Pub Date : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1820
Luz Elena Madera Gonzalez, M. M. L. Pinzón
This article gives an account of an action research project aimed at determining the effect of Task-Based Language Teaching and various writing strategies on public school learners� writing skills. The study implicated a diagnostic stage, an action stage and an evaluation stage within an Action Research methodology. Initially, at the diagnostic stage, it was detected that the participants had to improve their writing production and reach the levels of competence established by the Common European Framework (CEFR) and The Ministry of National Education (MEN) guidelines. In the following developed phase, six workshops were designed within the framework for Task-Based Learning (Willis & Willis, 2007), including pre-task, task, planning, report, and language focus. Along with this, various writing strategies were used, including brainstorming, listing, questioning, reading pictures, and classifying words. Finally, the evaluation stage revealed that students achieved better results in written production; they increased their vocabulary, reduced the amount of grammar errors, improved the syntax of the language, and became more autonomous and responsible. Basides, students� confidence in the writing processes also improved. Findings reported that the use of TBLT improved the students� writing skills. Conclusions and pedagogical implications are presented for teachers, schools and policy makers to incorporate TBLT and writing strategies in the future curriculum development as a means to contribute to the English language methodology.
{"title":"THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON LEARNERS� WRITING SKILLS","authors":"Luz Elena Madera Gonzalez, M. M. L. Pinzón","doi":"10.25134/IEFLJ.V5I2.1820","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1820","url":null,"abstract":"This article gives an account of an action research project aimed at determining the effect of Task-Based Language Teaching and various writing strategies on public school learners� writing skills. The study implicated a diagnostic stage, an action stage and an evaluation stage within an Action Research methodology. Initially, at the diagnostic stage, it was detected that the participants had to improve their writing production and reach the levels of competence established by the Common European Framework (CEFR) and The Ministry of National Education (MEN) guidelines. In the following developed phase, six workshops were designed within the framework for Task-Based Learning (Willis & Willis, 2007), including pre-task, task, planning, report, and language focus. Along with this, various writing strategies were used, including brainstorming, listing, questioning, reading pictures, and classifying words. Finally, the evaluation stage revealed that students achieved better results in written production; they increased their vocabulary, reduced the amount of grammar errors, improved the syntax of the language, and became more autonomous and responsible. Basides, students� confidence in the writing processes also improved. Findings reported that the use of TBLT improved the students� writing skills. Conclusions and pedagogical implications are presented for teachers, schools and policy makers to incorporate TBLT and writing strategies in the future curriculum development as a means to contribute to the English language methodology.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365341","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1809
Nur Ekaningsih
This study was carried out to respectively illustrate the casual conversation features in terms of spontaneity, interactivity, interpersonally, and coherence. The casual conversation analyzed was a conversation of two non-native English speakers who are an English teacher and a student at a convenient situation. The conversation lasted for eighteen minutes was transcribed. Results showed that S1 dominantly used features of spontaneity on the field of repetition, incomplete utterances, and chunks. On the features of interactivity, S2 is more cooperative than S1. In addition, on the feature of interpersonally, both speakers seemed to appeal more agreement. Thus, in terms of coherence, both speakers can run the conversation smoothly. The two speakers were still making conversation in line with the topic although they changed the topic three times.
{"title":"ANALYSIS OF CASUAL CONVERSATION IN SPONTANEITY, INTERACTIVITY, INTERPERSONALLY AND COHERENCE FEATURES","authors":"Nur Ekaningsih","doi":"10.25134/IEFLJ.V5I2.1809","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1809","url":null,"abstract":"This study was carried out to respectively illustrate the casual conversation features in terms of spontaneity, interactivity, interpersonally, and coherence. The casual conversation analyzed was a conversation of two non-native English speakers who are an English teacher and a student at a convenient situation. The conversation lasted for eighteen minutes was transcribed. Results showed that S1 dominantly used features of spontaneity on the field of repetition, incomplete utterances, and chunks. On the features of interactivity, S2 is more cooperative than S1. In addition, on the feature of interpersonally, both speakers seemed to appeal more agreement. Thus, in terms of coherence, both speakers can run the conversation smoothly. The two speakers were still making conversation in line with the topic although they changed the topic three times.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46532328","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1903
Maria Setyaningsih Nernere
Researchers find that teacher plays dominant role in managing the teacher- students interaction, the important aspect affecting the language acquisition process in young learners� class. Hence, to make sure that the teacher-students interaction goes well for achieving the classroom goals, how the teacher manages the interaction should be investigated further. As beliefs can affect how people act, this research aims to investigate the teachers� belief on teacher-students interaction in young learners� English class. This is a qualitative research using direct observation in two English classes at two different Elementary schools and in-depth interview with two English teachers as the data collecting techniques. The data revealed that the teachers� beliefs affecting how the teacher-students interaction goes consist of beliefs about goals, process, and source of teacher- students interaction. Overall, the interactions were done toachieve two goals namely promoting language acquisition and controlling learning atmosphere. The source of interaction namely teacher talk was adjusted to young learners� characteristics to make the process of learning meaningful. This finding gives conceptual insight about how the system of teacher-students interaction in English learning process in Elementary schools works. Then, it may be beneficial for the teachers as a means supporting self- reflection, schools� evaluation and also for the educational practitioners who want to investigate the TSs interaction in more details.
