Relevant bibliographies by topics / English language Study and teaching Indonesia Yogyakarta

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

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

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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

1

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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2

Oktavianti, Ikmi Nur, Arilia Triyoga, and Icuk Prayogi. "CORPUS FOR LANGUAGE TEACHING: STUDENTS' PERCEPTIONS AND DIFFICULTIES." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 441. http://dx.doi.org/10.22460/project.v5i2.p441-455.

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Regarding the seemingly ignored corpus for pedagogical contexts, it is necessary to investigate how prospective English teachers perceive corpus and its use for language teaching. From the description of the perceptions, it is then possible to consider further pedagogical implementation. This study thus examines English Education Department students' perceptions of corpus use for English language teaching in the Indonesian context. There are 31 participants from the fifth-semester students of an English Education Department in Yogyakarta, Indonesia. The perception data were collected through questionnaires and interviews after some practice of corpus use. The questionnaires and interviews show that most students perceived corpus positively and found corpus application for language teaching beneficial and essential, albeit unfamiliar with corpus. Due to ignorance, there are some difficulties faced by the students. However, this study shows the advantages of using corpus for teaching language outweighed the challenges. Thus, it should be considered to equip students in language education departments with corpus lessons intensively.
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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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Romios, Laser, Nindya Primandita, and Novilda Angela Saragih. "Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (November 15, 2020): 217. http://dx.doi.org/10.31002/metathesis.v4i2.2801.

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<p class="AbstractText">This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.</p>
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Triastuti, Anita, and Mehdi Riazi. "Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 526–35. http://dx.doi.org/10.17509/ijal.v9i3.23202.

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Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL teachers; three experienced and three inexperienced teachers of public junior high schools in the Special Territory of Yogyakarta, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews. Analysis of the data revealed these teachers’ content conceptualization focuses on blending texts and English language skills that characterize the implementation of text-based teaching in the Indonesian EFL context. Results of the data analysis for course organization showed teachers’ insufficient understanding on the selected organizing principles for teaching texts. Such understanding led to inconsistency between theory and practice. The findings of the study shed light on a misconception about implementing text-based teaching. Implications of the study address the need to equip Indonesian EFL teachers with both the conceptual and practical knowledge of implementing the methodology of text-based teaching.
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Lestariningsih, Fransisca Endang, John Hope, Suwarsih Madya, and Joko Nurkamto. "IST (In-Service Training) Model to Improve English Teachers’ Pedagogical and Professional Competencies in the Computer Science Department of Universities in Indonesia." Indonesian Journal of EFL and Linguistics 3, no. 2 (August 28, 2018): 115. http://dx.doi.org/10.21462/ijefl.v3i2.72.

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The fact that English teachers teaching in a computer science department may not really know detail about information technology (IT) as a subject, as well as its terminologies, brings about difficulties when deciding what kind of teaching materials are appropriate to the student’s learning needs. Another issue is that some computer science teachers do not have an English language teaching background. This can be a drawback for this group of teachers since they do not really know how to teach the language. The following discussion is a needs analysis used as a preliminary study to develop an in-service training (IST) model to improve English teachers’ pedagogical and professional competencies in a computer science department. Pedagogical knowledge, skill, and attitude, and professional competency became the core study since these two were the obvious difficulties faced by the two groups of teachers. This study involved English computer science teachers, the curriculum administrator, and the students in two private universities and one state university in Yogyakarta, Indonesia. Observations, open interviews, and questionnaires were used to gather the data.
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Rochmiyati, Siti, Imam Ghozali, and Luky Tiasari. "The Character Values-Based Folklores as Teaching Resources to Support English Acquisition." Journal of Educational and Social Research 10, no. 3 (May 10, 2020): 159. http://dx.doi.org/10.36941/jesr-2020-0056.

