Relevant bibliographies by topics / English language Study and teaching Indonesia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language Study and teaching Indonesia'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "English language Study and teaching Indonesia"

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Simanjuntak, Susi Andriani, and Hsi-Nancy Lien. "Controversies and Possibilities of Teaching and Learning EIL Approach: A Case Study in Indonesia." International Journal of Languages, Literature and Linguistics 7, no. 1 (March 2021): 5–17. http://dx.doi.org/10.18178/ijlll.2021.7.1.279.

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This study investigated the potentials and obstacles to learn and teach English as an international language (EIL) approach in one of senior high schools, in Tebing Tinggi. Indonesia. EIL is embracing the language variations among nations included native and nonnative English language. In our increasingly diverse communities, this approach is a talkback to the monolingual focus in ELT pedagogy and pay much attention to multilingual in the local and global communities and also situated English language education in global/local multilingualism. There were 6 English teachers and two classes (grade 1 and grade 2 which were approximately 60 students) in senior high school were interviewed designed to gain an understanding of both English teachers and students’ perspectives on English as international language (EIL) to get deep information about their tensions, conflicts, struggle, and challenges EIL teachers and students may experience before and after teaching and learning of EIL approach in five meetings. From this result, we could see there were some fertilities and infertilities that we got from implementing and acknowledging this approach. The fertilities that we cultivated were the students learned these topics as knowledge, embracing bright future of learning English, getting to know foreigners and countries, good experience with international friends, learn about their own country (transforming, reflecting themselves as Indonesia, proud to be Indonesia), well understanding the function of English, and fulfil the students’ needs. The other side, the infertilities of implementing EIL approach were they had deficit perspective toward themselves; they did not know about Englishes since it was never taught by their English teachers, bad environment from their community, their preferences and saw Englishes as an error and wrong perception about Englishes, and facilitation and resources as well. From the teachers’ perspective, there were also controversial and possibilities of teaching EIL in this school. They welcomed to the nature of English and getting to know EIL approach, well understanding of English as a tool for students’ future, and willing to pursue English teaching effectively. But, they concerned to the students’ problems, teaching beliefs, preferences, lack of understanding of English variation diversity, curriculum and textbooks. Those problems made them afraid to make any risk, little faith to apply EIL, and created two different worlds of English standard and nonstandard English. By seeing those results bear fruitful pedagogical implications for learning and teaching English, they are meta-awareness; broaden exposure of English learning and teaching, and open English pedagogy.
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Widyasari, Hesti, and Hanandyo Dardjito. "Teaching Indonesian for other language speakers." Technium Social Sciences Journal 28 (February 9, 2022): 43–51. http://dx.doi.org/10.47577/tssj.v28i1.5887.

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Previous studies suggested immersing the language learners in the target language when learning a foreign language. It is, to some extent, difficult to apply because of several factors; therefore, English operates as a medium of instruction in the classroom where the learners have different cultures and different first languages. This study aimed at finding out the use of English as a medium of instruction in teaching Indonesian for foreign language speakers or Bahasa Indonesia bagi Penutur Asing (BIPA). It applied a qualitative design involving a semi-structured interview with three BIPA teachers selected using purposive sampling. The interview data were analysed interpretively. The findings revealed that English was employed when giving instruction, explaining complex concepts and grammar, defining vocabulary, checking the students’ comprehension, and keeping the classroom interaction. However, English was used limitedly because the learners needed to learn and practice the target language.
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Mustafa, Faisal, and Mohammad Kholid. "Translating from English into Indonesian: Which techniques to teach EFL students to be professional translators?" Al-Ta lim Journal 26, no. 2 (July 29, 2019): 131–46. http://dx.doi.org/10.15548/jt.v26i2.521.

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The credits for translation courses offered at the study program of English Language Teaching at a university level in Indonesia are very limited, which is not sufficient to teach and facilitate practices for all techniques of translation. Therefore, the students should only be taught techniques frequently used in translation from English to Indonesian. This research was to analyze translation techniques commonly used in translating from English to Indonesian. The data were collected from Colors magazine, an in-flight magazine for Garuda Indonesia. The magazine comes in two languages. The sentences were extracted, and translated sentences in Indonesian were compared to the original version in English. The research results showed that the most frequently used techniques in translating from English into Indonesian are amplification (23.36%), reduction (15.20%), transposition (12.32%), borrowing (12%), modulation (11.68%), and literal translation (10.08%). Therefore, it is recommended that lecturers teaching students majoring English Language Teaching provide them with those techniques of translations with practices, feedbacks and explicit instruction for revisions.
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Riyanti, Dwi. "Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 2 (August 31, 2017): 115–29. http://dx.doi.org/10.25170/ijelt.v12i2.1472.

