Pub Date : 2017-07-09DOI: 10.15639/teflinjournal.v28i2/212-235
I. N. S. Sanjaya, A. A. R. Sitawati
The present study was aimed at examining whether grammatical accuracy and gender were significant predictors of the use of request strategy (direct or indirect). Participants were 39 seventh semester students (29 males and 10 females) majoring in an International Business Management program at a public higher education institution in Bali. Their English proficiency levels ranged from pre-intermediate to intermediate. The participants were asked to write an e-mail based on a situation carefully designed so as to necessitate the use of indirect strategy. Grammatical accuracy was operationalized as an average score per T-unit. The head act of each request was coded as either direct or indirect, and the binary logistic regression was conducted on the data with significance level being set at p < .05. The results revealed that neither grammatical accuracy (Wald = 0.72, df = 1, p = 0.40) nor gender (Wald = 0.67, df = 1, p = 0.41) was a significant predictor of a request strategy use. The use of request strategy could not also be predicted from the interaction of grammatical accuracy and gender, Wald = 0.66, df = 1, p = 0.42. These results indicate that the odds for using indirect strategy are similar regardless of the level of grammatical accuracy and gender.
{"title":"THE EFFECT OF GRAMMATICAL ACCURACY AND GENDER ON INTERLANGUAGE REQUEST STRATEGY","authors":"I. N. S. Sanjaya, A. A. R. Sitawati","doi":"10.15639/teflinjournal.v28i2/212-235","DOIUrl":"https://doi.org/10.15639/teflinjournal.v28i2/212-235","url":null,"abstract":"The present study was aimed at examining whether grammatical accuracy and gender were significant predictors of the use of request strategy (direct or indirect). Participants were 39 seventh semester students (29 males and 10 females) majoring in an International Business Management program at a public higher education institution in Bali. Their English proficiency levels ranged from pre-intermediate to intermediate. The participants were asked to write an e-mail based on a situation carefully designed so as to necessitate the use of indirect strategy. Grammatical accuracy was operationalized as an average score per T-unit. The head act of each request was coded as either direct or indirect, and the binary logistic regression was conducted on the data with significance level being set at p < .05. The results revealed that neither grammatical accuracy (Wald = 0.72, df = 1, p = 0.40) nor gender (Wald = 0.67, df = 1, p = 0.41) was a significant predictor of a request strategy use. The use of request strategy could not also be predicted from the interaction of grammatical accuracy and gender, Wald = 0.66, df = 1, p = 0.42. These results indicate that the odds for using indirect strategy are similar regardless of the level of grammatical accuracy and gender.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"212-235"},"PeriodicalIF":0.0,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49424905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-09DOI: 10.15639/TEFLINJOURNAL.V28I2/193-211
Akhyar Rido
This study is an attempt to provide an in-depth understanding of the teaching practices of Indonesian vocational English master teachers, focusing on their use of questioning strategies. Using a qualitative approach, this study was carried out in three vocational schools and involved three selected master teachers. Data were collected through 23 sessions of observations, 40 hours of video-recording, and interviews with 33 students. The findings showed that the master teachers employed an interactive style of teaching and not the monologue norm, where the teachers ask while the students answer the questions. They used close-display, open-referential, and follow-up questions. They also nominated specific students to answer questions, asked questions to the entire class, and repeated questions when there was no response. These strategies made the teachers control the lessons, guide the students towards a particular response, and promote interactions. The students were receptive to the strategies as they were keen to contribute when they were given questions and opportunities to speak. The results of this study can be used by various stakeholders to improve classroom interaction and promote interactive learning.
{"title":"WHAT DO YOU SEE HERE FROM THIS PICTURE?: QUESTIONING STRATEGIES OF MASTER TEACHERS IN INDONESIAN VOCATIONAL ENGLISH CLASSROOMS","authors":"Akhyar Rido","doi":"10.15639/TEFLINJOURNAL.V28I2/193-211","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I2/193-211","url":null,"abstract":"This study is an attempt to provide an in-depth understanding of the teaching practices of Indonesian vocational English master teachers, focusing on their use of questioning strategies. Using a qualitative approach, this study was carried out in three vocational schools and involved three selected master teachers. Data were collected through 23 sessions of observations, 40 hours of video-recording, and interviews with 33 students. The findings showed that the master teachers employed an interactive style of teaching and not the monologue norm, where the teachers ask while the students answer the questions. They used close-display, open-referential, and follow-up questions. They also nominated specific students to answer questions, asked questions to the entire class, and repeated questions when there was no response. These strategies made the teachers control the lessons, guide the students towards a particular response, and promote interactions. The students were receptive to the strategies as they were keen to contribute when they were given questions and opportunities to speak. The results of this study can be used by various stakeholders to improve classroom interaction and promote interactive learning.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"193-211"},"PeriodicalIF":0.0,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45538631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-09DOI: 10.15639/TEFLINJOURNAL.V28I2/260-276
Atsushi Iida
One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines.
