this is in line with 96% teachers who admitted that they use L1 when explaining difficult concepts. 40% students and 61% teachers were quite certain that using L1 in an English class helps learners ‘ learning process. L1 use is also contributive in lowering learners’ affective filter as it will make them more secure, comfortable, and eventually confident to use the target language. The overall findings suggest that L1 should be used in L2 classess, since its absence may hinder learners’ learning process
AN ANALYSIS OF IRF (INITIATION-RESPONSE-FEEDBACK) ON CLASSROOM INTERACTION IN EFL SPEAKING CLASS
No full textThis study aims at analyzing the reflection of IRF (Initiation-Response-Feedback) in speaking class and investigating the dominant sequence among I, R and F. IRF is a pattern of classroom interaction found by Sinclair and Coulthard in 1975 that stands for teacher initiation, students’ response and feedback by teacher. Initiation is the movement in which teacher initiates an interaction to get the response of the students, then teacher gives feedback to the students’ response. To obtain the data, the researcher conducted classroom observation in speaking class in one university in West Java. The result showed that student response becomes the dominant sequence of IRF in speaking class. Furthermore, it is recommended that the teachers should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the IRF pattern in teaching learning process particularly in speaking classroom.Keywords: IRF, classroom interaction, speaking clas
DEVELOPING WRITING MATERIALS FOR DEAF STUDENTS
Get PDFThis research is aimed at finding out the suitable writing material for deaf students. This research belongs to research and development. The participants of this research were the eleventh graders of SLB Muhammadiyah Dekso Kalibawang of semester 1 in academic year 2013/2014 which consisted of two students. The instruments used in collecting data were questionnaires. The questionnaires were used in the need analysis, material evaluation and students’ response. The data were analyzed descriptively by using percentage. Based on the need analysis, it was found out that students’ need is suitable with material for writing. In developing  syllabus, existing syllabus must be added with some exercises. In developing material is in the form of hand out. The hand out is writing material for the deaf students. The developed material is for the first semester academic year of 2013/2014. It consists of  three  units, five topics and nineteen activities. In the material evaluation from two experts, the developed materials facilitate the deaf students to write. Based on the student’s response, the developed material is appropriate with their English level competence
G+ COMMUNITY: MEASURING TEACHERS’ READINESS AND ACCEPTANCE
Get PDFThe purpose of this paper is to explore teachers’ acceptance and readiness in using the cloud-based community as a platform for professional collaboration related to their teaching and learning. Familiarity with certain social networking platforms has made the preferable collaboration among teachers only limited to using Facebook, WhatsApp or Telegram. However, with time and space constraints in schools, some of the sharing sessions could not be done effectively most of the time. The study focuses on teachers’ acceptance and readiness of having their community in the cloud when they were introduced to the platform during a Continuous Professional Development (CPD) course. A total number of 61 teachers used Google Community named as ‘Contemporary Children’s Literature (CCL) 2016’ as a platform for their Professional Learning Community (PLC) during the course. Descriptive analysis was done using Google Sheets and the findings show that these teachers are receptive towards Google Community in terms of its engagement level, usefulness as well as ease of use. The introduction to Google Community has created a new pathway for their collaboration especially for teaching and learning purposes. In a nutshell, their acceptance towards the cloud-based community indicates that, given the right training channel, teachers are positive and opened to utilising and integrating the cloud-based technology in their current teaching practice
THE SPEECH ACT ANALYSIS OF DIRECT UTTERANCES ON SHORT STORY "THE LOST BEAUTIFULNESS” BY ANZIA YEZIERSKA
Get PDFThis research aimed to investigate (1) the form of direct sentences on short story entitled The Lost “Beautifulnessâ€, (2) analyze the purpose of the direct utterances in the short story, (3) show the kind of direct utterances in short story The Lost “Beautifulnessâ€. The object used in this research are direct utterances of short story The Lost “Beautifulnessâ€. The data were collected by observation method. The writer selecting the direct utterances which can be found in the short story. The result of the research showed that: (1) three forms of the direct utterances are declarative, interrogative and imperative sentence; (2) purposes of the utterances depend on the four factors; locution, illocution, perlocution and social context; (3) seven kinds of speech acts are assertive, performative, verdictive, expressive, directive, commisive and phatic utterances.Keywords: Speech act, Direct Utterance, Short Stor