{"title":"TEACHERS� BELIEFS ON TEACHER-STUDENTS INTERACTION IN YOUNG LEARNERS� ENGLISH CLASS","authors":"Maria Setyaningsih Nernere","doi":"10.25134/IEFLJ.V5I2.1903","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1903","url":null,"abstract":"Researchers find that teacher plays dominant role in managing the teacher- students interaction, the important aspect affecting the language acquisition process in young learners� class. Hence, to make sure that the teacher-students interaction goes well for achieving the classroom goals, how the teacher manages the interaction should be investigated further. As beliefs can affect how people act, this research aims to investigate the teachers� belief on teacher-students interaction in young learners� English class. This is a qualitative research using direct observation in two English classes at two different Elementary schools and in-depth interview with two English teachers as the data collecting techniques. The data revealed that the teachers� beliefs affecting how the teacher-students interaction goes consist of beliefs about goals, process, and source of teacher- students interaction. Overall, the interactions were done toachieve two goals namely promoting language acquisition and controlling learning atmosphere. The source of interaction namely teacher talk was adjusted to young learners� characteristics to make the process of learning meaningful. This finding gives conceptual insight about how the system of teacher-students interaction in English learning process in Elementary schools works. Then, it may be beneficial for the teachers as a means supporting self- reflection, schools� evaluation and also for the educational practitioners who want to investigate the TSs interaction in more details.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46693315","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1733
Setia Adi Nugraha, M. Nababan, D. Djatmika
The purpose of this research was to know the translations techniques, the accuracy as well as the acceptability of the translations. It was a descriptive-qualitative research with an embedded case study by using pragmatics approach. This research was done by listing the conversations between characters in the Shopaholic to the Rescue novel which contains turns that respond to complaining speech act. Here, the source language and target language were compared to identify the translation techniques. Then, the researcher and the raters assessed the acceptability of the translations by conducting Focus Group Discussion (FGD). The result showed that there are 14 techniques used by the translator, such as established equivalent, variation, pure borrowing, modulation, explicitation, implicitation, addition, transposition, reduction, linguistic compression, literal, generalization, discursive creation, and linguistic amplification. Moreover, the average rate of the acceptability is 2.94 out of 3 which means it is prevalent, in line with the norm as well as the rule of the target language.
{"title":"THE TRANSLATION ACCEPTABILITY OF COMPLAIN RESPONDING TURN IN SHOPAHOLIC TO THE RESCUE","authors":"Setia Adi Nugraha, M. Nababan, D. Djatmika","doi":"10.25134/IEFLJ.V5I2.1733","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1733","url":null,"abstract":"The purpose of this research was to know the translations techniques, the accuracy as well as the acceptability of the translations. It was a descriptive-qualitative research with an embedded case study by using pragmatics approach. This research was done by listing the conversations between characters in the Shopaholic to the Rescue novel which contains turns that respond to complaining speech act. Here, the source language and target language were compared to identify the translation techniques. Then, the researcher and the raters assessed the acceptability of the translations by conducting Focus Group Discussion (FGD). The result showed that there are 14 techniques used by the translator, such as established equivalent, variation, pure borrowing, modulation, explicitation, implicitation, addition, transposition, reduction, linguistic compression, literal, generalization, discursive creation, and linguistic amplification. Moreover, the average rate of the acceptability is 2.94 out of 3 which means it is prevalent, in line with the norm as well as the rule of the target language.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49383476","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1727
Yogi Saputra Mahmud
This article discusses the representation of local culture in EFL Junior High School textbooks in Indonesia. The two primary objectives of this paper are: 1) to reveal the primary reasons of incorporating local culture in EFL textbooks, and 2) to suggest further implications in responding to the incorporation of local culture in EFL textbooks. The discussion begins with the current EFL context in Indonesia with the emphasis on the considerable changes of the curriculum implementation in the Indonesian context, in which it attempts to reveal the representation of local culture implied within the 2013 curriculum. As its main arguments, this article argues that there are two predominant reasons for representing local culture in the EFL Junior High School textbooks in Indonesia which include promoting the sense of familiarity to Junior High School students in learning English as well as strengthening the aspects of national culture and identity portrayed in the textbooks. Furthermore, this article also discusses the future implications in responding to the representation of local culture in EFL Junior High School textbooks in Indonesia, including the needs to enhance the role of teachers as well as the importance of incorporating more diverse cultural representation in the textbooks.