{"title":"EXPRESSING VOICE IN A FOREIGN LANGUAGE: MULTIWRITING HAIKU PEDAGOGY IN THE EFL CONTEXT ","authors":"Atsushi Iida","doi":"10.15639/TEFLINJOURNAL.V28I2/260-276","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I2/260-276","url":null,"abstract":"One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"260-276"},"PeriodicalIF":0.0,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42585411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-09DOI: 10.15639/TEFLINJOURNAL.V28I2/155-169
I. Isnawati, A. Saukah
This study investigated teachers’ grading decision making, focusing on their beliefs underlying their grading decision making, their grading practices and assessment types, and factors they considered in grading decision making. Two teachers from two junior high schools applying different curriculum policies in grade reporting in Indonesian educational context were interviewed in depth to reveal their grading decision making. The results show that the teachers believe that assigning grades is not only for measuring the students’ ability, but also for making them active users of the language, giving them life skills and experience and motivating them. In addition, these teachers use various grading practices involving not only formal assessment but also informal one. Remedial tests, giving more tasks and grade adjustment are also done to reach the criteria of passing grade. The factors considered in grading decision making are achievement factors in the forms of scores from formal and informal assessment and non-achievement factors involving students’ effort and behavior, curriculum and school policy.
{"title":"TEACHERS’ GRADING DECISION MAKING","authors":"I. Isnawati, A. Saukah","doi":"10.15639/TEFLINJOURNAL.V28I2/155-169","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I2/155-169","url":null,"abstract":"This study investigated teachers’ grading decision making, focusing on their beliefs underlying their grading decision making, their grading practices and assessment types, and factors they considered in grading decision making. Two teachers from two junior high schools applying different curriculum policies in grade reporting in Indonesian educational context were interviewed in depth to reveal their grading decision making. The results show that the teachers believe that assigning grades is not only for measuring the students’ ability, but also for making them active users of the language, giving them life skills and experience and motivating them. In addition, these teachers use various grading practices involving not only formal assessment but also informal one. Remedial tests, giving more tasks and grade adjustment are also done to reach the criteria of passing grade. The factors considered in grading decision making are achievement factors in the forms of scores from formal and informal assessment and non-achievement factors involving students’ effort and behavior, curriculum and school policy.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"155-169"},"PeriodicalIF":0.0,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44618372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-09DOI: 10.15639/TEFLINJOURNAL.V28I2/236-259
P. Astuti, J. Lammers
This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how activities involved in individual accountability, i.e., individual students’ performance(s) and peer interaction, can accommodate the teaching of the four language skills and components. We argue that these activities promote learners’ use of and meaning making in English and thus recommend teachers, especially those new to CL, follow the procedure of CL techniques exactly as described so that language learning in their classrooms goes in the direction of attaining improved communicative competence—the goal of CLT.
{"title":"MAKING EFL INSTRUCTION MORE CLT-ORIENTED THROUGH INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING","authors":"P. Astuti, J. Lammers","doi":"10.15639/TEFLINJOURNAL.V28I2/236-259","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I2/236-259","url":null,"abstract":"This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how activities involved in individual accountability, i.e., individual students’ performance(s) and peer interaction, can accommodate the teaching of the four language skills and components. We argue that these activities promote learners’ use of and meaning making in English and thus recommend teachers, especially those new to CL, follow the procedure of CL techniques exactly as described so that language learning in their classrooms goes in the direction of attaining improved communicative competence—the goal of CLT.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"236-259"},"PeriodicalIF":0.0,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46386832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-31DOI: 10.15639/TEFLINJOURNAL.V28I1/115-132
F. Parlindungan
There has been a consensus in research and practices that social and cultural aspects of lives contribute to literacy development, particularly in second language learning. The conception of literacy has been shifting from the lens of formal literacy learning in school settings into broader opportunities in sociocultural contexts, and some may exclusively look at the intersection between the two. In this article, I discuss the concept of continuities of literacy development and out-of-school literacy practices by carefully interpreting empirical research that have been done in the last decade. The discussion in this article enriches the notion of literacy learning that diverse settings of literacy practices, parents’ role, and various available texts are significant predictors to the continuities of literacy development. I argue that ESL learners independently mediate their own literacy development either at school or community by taking advantages of rich opportunities available at the environment, which explained novice-expert relationship, hybridity, and intertextuality.