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The purpose of this study was to identify the folklores carrying character values as teaching materials in English acquisition in Indonesia. This exploratory study was conducted in Central Java and Yogyakarta provinces, Indonesia by inviting 139 participants of Junior high school teachers, students, and experts. The data was collected through interview, documentation and observation, and analyzed descriptively using the Miles, Huberman, & Saldaña' scheme, namely data collection, data condensation, data presentation and conclusion (2014). The result obtained 208 folklores categorized as fairytale, legend, and myth. By applying the Processability Theory (Pienemann, 2005), the researchers proposed some ideas in using the folklores which carry character values for supporting the English acquisition among junior high school students in Indonesia. Through an English integrated teaching and learning process, the students not only learnt the moral values from the folklores but also studied and acquired English as their foreign language. The students, who have been familiar with folklores from their hometown, possessed confidence in understanding the main idea of the story though it was written or told in English. They mostly learnt as well as acquired phrasal and lexical morphology of English.
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Pradana, Harsya Danang, and Ouda Eda Tena. "The Outcome of Authentic Material-Based Teaching in a Speaking Class." Journal of English Education and Teaching 5, no. 2 (June 4, 2021): 216–30. http://dx.doi.org/10.33369/jeet.5.2.216-230.

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This study was conducted to analyze the language outcome variety of authentic material-based speaking classes of a private university in Yogyakarta. The acceptance of World Englishes variants in the world has led to several changes in English language education, one of them being the focus on native-like accents that has previously been the focus of English language classes. Authentic material, teaching materials created by native speakers of a language, is one way that has been proven to be effective for teaching. However, instead of checking its effectivity, this study researches the language variant of the students. To that end, the researcher interviewed five teachers of speaking classes from a private university in Yogyakarta. The results of the research show that despite all classes using authentic material as a method of instruction, the language variation of the students vary. Some students attained native-like speaking proficiency, while others speak in the Indonesian variety of World Englishes. The future direction of any subsequent research to succeed this one is to find out how this phenomenon could happen.
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Sari, Yulnada, Efit Eriani, and Bambang Widi Pratolo. "EFL Teachers’ Views on English Assessment in 2013 Curriculum." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (March 26, 2020): 39–50. http://dx.doi.org/10.30605/25409190.121.

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Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration.
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Romios, Laser, Ashadi Ashadi, and Widyastuti Purbani. "High-stakes testing policy and English language teaching: Voices of the leftovers." Journal on English as a Foreign Language 10, no. 2 (September 4, 2020): 193–221. http://dx.doi.org/10.23971/jefl.v10i2.2005.

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High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers’ voices should be heard for well-rounded education policy. This study aims to investigate the voices of English teachers on the impacts of the national exam (NE) towards English language teaching at junior high schools (JHS) in Yogyakarta, Indonesia. It is a qualitative study involving three private JHSs and three state JHSs, chosen according to their NE-based ranks: low, mediocre, and high performing – for inclusive representation. The subjects are six English teachers from six JHSs. The data were collected through interviews and analyzed using the analysis model of Miles, Huberman, and Saldana, following the steps of data condensation, data categorization, data display, data interpretation, and conclusion drawing and verification. The findings show that NE leads to low order thinking skills, digresses from the goals of curriculum 2013, prioritizes only knowledge, focuses on English passive skills, induces favoritism between teachers, and disables teachers to vary their teaching strategies. Teachers’ involvement in education policy is necessary, and they are generally in favor of the NE abolishment plan. The implication of this study calls for implementing teachers' coping mechanism in transitioning from NE to the newly proposed assessment.
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Dissertations / Theses on the topic "English language Study and teaching Indonesia Yogyakarta"

1

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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2

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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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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4

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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6

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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Abstract:
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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7

"An investigation of English language needs of engineering students at Petra Christian University, Surabaya, Indonesia." 2002. http://library.cuhk.edu.hk/record=b5891229.

