IJoLE: International Journal of Language Education
ISSN : 25488457     EISSN : 25488465
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.
Articles
14
Articles
EFL TEACHERS’ NEED OF LANGUAGE PROFICIENCY PROFESSIONAL DEVELOPMENT: WHEN POLICY AND PRACTICE COLLIDE

Nugroho, Himmawan Adi ( Universitas Negeri Surabaya )

International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

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Abstract

Align with the increasing demands of qualified and professional English as Foreign Language (EFL) teachers the need of improving the capabilities of the EFL teachers, both pre-service and in-service teachers is unavoidable. In-service EFL teachers still have to update, upgrade and refresh their competences in ELT which include their pedagogical competence (teaching skill) and professional competence (subject matter) through professional development (PD). As one of the four competencies that a teacher should have, professional competence holds an important role in helping the students to learn English well. Therefore, it is obvious that EFL teachers’ PD is essential for the teachers to support their learning leading to their empowerment as professional English teachers. This qualitative study tried to see the phenomenon of the EFL teachers’ need for language proficiency professional development by using interview as the main data collection instrument to get the information. The participants of the study were EFL teachers who joined professional teacher training program (PLPG) at Universitas Negeri Surabaya (Unesa) in 2017. The findings showed that most of the participants were very confident with their English mastery. However, they stated that they needed regular and continues PD activities specifically for their language proficiency. The activities range from maintaining the four micro skills, provide scholarship for teachers to have short course program abroad to maximizing the function of subject teacher association (MGMP).

SELF-MONITORING SHEETS FOR SPEAKING: STUDENTS’ PERCEPTIONS

Hapsari, Brigitta Shinta ( Sanata Dharma University )

International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

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Abstract

As future teachers, the students of English Language Education Study program should be able to speak English fluently. There are various ways to improve students’ speaking skills, and one of them is by using self-monitoring sheets. The purpose of this study is to discover students’ perceptions on using self-monitoring to improve their speaking skills. Two types of self-monitoring sheets were distributed. Then, to gather students’ perceptions, the questionnaires were distributed to 27 students in the class. Interviews with 5 students with different perceptions were also conducted to get deeper understanding of students’ perceptions. The result of this study showed that most of the students have positive perceptions on using self-monitoring. As a result, the students want to use the sheets in the future. However, there was also a small number of students who did not agree with the positive perceptions.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ PERCEPTIONS ABOUT A GOOD ENGLISH LANGUAGE TEACHER

Febriyanti, Emma Rosana ( Lambung Mangkurat University )

International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

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Abstract

Teaching is a lifelong learning process and even if a teacher may have years of experience in teaching English as a foreign language, one might not know whether he/she has become a good teacher or not. The perceptions about a “good” English language teacher have been varied among the language learners and the teachers themselves. However, it is important to find out what kind of a “good” English language teacher based on learners’ perceptions in order to discover what they believe and what they expect from their English teachers when they are learning the language. This present study aims at investigating and describing the qualities or the characteristics of a good English teacher based on the learners perceptions. The population for this study are the students of English Department of FKIP Lambung Mangkurat University Banjarmasin in three batches (batch 2015, 2016, and 2017), and when the time data collected they were at the sixth, the fourth and the second semester. The questionnaire given is in the form of close-ended questions and analysed quantitatively. The findings of this study are expected to help teachers to reflect or evaluate themselves and refresh their teaching practice when necessary, as well as for their own improvement and further professional development.

ARGUMENTATIVE FEATURES OF INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) ESSAYS: A RHETORICAL ANALYSIS ON SUCCESSFUL EXAM ESSAYS

Ananda, Ririn Putri ( English Education Postgraduate Program, Bengkulu University, Indonesia ) , Arsyad, Safnil ( English Education Postgraduate Program Faculty of Education Bengkulu University ) , Dharmayana, I Wayan ( English Education Postgraduate Program, Bengkulu University, Indonesia )

International Journal of Language Education Vol. 2, No. 1, 2018
Publisher : Universitas Negeri Makassar

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Abstract

An argument in academic writing is an essential element; it is used to convince readers that the writer’s opinion or claim can be acceptable. However, this may be problematic for university students or new writers especially when writing in a language other than their first language such as Indonesians who take an international English writing test. The aim of this study is to identify and describe the rhetorical features of successful academic IELTS essays. Sixty academic essays were taken from six different common topics with band scores 8-9 (high quality essays) and were analyzed on elements of argument following Toulmin (1979). The results show that: a) the common sections found in the essays are lead in, thesis statement and deduction; b) the common elements of argument in the essays are claim, data and warrant; and c) the common types of argument structures of the essays are simple argument structure and strong argument structure. This implies that the essay sections, argument elements and argument structure can be used to describe the quality features of IELTS essay organization. It is suggested that in order to be able to write good quality essays in English, test takers must have a good command of essay sections, argument elements and argument structure type of good quality essays