{"title":"THE REPRESENTATION OF LOCAL CULTURE IN INDONESIAN EFL TEXTBOOKS: RATIONALES AND IMPLICATIONS","authors":"Yogi Saputra Mahmud","doi":"10.25134/IEFLJ.V5I2.1727","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1727","url":null,"abstract":"This article discusses the representation of local culture in EFL Junior High School textbooks in Indonesia. The two primary objectives of this paper are: 1) to reveal the primary reasons of incorporating local culture in EFL textbooks, and 2) to suggest further implications in responding to the incorporation of local culture in EFL textbooks. The discussion begins with the current EFL context in Indonesia with the emphasis on the considerable changes of the curriculum implementation in the Indonesian context, in which it attempts to reveal the representation of local culture implied within the 2013 curriculum. As its main arguments, this article argues that there are two predominant reasons for representing local culture in the EFL Junior High School textbooks in Indonesia which include promoting the sense of familiarity to Junior High School students in learning English as well as strengthening the aspects of national culture and identity portrayed in the textbooks. Furthermore, this article also discusses the future implications in responding to the representation of local culture in EFL Junior High School textbooks in Indonesia, including the needs to enhance the role of teachers as well as the importance of incorporating more diverse cultural representation in the textbooks.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48110031","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1835
L. Suryani, Trisnendri Syahrizal, Ula Nisa El fauziah
Teaching in 4.0 era cannot be separated with Information and Communication Technology (ICT). There are many applications that can be used in learning and teaching process. ORAI application is chosen to be used as teaching tool in learning pronunciation. The main objective of this research is to discover the pro and cons from students as the main user in using ORAI application in learning pronunciation. This research implemented qualitative as research method and the participants of the research was 35 students of third semester of English students in IKIP Siliwangi. The data were collected by observation and interview. The result of the research showed that most of the participants agree that ORAI brings more benefits in learning pronunciation practice class. Their agreement can be classified into four categories: accessibility, comfortability, technicality, and integrated learning. The students were motivated and they could learn effectively. While, some of the students indicated that they did not want to use this application, they just delivered that this application has weaknesses in their process of practicing English pronunciation. Their cons on the use of ORAI are classified into two categories; topic difficulties and technicalities. Overall, the implementation of ORAI has positive effect for students in pronouncing correctly and they have good feedback to trigger them for practicing a lot. On the other hand, pronouncing English well will make a big contribution to their communication skills.��
{"title":"USING ORAI APPLICATION IN TEACHING PRONUNCIATION","authors":"L. Suryani, Trisnendri Syahrizal, Ula Nisa El fauziah","doi":"10.25134/IEFLJ.V5I2.1835","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1835","url":null,"abstract":"Teaching in 4.0 era cannot be separated with Information and Communication Technology (ICT). There are many applications that can be used in learning and teaching process. ORAI application is chosen to be used as teaching tool in learning pronunciation. The main objective of this research is to discover the pro and cons from students as the main user in using ORAI application in learning pronunciation. This research implemented qualitative as research method and the participants of the research was 35 students of third semester of English students in IKIP Siliwangi. The data were collected by observation and interview. The result of the research showed that most of the participants agree that ORAI brings more benefits in learning pronunciation practice class. Their agreement can be classified into four categories: accessibility, comfortability, technicality, and integrated learning. The students were motivated and they could learn effectively. While, some of the students indicated that they did not want to use this application, they just delivered that this application has weaknesses in their process of practicing English pronunciation. Their cons on the use of ORAI are classified into two categories; topic difficulties and technicalities. Overall, the implementation of ORAI has positive effect for students in pronouncing correctly and they have good feedback to trigger them for practicing a lot. On the other hand, pronouncing English well will make a big contribution to their communication skills.��","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42929030","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1902