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The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.
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Adam, Nurhardiyanti, Abid Abid, and Yusna Bantulu. "Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers." Jambura Journal of English Teaching and Literature 2, no. 1 (July 6, 2021): 12–21. http://dx.doi.org/10.37905/jetl.v2i1.10632.

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Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.
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Novianti, Nita. "ENGLISH LITERATURE TEACHING: AN INDONESIAN CONTEXT." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 42. http://dx.doi.org/10.17509/ijal.v6i1.2660.

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<p>Literature has gained an increasingly important place in language learning. Particularly in the EFL context, it has been regarded as beneficial for the improvement of English skills. However, there is not much attention given to the teaching of English literature for the sake of literature, not merely as a tool or technique in language learning, especially in Indonesia. The research therefore aims to investigate the teaching of English literature to EFL students in Indonesian universities. More specifically, it attempts to find how English literature lecturers select literary texts, what problems encountered by lecturers in teaching English literature to EFL students, and how they cope with the problems. A case study to three lecturers teaching three different literature courses in a state university in Indonesia was conducted. The findings show that: <em>First, </em>lengths, levels of language difficulty, canonical status, and the cultural background of the author become the main consideration for selecting the literary texts to teach; <em>Second</em>, the problems encountered are of threefold, namely reading habit, English proficiency, and resources; and <em>Third</em>, some of the strategies to cope with the problems consist of individual reading assignment, reading group, and taking the most advantage of the internet for teaching resources. This research has demonstrated that there are many areas for further studies in the teaching of English literature to EFL students in Indonesia, finding effective teaching models is one of them.</p>
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Bachtiar, Bachtiar. "Professional Teaching and Learning Effectiveness: A Case of English Language Teaching in Indonesia." International Journal of Education 14, no. 1 (April 5, 2021): 11–18. http://dx.doi.org/10.17509/ije.v14i1.25533.

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This study aims to find out the effectiveness of teacher professional learning (PL) as an effort to increase English language teaching quality in South Sulawesi, Indonesia. It used descriptive qualitative and quantitative case study approach to find about the continuous learning and development activities. Data were derived from questionnaire, observation, and semi-structured interviews. The results revealed that in-service training program is considered effective for sharing knowledge, skills and information among English language teachers. The findings also revealed that Information and Communication Technology (ICT) should be learned in-depth during professional learning activities. In addition, the respondents perceived Subject Teacher’s Meeting or teacher study groups as an effective collaborative model of professional learning activities. This study suggests that the need to involve English language teachers in a training at least once a year as an effort to help them gain new insight and experience in the acquisition of new knowledge and skills and to experience in solving problems both at school and outside school.
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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 17, 2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.
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Murniati, Cecilia Titiek, and Angelika Riyandari. "THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.

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Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
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Isnani, Khoirunnisa. "A STUDY AMONG ENGLISH TEACHERS’ PERCEPTIONS: INVESTIGATING THE ROLES OF ICT IN INDONESIAN EFL CLASSROOM." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 247. http://dx.doi.org/10.24252/eternal.v52.2019.a6.

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The status of English as a foreign language in Indonesia makes the students use this language rarely. Whereas, English as international language and also a compulsory subject in secondary school to university level in Indonesia encourage students to master English. ICT comes with many advantages created innovation in teaching and learning English. Then, the teachers as the key role in the course should utilize it. However, the teachers should know the roles of ICT in teaching English. Therefore, this research aims to analyze English teachers’ perceptions on the roles of ICT in EFL classroom. This descriptive qualitative research involved five English teachers from different schools in Yogyakarta, Indonesia. The research data were gathered using interview. The findings of the research showed that ICT plays role as a tool, a source, and an encouragement of students’ English learning.
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Dissertations / Theses on the topic "English language Study and teaching Indonesia"

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Emilia, Emi. "A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia." Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/2886.

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This thesis reports on the effectiveness of using a genre-based approach in teaching academic English writing to studnet teachers who were learning English as a foreign language in a state university.
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Suwono, S. "Tense, aspect and time concepts in English and Bahasa Indonesia: Pedagogical implications." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1151.