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Meedy Nugraha.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves 112-117).
Abstracts in English and Chinese.
ABSTRACT --- p.i
CHINESE ABSTRACT --- p.ii
ACKNOWLEDGEMENTS --- p.iii
Chapter CHAPTER 1 --- INTRODUCTION --- p.1
Chapter 1.1 --- Rationale of the Present Study --- p.1
Chapter 1.2 --- The Importance of Needs Analysis --- p.3
Chapter 1.3 --- Objectives of the Study --- p.3
Chapter 1.4 --- Significance of the Study --- p.4
Chapter 1.5 --- Organization of the Thesis --- p.4
Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5
Chapter 2.1 --- Needs Analysis in English Language Teaching --- p.5
Chapter 2.1.1 --- Subjective versus Objective Information --- p.6
Chapter 2.1.2 --- Major Approaches in Needs Analysis --- p.7
Chapter 2.1.3 --- Orientations in Needs Analysis : Trends Over Time --- p.8
Chapter 2.1.4 --- Limitations of Needs Analysis --- p.9
Chapter 2.2 --- Needs Analyses in the Asian Context --- p.10
Chapter 2.3 --- Needs Analysis in Indonesia --- p.15
Chapter 2.4 --- A Needs Analysis at Petra Christian University (1998) --- p.21
Chapter 2.5 --- Research Gap --- p.23
Chapter CHAPTER 3 --- RESEARCH DESIGN AND PROCEDURES --- p.25
Chapter 3.1 --- Data Collection Procedures in Needs Analysis --- p.25
Chapter 3.2 --- The Importance of Instrument Selection in Needs Analysis --- p.28
Chapter 3.3 --- The Case Study Approach --- p.30
Chapter 3.4 --- Characteristics of Procedures in Needs Analysis --- p.30
Chapter 3.5 --- Strength and Weaknesses of Different Procedures --- p.31
Chapter 3.6 --- The Present Study: Research Design and Procedures --- p.31
Chapter 3.6.1 --- Designing the Questionnaire and Interviews --- p.33
Chapter 3.6.2 --- Data Collection Procedures --- p.36
Chapter 3.7 --- Conclusion --- p.43
Chapter CHAPTER 4 --- FINDINGS --- p.44
Chapter 4.1 --- Quantitative Data: Questionnaire Survey --- p.44
Chapter 4.1.1 --- Students' Perspectives --- p.44
Chapter 4.1.2 --- English Instructors' Perspectives --- p.51
Chapter 4.1.3 --- Engineering Lecturers' Perspectives --- p.53
Chapter 4.2 --- Qualitative Data: Semi Structured Interview --- p.57
Chapter 4.2.1 --- Students' Perspectives --- p.57
Chapter 4.2 2 --- English Instructors' Perspectives --- p.60
Chapter 4.2.3 --- Engineering Lecturers' Perspectives --- p.65
Chapter 4.3 --- Classroom Observation --- p.70
Chapter 4.4 --- Text Analysis --- p.71
Chapter 4.5 --- Conclusion --- p.73
Chapter CHAPTER 5 --- DISCUSSION --- p.74
Chapter 5.1 --- The Current English Needs of Engineering Students at PCU
Chapter 5.1.1 --- Immediate versus Delayed Needs --- p.74
Chapter 5.1.2. --- Different Perceptions between Students and Teachers --- p.76
Chapter 5.1.3 --- Types of Skill Needs --- p.80
Chapter 5.1.3.1 --- Students' Reading Skill Needs --- p.80
Chapter 5.1.3.2 --- Students' Vocabulary Skill Needs --- p.83
Chapter 5.1.3.3 --- Students' Speaking Skill Needs --- p.86
Chapter 5.1.3.4 --- Students' Writing Skill Needs --- p.87
Chapter 5.1.4 --- The Needs of Subject Area Knowledge --- p.88
Chapter 5.2 --- The English Language Course for Engineering Students --- p.90
Chapter 5.2.1 --- Widespread Existence --- p.90
Chapter 5.2.2 --- Large Classes --- p.90
Chapter 5.2.3 --- Time Allocation --- p.91
Chapter 5.2.4 --- Management --- p.91
Chapter 5.2.5 --- Teacher Factors --- p.92
Chapter 5.2.6 --- Learner Factors --- p.93
Chapter 5.2.7 --- Material Development --- p.93
Chapter 5.2.8 --- Teaching Methodology --- p.96
Chapter 5.2.9 --- CUE Lacks Prestige --- p.96
Chapter 5.2.10 --- Syllabus Specification --- p.97
Chapter 5.3 --- The Engineering Faculty and the English Course Mismatches- --- p.97
Chapter 5.4 --- Conclusion --- p.100
Chapter CHAPTER 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.102
Chapter 6.1 --- Summary of the Research Findings --- p.102
Chapter 6.2 --- Limitations of the Study --- p.104
Chapter 6.3 --- Recommendations for English Curriculum --- p.105
Chapter 6.3.1 --- To the English Instructors and Engineering Teachers --- p.106
Chapter 6.3.2 --- Objectives of the English Support Course for Engineering Students --- p.107
Chapter 6.3.3 --- Material Development --- p.109
Chapter 6.3.4 --- Time Allocation --- p.110
Chapter 6.3.5 --- Management of the English Course --- p.110
Chapter 6.3.6 --- To the University --- p.111
Chapter 6.4 --- Conclusion --- p.111
REFERENCES --- p.112
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Dormer, Jan Edwards. "A perfect blend? : a study of coworker relationships between native English speaking and nonnative English speaking teachers in two school sites in Brazil and Indonesia /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442512&T=F.

