Indonesian Journal of English Language Teaching and Applied Linguistics
Indonesian Journal of English Language Teaching and Applied Linguistics, e-ISSN: 2527-8746; p-ISSN: 2527-6492, published by English Department, Teacher Training and Education Faculty, State Islamic Institute of Samarinda (IAIN Samarinda). It is a peer-reviewed journal of Language and Linguistics, including: Applied Linguistics and English Language Teaching. The journal is published twice a year; May and November
Articles
36
Articles
Promoting Self-Regulated Learning with Formative Assessment and the Use of Mobile App on Vocabulary Acquisition in Thailand

Waluyo, Budi

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

Despite extensive studies on self-regulated learning in the past three decades, there is still little research exploring self-regulated learning on foreign language vocabulary acquisition. Therefore, in a classroom-based context, this study explores the effectiveness of a course design that promotes self-regulated learning coupled with formative assessment and the use of Socrative on students’ vocabulary acquisition. The study involves the first-year students (N = 136) taking a general English course at Walailak University, Thailand. On CEFR levels, 68 of them are considered basic users (beginner), while the others are independent users (intermediate). Students’ pre- and post-tests scores as well as students’ total scores from 10 vocabulary tests were examined by using Wilcoxon signed-rank and Mann-Whitney tests. The results disclosed the effectiveness of the course design in enhancing EFL learners’ vocabulary acquisition (Z = -4.055, p = .001, r = .35); however, significant differences were also found across basic and independent users (U = 448.5, p = .001, r = .70). The findings support the ideas that formative assessment reinforces students’ self-regulated learning strategies and students’ levels of English proficiency influence the extent of their self-regulated learning development and involvement.

EFL Writing Students’ Objective Needs in Learning to Write: An Overview on the EFL Teaching and Learning Practice

Banu, Tri Buce J., Benu, Sonya V. Ch., Wulandari, Heidy

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

Abstract:Writing in English has been so long becoming a required skill for EFL learners to master. However, to being well-qualified in this skill is not easy, since students should undergo systematic processes by learning and internalizing every single aspect of the language and the usage. Thus, students certainly have needs to be considered by English teachers when teaching. Definitely, every student has different  personal competence that requires intensive guidance. This study is aimed at finding out and describing the Basic Writing students of STKIP SoE English Education Program objective needs in learning to write in English. Descriptive qualitative was applied as the method and 24 students who just finished with their Basic Writing class were the participants. Students’ writing drafts, reflective statements and interview were used to collect the data. Based on the data from the instruments, the result showed that almost all of the students were weak in applying the language aspects including grammar, vocabulay mechanism, consistency of sentence and ideas construction, paragraph structure and coherence in writing. Here, the problems convey valuable information for EFL teachers on how to consider better teaching implementation to improve the students’ competence in English particularly in writing skill to create well-qualified writers in the future. Beside that, enligthening the teachers on what to consider in teaching writing from the basic to the higher writing levels.     Keywords: Teaching and Learning, Writing, Objective Needs

Teachers’ Perception toward the Quality of Writing Assessment

Ayudhia, Honesty Yonanda, Sukyadi, Didi

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

Writing assessment in senior high school is one of an interesting issue since assessing writing is not a simple task for the teachers. It requires some consideration for the teachers when comes to writing assessment, such as the limited time to let the students write, and even how to give a score to the students’ writing. Some researchers in their research about writing assessment argue about the issue such as validity and reliability of the writing assessment, yet it did not describe the other main points that build a good writing assessment. So, this paper will examine senior high school teachers’ perception toward the quality of writing assessment. The quality was based on five criteria; they are practicality, reliability, validity, authenticity, and washback factor. The population of this research was English teachers in Indonesia, and the respondents were taken by using random sampling technique. This descriptive research used open-ended questionnaire as an instrument. The result showed that the assessment that were usually used by teachers in writing class were reliable, valid and had washback effects. However, the assessment had not practical and authentic yet.

In-Company Foreign Language Training: a Teacher’s Perspective

Lipińska, Dorota

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

Teaching languages in a company environment is a relatively new phenomenon which has appeared as a result of competition on a job market. Nowadays companies offer various fringe benefits to their best employees, free language courses among them. This is a completely new situation for language teachers who are faced with a challenge of working in a new environment, not resembling schools, universities or language schools. They need to adapt to new requirements and deal with new problems and difficulties they were not prepared or trained for (Scrivener, 2011; Chong, 2013). The aim of this paper is to check what kind of difficulties and problems arise while teaching an L2 in a company. A group of L2/foreign language (English, German and French) teachers filled in an anonymous questionnaire concerning their work environment. The subjects came from various areas of Poland. The obtained information was divided into thematic sections and showed that the scope of perceived difficulties is really vast. It suggests that the topic should be analysed and studied further and corporate teaching ought to be formally taught as a part of a teacher training programme.