{"title":"Exploring Literacy Practices in a Second Language.","authors":"F. Parlindungan","doi":"10.15639/TEFLINJOURNAL.V28I1/115-132","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I1/115-132","url":null,"abstract":"There has been a consensus in research and practices that social and cultural aspects of lives contribute to literacy development, particularly in second language learning. The conception of literacy has been shifting from the lens of formal literacy learning in school settings into broader opportunities in sociocultural contexts, and some may exclusively look at the intersection between the two. In this article, I discuss the concept of continuities of literacy development and out-of-school literacy practices by carefully interpreting empirical research that have been done in the last decade. The discussion in this article enriches the notion of literacy learning that diverse settings of literacy practices, parents’ role, and various available texts are significant predictors to the continuities of literacy development. I argue that ESL learners independently mediate their own literacy development either at school or community by taking advantages of rich opportunities available at the environment, which explained novice-expert relationship, hybridity, and intertextuality.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"27 9","pages":"115-132"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41285452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-31DOI: 10.15639/TEFLINJOURNAL.V28I1/93-114
Joseph Ernest Mambu
This article aims to better understand constraints (e.g., hostility toward spirituality) and opportunities that may affect teacher-student and student-student relations as spiritually informed ELT curriculum is negotiated. Viewed more broadly, spirituality aims to foster the ability to see one’s own religious positioning in relation to other people who have different faiths, and the commitment to being connected with other people, as well as nature, with love. In terms of pedagogical methodology, negotiating the place of spirituality in ELT means creatively keeping the balance of mainstreaming and decentering different senses of spirituality. It is in line with Kumaravadivelu’s theoretical lens of postmethod pedagogy which sheds light on how a teacher theorized negotiating power relations associated with his spirituality; how a teacher exploited a religious issue unique to a specific context in Indonesia; and how the dialogue of religious issues can be extended beyond what already happened in class. Regarding spiritually informed materials development, this article focuses on teacher-student co-development of spiritually informed materials and adaptations of non-ELT materials. The article concludes with some pedagogical implications and major questions to be addressed in future research on spiritually informed ELT curriculum.
{"title":"CREATIVELY NEGOTIATING THE PLACE OF SPIRITUALITY IN THE ELT CURRICULUM","authors":"Joseph Ernest Mambu","doi":"10.15639/TEFLINJOURNAL.V28I1/93-114","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I1/93-114","url":null,"abstract":"This article aims to better understand constraints (e.g., hostility toward spirituality) and opportunities that may affect teacher-student and student-student relations as spiritually informed ELT curriculum is negotiated. Viewed more broadly, spirituality aims to foster the ability to see one’s own religious positioning in relation to other people who have different faiths, and the commitment to being connected with other people, as well as nature, with love. In terms of pedagogical methodology, negotiating the place of spirituality in ELT means creatively keeping the balance of mainstreaming and decentering different senses of spirituality. It is in line with Kumaravadivelu’s theoretical lens of postmethod pedagogy which sheds light on how a teacher theorized negotiating power relations associated with his spirituality; how a teacher exploited a religious issue unique to a specific context in Indonesia; and how the dialogue of religious issues can be extended beyond what already happened in class. Regarding spiritually informed materials development, this article focuses on teacher-student co-development of spiritually informed materials and adaptations of non-ELT materials. The article concludes with some pedagogical implications and major questions to be addressed in future research on spiritually informed ELT curriculum.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"93-114"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49218925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-31DOI: 10.15639/TEFLINJOURNAL.V28I1/38-56
I. A. M. Tustiawati
Teaching motivation issues are well-researched in several countries. However, these issues have been rarely investigated in the Indonesian context. This study investigated motivational factors that influence pre-service teachers to enter English teacher training and their perspectives of English teaching as a career option. It comprised a survey of 140 pre-service teachers from a teacher training institution in Bali and two semi-structured group interviews. The results suggest that the participants are more influenced by intrinsic and altruistic factors than extrinsic factors. These findings contradict earlier studies of teacher motivation in developing countries and what is generally believed in Indonesia. Moreover, the development of the tourism industry in Bali seems to have a great impact on the participants’ perspectives of English teaching in Bali in particular and in Indonesia in general. Most of those surveyed held positive views of the development of English teaching as a career option. Finally the study suggested implications and recommendations for additional studies within the Indonesian context.