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The aim of the study has been to provide theoretical foundations on which padagogical approaches to the teaching of English tense-aspect complexes to EFL teacher trainees in Indonesian tertiary institutions can be based. The study investigates how expression of time and related concepts in English and Bahasa Indonesia (BI) can be compared with particular regard to pedagogical implications. Two major areas of investigation have been explored: 1. questions relevant to the general linguistic theory of tense and aspect and how the two languages compared fit into such a general theory; ii. questions relevant to how the teaching of English tense-aspect complexes can be seen as consistent with contemporary views based on Second Language Acquisition (SLA) research. Within the former area, the theory of tense as a deictic category and the related 'theory' of aspect developed by Comrie (1976, 1985) are reviewed. A model of tense-aspect complexes developed for the purposes of interlanguage comparison is presented. On the basis of the model the English tense-aspectcomplexes and BI 'temporal-aspectual complexes' are described. In relation to matters pertaining to SLA theory, thefollowing steps have been taken: (1) The speciflc requirements of Indonesian EFL teacher education have been considered in the light of contemporary SLA theory; (2) Textbooks currently used for the teaching of English tense-aspect complexes in Indonesian EFL teacher education at IKIP/FKIPs have been analysed; (3) Current practices and attitudes of the teacher trainers teaching English tense-aspect complexes to EFL teacher trainees at IKlP/FKIPs have been explored. In conclusion, approaches for presenting the English tense aspect complexes based on the major findings of the study are suggested.
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Sulistyo, Dore Corr. "Error analysis as an introduction to interference in Indonesian ESL composition." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1661.

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An overview of the historical background of error analysis and interference issues, followed by a sample error analysis in a case study context. This investigation of errors is significant in bringing to light the impact on English student writing of the differnces between English versus the indirect nature of various levels of Indonesian.
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Mirahayuni, Ni Ketut School of Modern Language Studies UNSW. "Investigating textual structure in native and non-native English research articles : strategy differences between English and Indonesian writers." Awarded by:University of New South Wales. School of Modern Language Studies, 2002. http://handle.unsw.edu.au/1959.4/19068.

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Research into English research articles (RAs) has largely been focused on articles produced by native English writers. This thesis aims to investigate the textual structure of research articles written by non-native English writers, which may contribute to their acceptance for international publication. A comparison is made between RAs written by native English speakers, Indonesian writers writing in English, and Indonesian writers writing in Indonesian, all in the field of Language and Language Teaching. It explores the relation of text's generic structure, context and linguistic realization. The thesis develops a framework for the generic structure analysis based on Swales' CARS model of moves. A complementary analysis using Systemic-Functional Linguistics' (SFL) approach to texture, namely, text's method of development and structure of information, is conducted to further reveal the textual strategies of the different groups. The findings indicate significant differences in both forms and functions of textual strategies between the native and non-native texts. The differences may partly be due to the influence of writing practices in the non-native writers' first language and partly to the writer's attempt to find an appropriate format in the absence of well-established research writing conventions in the first language. Consequently, non-native English texts may show textual features and organising strategies unfamiliar to both the native English and native Indonesian texts. Findings from the research highlight two issues. First, formal and functional differences of generic structure elements and their realizations between the native and non-native English texts may disadvantage the non-native writers, particularly with regards to employment of unfamiliar organizational strategies. Second, besides knowledge of formal generic structure, more importantly, non-native English writers need to acquire the knowledge of the nature of scientific writing in English in order to achieve full control of the writing process and thus produce successful writing. The implications for further research and the teaching of academic writing are discussed.
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Mathew, Ingrid B. "Errors in pronunciation of consonants by Indonesian, Gayo and Acehnese learners of English as a foreign language." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/904.

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This thesis reports on research into consonantal phoneme pronunciation errors in the English of EFL learners from three different first language groups in the province of Aceh, northern Sumatra, Indonesia. It is a qualitative study, describing the errors found for each first language group. Error data was collected from each participant in the language laboratory using an aural discrimination test, a word repetition test and a reading passage test, and also from interviews with each participant which were recorded on audio cassettes. Analysis and explanation of the error data then followed. There were eight participants from each of the three first language groups, with equal numbers of male and female participants in each group. All were students at the State Islamic Institute or other universities in Banda Aceh, either in the English teacher training department or taking English as a compulsory subject in their degree program. At the time of the research they were aged between 19 and 25, and had all taken EFL as a subject for six years in high school. Where it was not their first language, the national language, Indonesian, was their second language. All had studied Arable. The findings indicate errors are largely limited to final stops and sibilants, and initial and final affricates and interdentals.
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Mistar, Junaidi 1967. "Strategies of Indonesian learners of English across individual differences." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8067.