M. David, Aliyyah Nuha Faiqah Azman Firdaus, Syed Abdul Manan
Cross-disciplinary research, involving scholars of multiple disciplines, has attracted much attention from universities recently. This type of study extends beyond simple collaboration in integrating data, methodologies, perspectives and concepts and engages with real world problems, especially as global complexities have undermined the�underlying ideology of countability and singularity of various disciplines founded on antiquated notions of territorialization.�Since most disciplines are transferred through language and linguistics sciences like socio-linguistics, applied-linguistics and psycho-linguistics,�an interrogation of received discourses on language study�has direct and indirect impact on almost all the other disciplines and can be used to enhance language related studies in different ways.�This paper shall define cross-disciplinary research and provide an overview of how applied linguistics and professional studies interrelate, focusing on the fact that research across disciplines must yield output that advances and benefits society, while allowing for complex and nuanced assessments allowed by the porous borders of different disciplines. This paper shares the kind of cross-disciplinary research which marries linguistics, languages and communication with other disciplines (for example, studies based on socio-linguistics and health, law, business or industry) to show how knowledge achieved from such research can result in trans-disciplinary recombination and expertise in other professional domains.
{"title":"BORDER CROSSINGS: USE OF LINGUISTIC STUDIES ACROSS SUBJECT DISCIPLINES","authors":"M. David, Aliyyah Nuha Faiqah Azman Firdaus, Syed Abdul Manan","doi":"10.25134/IEFLJ.V5I2.1902","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1902","url":null,"abstract":"Cross-disciplinary research, involving scholars of multiple disciplines, has attracted much attention from universities recently. This type of study extends beyond simple collaboration in integrating data, methodologies, perspectives and concepts and engages with real world problems, especially as global complexities have undermined the�underlying ideology of countability and singularity of various disciplines founded on antiquated notions of territorialization.�Since most disciplines are transferred through language and linguistics sciences like socio-linguistics, applied-linguistics and psycho-linguistics,�an interrogation of received discourses on language study�has direct and indirect impact on almost all the other disciplines and can be used to enhance language related studies in different ways.�This paper shall define cross-disciplinary research and provide an overview of how applied linguistics and professional studies interrelate, focusing on the fact that research across disciplines must yield output that advances and benefits society, while allowing for complex and nuanced assessments allowed by the porous borders of different disciplines. This paper shares the kind of cross-disciplinary research which marries linguistics, languages and communication with other disciplines (for example, studies based on socio-linguistics and health, law, business or industry) to show how knowledge achieved from such research can result in trans-disciplinary recombination and expertise in other professional domains.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41429515","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1804
Luluk Iswati
Coursebook plays a substantial role in facilitating teaching and learning process, especially for EFL (English as a Foreign Language) learners of English for Specific Purposes (ESP). However, the widely available coursebooks do not always match with the designed program and the learners� as well as the institution� needs. To ensure that a coursebook can optimally support the goals of an ESP course, developing materials is suggested. This research aimed to develop an ESP coursebook using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. A Research and Development method was employed in this research in which the data were collected through questionnaire and interview. The questionnaire was distributed to 430 Business English 1 students at Universitas Muhammadiyah Yogyakarta. Meanwhile, the interview was conducted to 4 English teachers. Here, the data were obtained during the first and the last steps of ADDIE model (analysis and evaluation). The data obtained from the analysis phase were used for need analysis, while those obtained from the evaluation phase were used to evaluate the strengths and weaknesses of the coursebook. The findings showed the coursebook�s elements which cover language, content, tasks, learners, and the learning are good, but the visual elements highly need improvement.