{"title":"WHAT MOTIVATES PRE-SERVICE TEACHERS TO BECOME TEACHERS AND THEIR PERSPECTIVES OF ENGLISH TEACHING AS A CAREER OPTION","authors":"I. A. M. Tustiawati","doi":"10.15639/TEFLINJOURNAL.V28I1/38-56","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I1/38-56","url":null,"abstract":"Teaching motivation issues are well-researched in several countries. However, these issues have been rarely investigated in the Indonesian context. This study investigated motivational factors that influence pre-service teachers to enter English teacher training and their perspectives of English teaching as a career option. It comprised a survey of 140 pre-service teachers from a teacher training institution in Bali and two semi-structured group interviews. The results suggest that the participants are more influenced by intrinsic and altruistic factors than extrinsic factors. These findings contradict earlier studies of teacher motivation in developing countries and what is generally believed in Indonesia. Moreover, the development of the tourism industry in Bali seems to have a great impact on the participants’ perspectives of English teaching in Bali in particular and in Indonesia in general. Most of those surveyed held positive views of the development of English teaching as a career option. Finally the study suggested implications and recommendations for additional studies within the Indonesian context.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"38-56"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49414960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-31DOI: 10.15639/TEFLINJOURNAL.V28I1/71-92
Anita Lie
The increasing dominance of English has brought implications in language policy and the teaching of English in the multicultural Indonesia. A high power language such as English is taught in schools as a language of modern communication, while the national language is regarded as a force of unifying the nation and local languages as carriers of ‘tradition’ or ‘historical’ identity. Within that context, this article focuses on the increased use of English among an emerging group of young and adolescent learners and their possible identity transformation. This article examines the issues, challenges, and opportunities in English language learning and identity transformation in the multicultural context of Indonesia. A description of the multicultural context and linguistic diversity is presented to understand the language policy and its implications in the functions and degrees of the national language Indonesian, local languages, and English in Indonesia. Issues in the spread of English are explored to understand the challenges and opportunities in transforming cultural identity and achieving performance standards in English.
{"title":"ENGLISH AND IDENTITY IN MULTICULTURAL CONTEXTS: ISSUES, CHALLENGES, AND OPPORTUNITIES","authors":"Anita Lie","doi":"10.15639/TEFLINJOURNAL.V28I1/71-92","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I1/71-92","url":null,"abstract":"The increasing dominance of English has brought implications in language policy and the teaching of English in the multicultural Indonesia. A high power language such as English is taught in schools as a language of modern communication, while the national language is regarded as a force of unifying the nation and local languages as carriers of ‘tradition’ or ‘historical’ identity. Within that context, this article focuses on the increased use of English among an emerging group of young and adolescent learners and their possible identity transformation. This article examines the issues, challenges, and opportunities in English language learning and identity transformation in the multicultural context of Indonesia. A description of the multicultural context and linguistic diversity is presented to understand the language policy and its implications in the functions and degrees of the national language Indonesian, local languages, and English in Indonesia. Issues in the spread of English are explored to understand the challenges and opportunities in transforming cultural identity and achieving performance standards in English.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"71-92"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44132423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-31DOI: 10.15639/TEFLINJOURNAL.V28I1/1-21
Dwi Poedjiastutie, R. Oliver
The current study explores the challenges facing an English for Specific Purposes (ESP) program at an Indonesian university in Indonesia. As a part of their commitment to improvement, this university is working to better prepare students for employment so that they may function well in workplace. However, currently students’ English proficiency is deemed to be less than adequate for such purposes and to date there has been no systematic analysis of students’ needs to inform curriculum development and classroom instruction for the ESP courses. Clearly a rigorous evaluation is required to improve the teaching of English at this university. It was the aim of this study to achieve this and to do so by means of a Needs Analysis. To do this an ethnographic approach was undertaken focusing on the multiple realities of the three groups of stakeholders at this institution – employers, teachers and students. The findings show that each group acknowledged the importance of English as a global and international language. The results also suggest that within the university as a whole, at the faculty level, and in classrooms, some problems exist and potentially may inhibit the effectiveness of the ESP programs. The findings provide useful direction for policy makers, curriculum writers and English language teachers.
{"title":"ENGLISH LEARNING NEEDS OF ESP LEARNERS: EXPLORING STAKEHOLDER PERCEPTIONS AT AN INDONESIAN UNIVERSITY","authors":"Dwi Poedjiastutie, R. Oliver","doi":"10.15639/TEFLINJOURNAL.V28I1/1-21","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V28I1/1-21","url":null,"abstract":"The current study explores the challenges facing an English for Specific Purposes (ESP) program at an Indonesian university in Indonesia. As a part of their commitment to improvement, this university is working to better prepare students for employment so that they may function well in workplace. However, currently students’ English proficiency is deemed to be less than adequate for such purposes and to date there has been no systematic analysis of students’ needs to inform curriculum development and classroom instruction for the ESP courses. Clearly a rigorous evaluation is required to improve the teaching of English at this university. It was the aim of this study to achieve this and to do so by means of a Needs Analysis. To do this an ethnographic approach was undertaken focusing on the multiple realities of the three groups of stakeholders at this institution – employers, teachers and students. The findings show that each group acknowledged the importance of English as a global and international language. The results also suggest that within the university as a whole, at the faculty level, and in classrooms, some problems exist and potentially may inhibit the effectiveness of the ESP programs. The findings provide useful direction for policy makers, curriculum writers and English language teachers.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"28 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49478222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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