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Ihsan, Diemroh. "A linguistic study of tense shifts in Indonesian-English interlanguage autobiographical discourse." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558344.

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The purpose of the study was two-fold. First, it investigated, described, and analyzed tense shifts and the roles of the present tense forms in IEIL autobiographical discourse. Second, as a contribution to the study of English interlanguage of Indonesian EFL learners it presents some pedagogical implications for the EFL teaching and learning in Indonesia and offers suggestions for further research. The data used for the study were twenty-six essays containing 1700 verb phrases in 937 sentences, which were written by twenty-six freshman EFL learners of the University of Sriwijaya in Palembang, Indonesia, in 1986.The results of the study show that tense use in IEIL is systematic, on one hand, and variable, on the other. Shifts of tense from past to present are generally predictable. The present tense usually functions to present the writer's evaluation or opinion, habitual occurrences, general truth, or factual descriptions functioning as permanent truth in relation to the writer's childhood. Occasionally, the present tense functions as the Historical Present to narrate past events. The past tense, on the other hand, usually functions to describe past truth and, at times, to narrate historical events such as the writer's date and place of birth.Variability also characterizes IEIL autobiographical discourse. That is, IEIL writers do not completely follow the present and past tense rules. For instance, they usually use the present tense to express habitual occurrences, but at other times they use past tense accompanied by such expressions as "on Sundays," "on holidays," "whenever," etc.In addition, the following conclusions have been drawn: (1) IEIL autobiographical discourse largely contains description expressed in the past tense; (2) discourses are highly recommended to be used as the first material in teaching linguistic phenomena such as tense shifts to Indonesian EFL learners; and (3) following the IL theory and principles, EFL teachers should not treat EFL learner's should treat them as a sign that they are in fact in the process of learning.deviants as a sign of improper usage and harmful but instead should treat them as a sign that they are in fact in the process of learning.
Department of English
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Wirza, Yanty. "Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.

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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Books on the topic "English language Study and teaching Indonesia"

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Susanto, Djoko. Teaching Indonesian language in Australia: A methodological perspective of primary English teaching in Indonesia. Malang, East Java, Indonesia: UIN-Malang Press, 2009.

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Alwasilah, Adeng Chaedar. Perspektif pendidikan bahasa Inggris di Indonesia: Dalam konteks persaingan global. Bandung: Andira, 2000.

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Ahmad, Djuwairiah. Curriculum reform: An overview of the English teaching in Indonesian context. Makassar: Alauddin University Press, 2012.

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Cartwright, Kim. Bagus sekali!: Textbook. Port Melbourne: CIS.Heinemann, 2000.

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Patricia, Hedge, Andon Nick, and Dewey Martin, eds. English language teaching. New York, NY: Routledge, 2009.

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Teaching the English language. 2nd ed. Springfield, Ill: C.C. Thomas, 2000.

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Teaching the English language. Springfield, Ill., U.S.A: C.C. Thomas, 1988.

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M, Junaiyah H. Pedoman penyelenggaraan penyuluhan bahasa Indonesia. Jakarta: Pusat Bahasa, Departemen Pendidikan Nasional, 2001.

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Phillipson, Robert Henry Lawrence. English language teaching and imperialism. Sweden: Transcultura, 1990.

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Starting English teaching. London: Routledge, 1992.

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Book chapters on the topic "English language Study and teaching Indonesia"

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 823–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_28.

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In Springer International Handbooks of Education, 1–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_28-1.

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Knowles, Gerry. "Using Corpora for the Diachronic Study of English." In Teaching and Language Corpora, 195–210. except Chapter 2 Corpus Evidcncc in Language Description © John M, Sindair: Routledge, 2014. http://dx.doi.org/10.4324/9781315842677-17.

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Grammatosi, Fotini, and Nigel Harwood. "An Experienced Teacher’s Use of the Textbook on an Academic English Course: A Case Study." In English Language Teaching Textbooks, 178–204. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_6.

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Phan, Ngan Le Hai. "The study." In The Place of English as an International Language in English Language Teaching, 67–81. New York : Routledge, 2020. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9780429460180-5.

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Gaszewski, Jerzy. "Governed Prepositions in English: A Corpus-Based Study." In Second Language Learning and Teaching, 117–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20083-0_9.

