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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 22 Documents
EFL TEACHERS’ REFLECTION IN TEACHING ENGLISH TO EFL STUDENTS OF RURAL AREAS Saiful, Jepri Ali; Triyono, Sulis
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (484.574 KB) | DOI: 10.26858/ijole.v2i2.5637

Abstract

Theoretical and empirical grounds suggest that the discussions on the practices of teaching English in rural area are limited in numbers. Ergo the voices, challenges, and recommendations echoed by EFL teachers of rural areas remain unexplored. This study is thus to shed light on the voices, challenges, and recommendations of EFL rural teachers in teaching EFL to students of rural areas. This study used qualitative research method with multiple case study design. The participants were two EFL service teachers teaching English in Pegunungan Bintang in Papua and Talaud Island in North Sulawesi, Indonesia. The data collection techniques were teaching reflection writing journal and phone and WhatsApp call semi-structured interview. This study extended our knowledge that teacher-centered learning was not always perceived to be a left-behind and invaluable teaching approach. This study revealed that teacher-centered learning, which the teachers became the sources of knowledge, was an appropriate teaching approach to teach English to students of rural areas. Moreover, this study found that lack of facilities and learning recourses as well as students’ low motivation and proficiency in English language were main challenges faced by EFL teachers in rural areas. Therefore, shared-recommendations were given by the participants to English teacher candidates taking career to be English teachers in rural areas. First, English teacher candidates should have or build strong and good characters. Meaning, they have to be discipline, creative, innovative, patient, firm and adaptable. These characters are non-negotiable for other English teacher candidates teaching English in any region as well. Second, English teacher candidates should take into account students’ competency and social condition of learning to make students succeed in target language. Third, they had better use teacher talk and caretaker speech to explain English teaching materials or topics to the students.
STUDENTS’ READING STRATEGIES IN COMPREHENDING ACADEMIC READING: A CASE STUDY IN AN INDONESIAN PRIVATE COLLAGE Fitriana, meida
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (431.122 KB) | DOI: 10.26858/ijole.v2i2.6181

Abstract

This study was intended to find out the certain strategies which were used by low level and high level English proficiency students in comprehending academic reading and the aspects which influence students’ reading comprehension. The methods of the research used a qualitative approach based on the theory of case study. The data were collected by using interviews, documentary studies and questionnaire. The data were analyzed using data reduction, data display and conclusion drawing. The results of this study showed different strategies using between low and high proficiency students. Moreover, the result also showed that there are five aspects which influence students’ reading comprehension such as, motivation, linguistics competence, interest, characteristic of the text and the last is environment role. Key words: Reading strategies, comprehension and academic reading
LEARNING MODEL DEVELOPMENT OF TEAMS-GAMES-TOURNAMENTS (TGT) IN LEARNING GERMAN VOCABULARY (WORTSCHATZ) FOR SENIOR HIGH SCHOOL STUDENTS IN MAKASSAR Usman, Misnawaty; Saud, Syukur; Achmad, Abdul Kasim
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (389.762 KB) | DOI: 10.26858/ijole.v2i2.5828

Abstract

The purpose of this study was to develop a learning model of Teams-Games-Tournaments (TGT) in learning German vocabulary (Wortschatz). Specifically the study aims: (a) to find out the validity, practicality, and effectiveness of German vocabulary learning to improve students vocabulary mastery; (b) to find out the effectiveness Teams-Games-Tournaments (TGT) learning model for German vocabulary learning. The subjects of this study were teachers and students of class XI at SMA 11 Makassar. The data were collected via implementation of learning model sheet, questionnaire, and test. Learning model development of this study was examined in terms of validity and effectiveness. Learning model development was designed using 4-d procedures; defining stage, design stage, development stage, and disseminate stage. The result showed that learning model of Teams-Games-Tournaments (TGT) in learning German vocabulary (Wortschatz) was valid, practical and effective. The validity of this model was; learning implementation plans (3.86), textbooks (3.58), student’s worksheets (3.78), and teachers handbook (3.84). By using t- test formula where th (10,128) > tt (2,002) with alpha level (α) 0,05, showed the learning model of Teams-Games-Tournaments (TGT) was effective in learning German vocabulary.
LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES Begum, Jahanara
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (345.496 KB) | DOI: 10.26858/ijole.v2i2.6411

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.
IN-SERVICE EFL TEACHERS’ EXPERIENCES OF CONDUCTING REFLECTIVE PRACTICE AS CONTINUING PROFESSIONAL DEVELOPMENT Tosriadi, Tosriadi -
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (365.594 KB) | DOI: 10.26858/ijole.v2i2.6208

Abstract

Teaching is a demanding job and it requires professional individual to perform the job. There is a need for teachers, especially language teachers to reflect on their action in order to be professional educators. To ease teachers in conducting reflective practice there are some tools that can be utilized. This qualitative case study investigated experiences of in-service EFL teachers in Indonesia in conducting reflective practice. More specifically, it discussed the tools of reflective practice employed by participating teachers in doing reflection. Four in-service EFL teachers were purposively chosen as respondents of the study. The data were acquired by spreading questionnaire, doing interview, and conducting document analysis. The results of the study revealed there were five tools of reflective practice utilezed by in-service EFL teachers in doing reflective practice, namely; teaching journal, peer observation, students’ feedback, video/audio recording, and action research. The finding of the study informed that the practice of reflective practice among in-service EFL teachers was not maximal yet. Especially on the utilization of video/audio recording and action research. Moreover, no teachers were getting involved in peer coaching activity.
THE INFLUENCE OF PLUS, MINUS AND INTERESTING (PMI) STRATEGY TOWARDS STUDENTS’ SPEAKING ABILITY IN AN INDONESIAN PRIVATE SECONDARY SCHOOL Nikijuluw, Renata C.G.V; Puspitasari, Dewi
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (556.131 KB) | DOI: 10.26858/ijole.v2i2.6380