教材在促进教与学的过程中起着重要的作用，特别是对于学习特殊用途英语(ESP)的英语学习者来说。然而，广泛使用的教材并不总是与设计的课程和学习者以及机构的需求相匹配。为了确保教材能够最佳地支持ESP课程的目标，建议开发教材。本研究旨在运用ADDIE (Analysis, Design, Development, Implementation and Evaluation)模式开发一本ESP教材。本研究采用研究与发展的方法，通过问卷调查和访谈的方式收集数据。该问卷被分发给日惹穆罕默德大学商务英语1专业的430名学生。同时，对4位英语教师进行了访谈。这里的数据是在ADDIE模型(analysis and evaluation)的第一步和最后一步获得的。从分析阶段获得的数据用于需求分析，而从评估阶段获得的数据用于评估教材的优点和缺点。结果表明，该教材在语言、内容、任务、学习者、学习过程等方面都是不错的，但在视觉方面还有待改进。
{"title":"DEVELOPING ADDIE MODEL-BASED ESP COURSEBOOK","authors":"Luluk Iswati","doi":"10.25134/IEFLJ.V5I2.1804","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1804","url":null,"abstract":"Coursebook plays a substantial role in facilitating teaching and learning process, especially for EFL (English as a Foreign Language) learners of English for Specific Purposes (ESP). However, the widely available coursebooks do not always match with the designed program and the learners� as well as the institution� needs. To ensure that a coursebook can optimally support the goals of an ESP course, developing materials is suggested. This research aimed to develop an ESP coursebook using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. A Research and Development method was employed in this research in which the data were collected through questionnaire and interview. The questionnaire was distributed to 430 Business English 1 students at Universitas Muhammadiyah Yogyakarta. Meanwhile, the interview was conducted to 4 English teachers. Here, the data were obtained during the first and the last steps of ADDIE model (analysis and evaluation). The data obtained from the analysis phase were used for need analysis, while those obtained from the evaluation phase were used to evaluate the strengths and weaknesses of the coursebook. The findings showed the coursebook�s elements which cover language, content, tasks, learners, and the learning are good, but the visual elements highly need improvement.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44777749","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1798
Yue Tan, A. Aziz
The study of literature provides a civilizing effect on a society anywhere around the world. Through these English kinds of literature, there are aspects of English culture encapsulated in it. This could potentially help students to develop as global citizens, which understand not only the feelings, settings, culture and even thoughts conveyed through the literature but being able to apply it to the real world, as a global citizen. If young students are not able to get such valuable exposure in schools, where are they supposed to receive such valuable input? Through this study, it is aimed to provide an overview of how foreign literature English novels chosen by the Ministry of Education has expanded the students' perspective as a global citizen. This paper aimed to reveal the challenges faced by teachers in using these texts in completing the objectives of producing students as global citizens. Thus, by applying Louise Rosenblatt Transactional Theory, it scaffolds this study to examine the challenges faced by English teachers in incorporating global citizenship values through the teaching of foreign novels in English. Data was collected via classroom observations, document analysis and interviews on both teachers and students. The data collected from the interviews, observations and item analysis were analyzed and results were conveyed in different themes, on the challenges faced by the respondents.�
{"title":"PRODUCING GLOBAL MALAYSIAN SECONDARY STUDENTS THROUGH FOREIGN NOVELS: CHALLENGES","authors":"Yue Tan, A. Aziz","doi":"10.25134/IEFLJ.V5I2.1798","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1798","url":null,"abstract":"The study of literature provides a civilizing effect on a society anywhere around the world. Through these English kinds of literature, there are aspects of English culture encapsulated in it. This could potentially help students to develop as global citizens, which understand not only the feelings, settings, culture and even thoughts conveyed through the literature but being able to apply it to the real world, as a global citizen. If young students are not able to get such valuable exposure in schools, where are they supposed to receive such valuable input? Through this study, it is aimed to provide an overview of how foreign literature English novels chosen by the Ministry of Education has expanded the students' perspective as a global citizen. This paper aimed to reveal the challenges faced by teachers in using these texts in completing the objectives of producing students as global citizens. Thus, by applying Louise Rosenblatt Transactional Theory, it scaffolds this study to examine the challenges faced by English teachers in incorporating global citizenship values through the teaching of foreign novels in English. Data was collected via classroom observations, document analysis and interviews on both teachers and students. The data collected from the interviews, observations and item analysis were analyzed and results were conveyed in different themes, on the challenges faced by the respondents.�","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47638958","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1781
Ratih Inayah, Ningtyas Orilina Argawati
This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.� The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students� interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students� motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.
{"title":"NURTURING STUDENTS' WRITING NARRATIVE INTEREST THROUGH MIND MAPPING AND COOPERATIVE INTEGRATED READING AND WRITING","authors":"Ratih Inayah, Ningtyas Orilina Argawati","doi":"10.25134/IEFLJ.V5I2.1781","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1781","url":null,"abstract":"This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.� The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students� interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students� motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43342850","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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