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Podhajecka, Mirosława. "“English Self-Taught”: Self-Study Guides for Polish Learners of English (1860–1945)." In Second Language Learning and Teaching, 315–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35305-5_18.

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Martinez, Magdalena. "CASE STUDY: Nevada's English Language Learner Strategy." In The Wiley Handbook of Teaching and Learning, 301–20. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch12.

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Hamied, Fuad Abdul. "English Language Teacher Education Amid Policy Changes in Multilingual Indonesia." In Local Research and Glocal Perspectives in English Language Teaching, 433–46. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6458-9_27.

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Święciński, Radosław. "An EMA Study of Articulatory Settings in Polish Speakers of English." In Second Language Learning and Teaching, 73–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_6.

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Conference papers on the topic "English language Study and teaching Indonesia"

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Ramadhani, Reski, Siti Nuraeni Muhtar, Anugrah Imani, and Yayan Carlian. "Word Ladder Game in Teaching Vocabulary: An Experimental Study in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216602570264.

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Trisnawati, Meri, Sajidin, and Dian Ekawati. "EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Fachrunnisa, Maryam, Nia Kurniawati, Sajidin, and Dian Ekawati. "Indonesian EFL Teachers Competence in Constructing Lots and Hots-based Test: A Case Study in an Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220404680476.

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Rahman, Faisal Abdul, Erni Haryanti Kahfi, and R. Nadia R.-P. Dalimunthe. "Exploring the Implementation of Teacher’s Corrective Feedback on Students’ Pronunciation: A Case Study in an Indonesian Public High School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220804770485.

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Madjdi, Achmad, Atik Rokhayani, and Muh Syafei. "Empowering Teaching Materials Of Approaches And Methods In English Language Teaching (Amelt) Subject Matter Through Lesson Study." In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288097.

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Maxwelll-Smith, Zara, Simón González Ochoa, Ben Foley, and Hanna Suominen. "Applications of Natural Language Processing in Bilingual Language Teaching: An Indonesian-English Case Study." In Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.bea-1.12.

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Anggraeni, Candradewi. "Engaged Learning in MOOCs for Teaching Professional Development in the Cyber Era: A Study of Autoethnography." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285304.

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Aimah, Siti, Dwi Rukmini, Mursid Saleh, and Dwi Linggar Bharati. "Pedagogical Content Knowledge: Teaching Preparation for Pre-Service English Teachers (A Case Study at Universitas Muhammadiyah Semarang)." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285328.

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Lestari, Yuni, Kamaludin Yusra, Arifuddin Arifuddin, and Ni Wayan Susanti. "English Teachers’ Responses to the New Indonesian Education Paradigm: A Case Study of Batu Layar English Teachers’ Consultative Group." In Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-11-2020.2310178.

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S, Wahyuni, Nasmilah Nasmilah, Ayub Khan, and Sukmawaty Mumu. "Teacher Talk and Student Talk in English Classroom Interaction Analysis: A Literature Study." In Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.14-8-2021.2317642.

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Reports on the topic "English language Study and teaching Indonesia"

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. LEXICO-STYLISTIC MEANS OF CREATING CHARACTERS (BASED ON THE STORY “THE POOL” BY W.S. MAUGHAM). Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-62-70.

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Purpose. The article deals with various lexico-stylistic means of portraying a literary character. The analysis is based on the empirical study of the story “The Pool” by a famous English writer William Somerset Maugham. The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the story “The Pool” as well as of many other Maugham’s stories is the author’s strong presence. The portrayal characteristics of the protagonists, their manner of speech, the surrounding nature greatly contribute to creating the unforgettable characters of Lawson and his wife Ethel. Somerset Maugham employs various lexico-stylistic means to create the images of Lawson and Ethel, allowing the reader to vividly portray their personalities. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation, in writing course and graduation papers.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. SOMERSET MAUGHAM - MASTER OF CREATING CHARACTERS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-111-121.

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Purpose. The goal of the present article is to study various means of creating a literary character. Analyzing the creative work of a famous English writer William Somerset Maugham and basing on the story «The Kite» an attempt is made to scrutinize Maugham’s peculiar style and lexico-stylistic devices he employs to create the main female characters of the story «The Kite». The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the protagonists of the story “The Kite” is the author’s strong presence. Portraying the characters of Missis Sunbury and Miss Bevan, Somerset Maugham pays special attention to precise description of their appearances and manner of speech. Employing various lexico-stylistic devices, S. Maugham creates extraordinarily vivid characters. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation.
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