Abstract

Nowadays, the lack of opportunity for students to practice speaking in English classroom makes them difficult to improve their speaking ability. Therefore, this study will address PMI, stands for Plus, Minus and Interesting strategy that can encourage students to speak by thinking the plus, minus and interesting points of the topic. This study used Quasi-Experimental research for the students at second grade of SMP-IT As-Salam Ambon. It is aimed to find out whether the students who are taught by using PMI strategy had better achievement in their speaking ability rather than those who are taught by using Question and Answer strategy. This study was conducted during 8 meetings. First meeting was the pre-test, 6 meetings were the treatment and the last meeting was the post-test. The result reveal that after PMI strategy had been applied, the students in experimental class was significantly had better achievement in speaking ability than the students in control class based on their pre-test and post-test result. Thus, PMI strategy could influence students’ speaking ability because it can open the opportunity for the students to elaborate their ideas, to help them make a decision in a short time and to increase their participation in speaking activity.
ENERGIZING STUDENTS’ READING COMPREHENSION THROUGH MULTIMODAL TEXTS Januarty, Resky -; Azizah Nima, Hanna Novariana
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (336.396 KB) | DOI: 10.26858/ijole.v2i2.4347

Abstract

Teaching and learning process is an essential aspect of a successful English teaching and learning. Reading skill is one of the language skills in English which gives a huge input to the learner. Nevertheless, it is mostly found that reading material and its exercises examine explicitly of what have been learned. Recently, multimodal texts become more popular in educational aspect especially the use of multimodal text in the teaching and learning reading. Multimodal text is a text that contains semiotic mode which covers gesture, visual image, document, layout, music, architectural design, etc. This study interviewed 10 Junior High School students and 1 English teacher regarding the use of multimodal text in reading class. The design of the study was a qualitative descriptive study which investigates the use of multimodal texts in teaching learning process in Indonesia compare to other countries. This study is expected to have a deeper insight and significant contribution for the English pedagogy.                              
THE USE OF MULTIMODAL TEXT IN ENHANCING ENGINEERING STUDENTS’ READING SKILL Cahyaningati, Desi Tri; Lestari, Lies Amin
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (390.955 KB) | DOI: 10.26858/ijole.v2i2.6360

Abstract

Abstract It is believed that the students’ low reading proficiency, as shown in their TOEIC scores, is due to their poor reading habit. One of the ways to overcome such a problem is by facilitating them with a lot of reading practices in an extensive reading program. Since today non-printed multimodal texts (NPMT) and Linear texts (LT) are available in the society, an experiment on which mode is most effective to enhance the students’ reading proficiency needs to be done. This study aims to investigate the effect of implementing non-printed multimodal text in an extensive reading program on the students’ reading comprehension. Two groups of students undertaking engineering major at a polytechnic in Surabaya, one group was exposed to NPMT and the other to LT in a one-semester extensive reading program, were chosen to be the subject of this quasi experimental study. A pretest and posttest on TOEIC were conducted to measure the students’ reading proficiency (only the reading scores of the test were analysed for the purpose of the study). The t-test analysis using SPPS for windows 23 shows that there is a significant difference in achievement between those who are exposed to NPMT and LT after the reading program ends (p-value = 0.010). The NPMT group gain better reading proficiency than that of the LT. It means the use of non-printed multimodal text in extensive reading can boost the students’ reading comprehension.
SCIENTIFIC CHARACTERISTIC OF ACADEMIC TEXTS A STUDY OF SYSTEMIC FUNCTIONAL LINGUISTICS Salam, Abdul; Mahfud, Mahmudah; Nurhusna, Nurhusna
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (488.426 KB) | DOI: 10.26858/ijole.v2i2.5266

Abstract

Systemic functional linguistics is related to a sign system that can be used to trace the scientific characteristic of academic texts. This study aimed at describing academic texts covering four technical terms: (1) simple, (2) dense, 3) objective, and (4) directness. Data analysis was done through three stages: (a) data reduction, (b) data display, (c) data verification/conclusion. The findings of the study indicate that there are 129 sentences consisting of 53 simple sentences with a percentage of 41, 09%, 37 complex sentences with a percentage of 28.68% and 39 single sentences with a percentage of 30.23%. Thus, it can be concluded that the results of this research show that scientific characteristics of academic texts from systemic functional linguistics perspectives containing: (1) simple sentence structure, (2) dense information, (3) objective definition and identification, and (4) direct presentation. Based on the result of the research, it is suggested to conduct further research on academic texts from holistic approach that uncovers large number of texts from different resources. In addition, it is important to explore the quality of academic text from systemic functional lens
THE IMPACT OF PODCASTS ON EFL STUDENTS’ LISTENING COMPREHENSION Abdulrahman, Tryanti; Basalama, Nonny; Widodo, Mohammad Rizky
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (347.051 KB) | DOI: 10.26858/ijole.v2i2.5878

Abstract

This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than < 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.

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