The Quality of Listening Skill of the EFL Students

Putri, Erawati Wiyono, Fauzan, Umar, Toba, Rostanti

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

Listening is often view as receptive or passive skill that hard to be measured. Nevertheless, listening is one skill that play a big role in enhancing students’ proficiency in English. Therefore, improving students’ quality in listening is important. According to Al-Musalli, there are four sub-skills involved in listening: 1) literal level, it involves three main types of skill: phonological, syntactic, and lexical skills; 2) inferential level, it related to the comprehension of the text; 3) critical level includes: making an appropriate judgment about the message, the speaker personality, and the topic, and; 4) creative level includes handling verbal and non-verbal communication strategies and responding in the proper way. All of these sub-skills can be used as the criteria to view students’ mastery level of listening. This research only applies three level as a benchmark to know students’ quality of listening, they are: literal, inferential, and critical. The objective of this research is to know the students’ quality in listening skill based on mastery level of listening. The research design is descriptive. The subjects of study are five students who meet the researcher’s criteria. Data collection technique in this research is using test of listening, interview, observation and documentation. The data is analyzed using the model of Miles and Huberman. After being collected, the data is verified using triangulation by method and another researcher. The result of this research shows that students at fourth semester of English Education Department in IAIN Samarinda located in inferential level of mastery listening skill which means their quality in listening can be categorized as good.

A Review of the IELTS Test: Focus on Validity, Reliability, and Washback

Hashemi, Ali, Daneshfar, Samran

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

The International English Language Test System (IELTS) is one of the most reputable English tests that is used to assess the language proficiency of those who intend to study or work in an English speaking context. It is one of the most large-scale proficiency tests which affects the lives of many students, as well as immigrants as the results of the test, are used for making critical decisions about the test takers. Moreover, the process of designing a good test requires a clear understanding of both validity and reliability of the test format. Therefore, in the current paper, we try to offer a descriptive review of the IELTS test by concentrating on various issues such as reliability, validity and washback.

The Influence of Study-Abroad Experiences On Chinese College EFL Teacher’s Identity

Zhao, Yan, Mantero, Miguel

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

The purpose of this study was to explore how in-service Chinese college English teachers produce and reproduce their identities within their study-abroad experiences in terms of their beliefs and classroom practice.  Sociocultural theory, discourse theory, and activity theory were used in the theoretical framework to analyze how participants modified their self-perception and changed their classroom practice in different contexts during boundary crossing.  The study invited four in-service Chinese college English teachers who took part in three-month study-abroad program.  Data were collected from interviews, observations, and document analysis.  The findings indicated that participants shifted their self-perception from advanced language user to basic language learner when they studied abroad and had difficulty in dealing with daily tasks.  With deeper involvement in the U.S. American culture, they gained more confidence in teaching.  After they returned, they were more creative and critical teachers.  The findings also demonstrated that participants wanted to implement the latest pedagogies, activities, and management into their own classrooms based on their students’ needs and levels in the Chinese sociocultural context.  Although participants encountered challenges in implementation due to students’ levels, learning habits, and local context, they made some effective changes and formed new authority in the classroom.  This study suggests that in order to improve study-abroad programs into truly beneficial professional development for teachers, college teachers need to have a clear self-evaluation process, and institutional administrators and foreign directors of study-abroad programs need to stand in teachers’ shoes to meet their requirements. This, in turn, will bring more Chinese college English teachers to study abroad for professional development.

An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools

Sari, Suci Noer Wulan, Wardani, Niken Anastasia Kusuma

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.

Cognitions and Practices of Iranian ELT Instructors and Content Teachers in Teaching Discipline-Based EAP Courses: A Replication Study

Soleimani, Fatemeh, Alibabaee, Ahmad

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

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Abstract

Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers’ cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups’ instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian ELT instructors and six content teachers regarding their translation-based, form focused, feedback and vocabulary teaching activities. Each participant was observed for six sessions. Field note taking and semi-structured interviews were also done with the two groups of teachers so as to delve into the cognitions underlying their actual practices. The general findings supported Atai and Fatahi (2014) in all the areas under investigation where there were within group inconsistences and across-group discrepancies within and between the two groups of teachers respectively with content teachers being much more inconsistent than ELT instructors in terms of their practices and cognitions. The findings of the study have implications for renewing the current practices of ELT instructors and content teachers teaching discipline-based EAP courses worldwide.

Exploring Personal Reading Histories in Developing Reading Interest of English Study Program Learners of University of Riau

Delfi, Syofia, Diah, Fangiana Safitri, Jismulatif, Jismulatif

Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics, 2(2), 2018
Publisher : IAIN Samarinda

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Abstract

As one of activities in Extensive Reading classroom, Exploring Personal Reading Histories provides learners in exploring their reading experiences.   This study aimed to explore:  (1) What are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based in Exploring Personal Reading Histories?” (2) How are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest?”It was a case study and the data were collected through the document of learners ‘reading histories.  The result of this study found that:  (1) the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts and processes in becoming competent for each level. (2) The reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest are through reading experiences developing processes (parent’s and teachers’ role, learners’ positive attitude, reading materials for each level, reading activities, building critical thinking). This study suggests implementing Exploring Personal Reading Histories in Extensive Reading course. It is also recommended conducting deep study on Exploring Personal Reading Histories in developing reading interest by using socio-cultural theory and interviews as additional theory and interview.