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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’ NEED OF LANGUAGE PROFICIENCY PROFESSIONAL DEVELOPMENT: WHEN POLICY AND PRACTICE COLLIDE Nugroho, Himmawan Adi
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (384.056 KB) | DOI: 10.26858/ijole.v2i2.6373

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
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.v2i2.5705

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

Show Abstract | Original Source | Check in Google Scholar | Full PDF (418.938 KB) | DOI: 10.26858/ijole.v2i2.6378

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; Arsyad, Safnil; Dharmayana, I Wayan
International Journal of Language Education Vol. 2, No. 1, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (647.271 KB) | DOI: 10.26858/ijole.v2i1.4768

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
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.

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