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IJoLE: International Journal of Language Education
ISSN : 25488457     EISSN : 25488465     DOI : -
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
Arjuna Subject : -
Articles 8 Documents
Search results for , issue " Vol. 3, No. 1, 2019" : 8 Documents clear
PRE-SERVICE TEACHERS’ TEACHING SKILLS, ENGLISH PROFICIENCY, INTERCULTURAL SENSITIVITY, EXPOSURE TO FOREIGN CULTURE ACROSS L2 ENVIRONMENTS Susilo, Susilo
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (698.03 KB) | DOI: 10.26858/ijole.v1i1.6929

Abstract

This was a survey study involving 156 pre-service teachers taken from three local universities in Indonesia, investigating whether or not different L2 learning environment of English teacher education affect the NNES pre-service teachers’ teaching skills, intercultural sensitivity, exposure to foreign culture, and English proficiency. The data were collected through observation scaling checklist, and 2) questionnaire. Descriptive analysis and a series of one-way ANOVA were used to analyze the data. The results showed that: 1) the effect of L2 learning environments on teaching skills was not significant F (2) = 2.831., p = 0.062; 2) the effect of L2 learning environments on intercultural sensitivity was not significant F (2) = 4.991, p = 0.008; 3) the effect of L2 learning environments on exposure to foreign culture was not significant F (2) = 1.577, p = 0.210., and 4) the effect of L2 learning environments on English proficiency was significant F (2) = 56.153, p = 0.000.
INSIDE-OUTSIDE CIRCLE AS THE WAY IN BUILDING STUDENTS’ MOTIVATION AND INTERACTION IN SPEAKING CLASSROOM ACTIVITIES Tiwery, Sartin Dian
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (879.89 KB) | DOI: 10.26858/ijole.v1i1.6703

Abstract

ABSTRACT As the important factors in EFL speaking classroom activities, building students’ motivation and interaction in EFL speaking classroom should be designed in meaningful ways. Many research studies reported the variety ways in minimizing the problems as well as proposed innovative ways in teaching speaking skill. One of the ways that recommended by the researches is inside-outside circle strategy. It is a way that students can work cooperatively and raise their motivation to talk and interact with others. The classroom-based research was conducted with only one cycle implemented the strategy. 30 students at the first grade of Multimedia Program at SMK Negeri 6 Ambon were participated in this study. The results showed that during the implementation of inside-outside circle strategy in the classroom activities, the students could actively involve in expressing their ideas based on the given topics, they could build good interaction in the inside and outside a group, and showed high motivation in speaking classroom activities.
UNDERGRADUATE STUDENTS’ PERCEPTIONS TOWARD BLENDED LEARNING THROUGH INSTAGRAM IN ENGLISH FOR BUSINESS CLASS Sari, Fatimah Mulya; Wahyudin, Achmad Yudi
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (402.538 KB) | DOI: 10.26858/ijole.v1i1.7064

Abstract

Addressing the needs of the millennial students brings the implemention of blended learning using social network site in the teaching and learning process. Instagram becomes one of the most popular social network sites in Indonesia. It has been a potential teaching platform to help English teachers to facilitate language learning, especially for learners at the tertiary level. This paper is intended to explore the students’ perceptions toward English language learning and the implementation of Instagram in their English for Business class. Students’ attitudes toward English course should be investigated to form a basis for this further study. The subjects were 116 undergraduate students who took general English for Business course at the Faculty of Engineering and Computer Science, University of Teknokrat Indonesia. They were classified into three groups. The data gained were from observation, questionnaire, and interview. The data, then, were analyzed quantitatively and qualitatively. The results indicated that most students showed high positive perceptions in using Instagram in their learning since social network Instagram influenced their motivation, engangement, and attitudes. In addition, internet connection and its speed, misunderstanding, and miscommunication toward the materials and task instructions were considered as the problems that hamper their learning. Instagram might help the students to learn English Language. Thus, it is suggested to improve the teaching of technology skills by preparing suitable digital literacy in academic content.
THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT DIVISION TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY Rahmatika, Annisa
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (736.001 KB) | DOI: 10.26858/ijole.v1i1.6786