ACTIVE LEARNING STRATEGIES IN TEACHING CROSS CULTURAL UNDERSTANDING FOR ENGLISH EDUCATION STUDENTS
Get PDFCross Cultural Understanding (CCU) is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT).  Keywords: language, culture, strategies, media, EL
MOTIVATING ENGLISH TEACHERS BASED ON THE BASIC NEEDS THEORY AND AN EXPECTANCY THEORY
Get PDFThere are two main motivation theories. a hierarchy of basic needs theory, and an expectancy theory. In a Hyrarchy of basic needs theory, Maslow has stated that the basic needs as a main behaviour direction are structured into a hierarchy. There are five basic human needs. The first: Physiological needs such as: salary, bonus or working condition. The second: the safety needs, such as: safe job environment, job security or health cover. The third, social needs, such as  union and team work. The next is self esteem, such as getting an award, medal, certificate or any other recognisition. Then the last is self actualization, for example is by providing an opportunity to share knowledge, skills and eprerience. The evaluation of this theory are: there is no spiritual needs as human basic needs is a main weakness of this theory. Then it is possible that different level of needs have to be satisfied in the same time, or not in hierarchy level or, not always have to be fulfilled in order. The next motivation theory is an Expectancy Theory. This theory is based on three main factors. The first factor is: English teachers will be motivated to work harder if they have a good perception to their own competences in accordance with their job. The second, individual motivation depends on the rewards given when they finish a particular job. Finally, it also depends on their regards to the rewards given from the job that they do. Expectancy theory is a good theory, however, it is not easy to be implemented because the principals should provide various types of reward to satisfy the expectation of their English teachers. Considering the strengths and weaknesses of these two theories, it is better to combine both of them in the practice to get more effective results
PREZI, CLOUD-BASED PRESENTATION, FOR TEACHING: HOW IS IT INTERESTING?
Get PDFThis study aims at analyzing reflection of the use of prezi as instructional media for teaching English in Indonesian context. Prezi is presentation software which is not commonly used in Indonesia producing a cloud-based presentation and storytelling tool for presenting ideas on a virtual canvas. This study is conducted based on the previous survey study done by Fox et.al (2016) finding that all of the students in their study preferred prezi rather than power point as a presentation tool in the areas of ease of use, fun to use, text, graphics, and usage in future presentations. However, this study has a purpose to reflect the student-teacher’s experience when using prezi in teaching English. To obtain the data, journal writing and self-observation by using video recording are used. It deeply investigates: 1) how he creates prezi for teaching English and 2) challenges and benefits of using it for teaching. The finding revealed that prezi is a powerful tool attracting the students’ attention which creates better classroom atmosphere and meaningful learning experience. On the other hand, it encourages the teacher to have high access of internet and be creative on making prezi presentation
IMPROVING STUDENTS’ WRITING NARRATIVE THROUGH WRITING GAMES FOR ACCELERATION CLASS
Get PDFThis study addresses how writing games improve acceleration students’ writing narrative achievement, also observe how students’ behavior during playing the games and also the teacher on conducting the games along the research. This study has been conducted in acceleration students. It uses classroom action research, the data analyzed from qualitative and quantitative data. The qualitative data are about teacher’s interview and students’ questionnaire, while the quantitative data is about their scores on writing narrative. To solve the problem, the teacher has implemented Writing Games as a technique. Writing Games contain of games which tend to writing ability and in this case, the teacher chose two kinds of writing games; they are “Silly Story†and “What’s Next?â€. “Silly Story†focuses on students’ ability on writing sentences and “What’s Next?†focuses on students’ ability on making paragraph. This research consists of two cycles and each of it has planning, action, observation and reflection. These findings implicate that acceleration students were interested with writing games and involved in it well. However, during the research, especially in the first cycle, there was still one group was less active in “Silly Story†because they could not discuss each other and the group was quiet big.Â