Abstract

Student Teams Acievement Division (STAD) is one of the simplest of all cooperative learning methods, where team works in learning English provides students with the team opportunity to express and to communicate with each other. One of the ways to make them express and communicate with each other is by dividing the class into several team works or groups. This experimental study sought to find out the effectiveness of STAD to teach writing viewed from students’ creativity in the tenth grade of SMAN 1 JATIWARAS Tasikmalaya in the academic year of 2017/2018. Recruitment strategy was through cluster random sampling resulting 2 classes which consist of 28 students of each class contributed to the study. Data collection technique encompassed creativity test and writing test. The data were analyzed thoroughly by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Student Teams Acievement Division (STAD) is more effective than Direct Method to teach writing; (2) students having high creativity have better writing skill than those having low creativity. (3) there is an interaction between teaching methods and students’ creativity. Keywords: STAD, Direct Method, writing skill, students’ creativity.
CHALLENGES OF USING EMI IN TEACHING AND LEARNING OF UNIVERSITY SCIENTIFIC DISCIPLINES: STUDENT VOICE Al Zumor, Abdulwahid Qasem
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (462.088 KB) | DOI: 10.26858/ijole.v1i1.7510

Abstract

This study examines the challenges of using English medium instruction (EMI) in teaching and learning scientific disciplines. The main objective of the study is to identify students’ perceptions regarding lecture comprehension, communication, pedagogy, assessment, and affect in an EMI setting. The participants in this study are 264 Saudi students who study Computer Science, Engineering, and Medicine. A questionnaire with a four-point Likert scale was used to survey the participants’ views on the challenges they encounter as a result of the use of EMI for teaching and learning scientific disciplines. The collected data were analysed quantitatively with SPSS and qualitatively by using the content analysis method. The major findings of the study are: a) using English language to teach scientific disciplines has a seriously negative impact on the scientific content comprehension and assessment of a majority of the students in the present study, b) using English language as the medium of instruction and assessment causes anxiety, frustration, tension, fear, embarrassment and, ultimately, poor educational outcomes, c) EMI deprives the students of their basic rights to effective understanding, communication, interaction, discussion and inquiry. The study recommends ensuring quality English education in the foundation year and examining the option of “additive bilingual education.”
DEVELOPING AN INTENSIVE COURSE MODEL IN IMPROVING ENGLISH LANGUAGE SKILLS OF STUDENTS OF EARLY CHILDHOOD ISLAMIC EDUCATION DEPARTMENT (PIAUD) Jumrah, Jumrah
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (59.674 KB) | DOI: 10.26858/ijole.v1i1.7435

Abstract

Mastery of foreign languages is one of the important demands at all levels of education today. This has been demonstrated by government regulations that make English subjects a compulsory subject for students to learn from elementary school to higher education, especially after the application of the KKNI curriculum, English courses have become national subjects for all study programs despite scientific disciplines taken is not related to English. The Early Childhood Islamic Education (PIAUD) study program at State Islamic University of Mataram also makes English Language Courses a compulsory subject that must be taken by students in the first semester. Based on the results of observations and pre-test results conducted by researchers, the English language skills of PIAUD study program students are very low. Almost all PIAUD students are still at the beginner level. Therefore, this study aims to: first, to produce an intensive course model that can improve English language skills of PIAUD Study Program students, second, to produce teaching materials used in intensive courses that can improve the English language skills of PIAUD Study Program Students. This study uses a descriptive approach with the aim of describing the object of research or the results of research. The data is collected through tests, questionnaires, and interviews. the results of the study were then analyzed by normalized gain measurements and getting the Pretest value for this trial was 66.3 while the post test results were 84.6 so that the gain obtained was 0.28. this value has met the requirements. and it can be concluded that the instructional materials made have a positive impact on improving students' English skills.
REMEDIAL AND CORRECTIVE FEEDBACK STRATEGIES FOR IMPROVING STUDENTS’ ENGLISH LANGUAGE PROFICIENCY Maawa, Paul Kharlo L.; Ortega-Dela Cruz, Ruth
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (638.509 KB) | DOI: 10.26858/ijole.v1i1.7794

Abstract

The study used descriptive research design to evaluate the use of remedial and corrective feedback strategies in improving students’ English language proficiency. Purposive sampling of English teachers and secondary students were surveyed and interviewed to address the research objectives. Descriptive statistics were used to analyse the data gathered using researcher-made instrument. Findings show that peer support program and handling students’ behaviour problems were the most commonly used remedial strategies by the English teachers whereas, explicit correction, clarification request, recast, elicitation and paralinguistic signal were the commonly used corrective feedback strategies in teaching English. Cross-examination in the students’ grades indicates positive effect of remedial and corrective feedback strategies in improving the English language proficiency of the students. The teachers know well how to use corrective feedback strategies although some might not be aware that they are using it. Corrective feedback should also come first since it can be incorporated in the remedial teaching strategy while the teacher is conducting remedial classes. This will further enhance their teaching while providing concrete ways to help improve the students’ English language proficiency.
LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES Begum, Jahanara
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (680.235 KB) | DOI: 10.26858/ijole.v1i1.6397

Abstract

Abstract: In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher’s preparation, students’ reluctant attitude, suitability for different disciplined students and class timing.

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