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Halim, Takariwati. "A study of the certification of EFL teachers in Central Kalimantan, Indonesia." Thesis, 2014. http://hdl.handle.net/1959.13/1040237.

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Research Doctorate - Doctor of Philosophy (PhD)
A study into English language teaching in Indonesia has been conducted. English language teaching in Indonesia has not been successful in its goal of producing effective English speakers. Part of the problem has been inadequate teaching. The Indonesian government has taken steps to improve the quality of English as a Foreign Language (EFL) teachers. One of these steps has been a process of certification. The main objective of the certification for EFL teachers was to improve the quality of teachers, specifically, to strengthen their professional competence. With certification came an increase in remuneration. There is little evidence that certification has improved the quality of EFL teachers. The data gathered by the current study provides further evidence that the current process of certification has not produced the desired result. Teacher certification in Indonesia is problematic because the notion of professional competence proposed by the Ministry of Education is insufficient to cover a broader conception of professional competence. Teachers are only assessed through portfolio; there is no assessment of their performance in the classroom. There is little evidence that certification improves teachers’ professional competence. There is no training incorporated into certification to improve teachers’ competence. The current study examined attitudes towards certification by EFL teachers and EFL assessors. Quantitative (surveys) and qualitative data (interviews) were gathered. Analyses of the data showed widespread dissatisfaction with the current process of certification. On the basis of empirical findings and theoretical perspectives, a proposal for an improved process of teacher certification is presented. This process includes pre-training and post-training, observation of teachers in classrooms, and on-going certification. The current study makes a substantial contribution to a reconceptualization of certification of EFL teachers in Indonesia.
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Liando, Nihta V. F. (Vera Frelly). "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia." 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Bibliography: leaves 211-227. This thesis addresses the implications of language policy for foreign language teaching practice. It specifically looks at the implementation of language policy on the practice of teaching English in Indonesian and Thai primary schools as well as on the practice of teaching Indonesian in Australian primary schools.
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Books on the topic "English language Study and teaching Indonesia Yogyakarta"

1

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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Coombe, Christine, Willy A. Renandya, Suwarsih Madya, Yazid Basthomi, and Fuad Abdul Hamied. ELT in Asia in the Digital Era : Global Citizenship and Identity: Proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching, July 13-15, 2017, Yogyakarta, Indonesia. CRC Press LLC, 2018.

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Coombe, Christine, Willy A. Renandya, Suwarsih Madya, Yazid Basthomi, and Fuad Abdul Hamied. ELT in Asia in the Digital Era : Global Citizenship and Identity: Proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching, July 13-15, 2017, Yogyakarta, Indonesia. CRC Press LLC, 2018.

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Coombe, Christine, Willy A. Renandya, Suwarsih Madya, Yazid Basthomi, and Fuad Abdul Hamied. ELT in Asia in the Digital Era : Global Citizenship and Identity: Proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching, July 13-15, 2017, Yogyakarta, Indonesia. CRC Press LLC, 2018.

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Coombe, Christine, Willy A. Renandya, Suwarsih Madya, Yazid Basthomi, and Fuad Abdul Hamied. ELT in Asia in the Digital Era : Global Citizenship and Identity: Proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching, July 13-15, 2017, Yogyakarta, Indonesia. CRC Press LLC, 2018.

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ELT in Asia in the Digital Era : Global Citizenship and Identity: Proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching, July 13-15, 2017, Yogyakarta, Indonesia. Taylor & Francis Group, 2018.

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British Council. English Language Promotion Unit., ed. A Survey of English language teaching and learning in Indonesia. London: British Council, 1991.

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Renandya, Willy A., Suwarsih Madya, Masaki Oda, Didi Sukiyadi, and Anita Triastuti. English Linguistics, Literature, and Language Teaching in a Changing Era: Proceedings of the 1st International Conference on English Linguistics, Literature, and Language Teaching , September 27-28, 2018, Yogyakarta, Indonesia. CRC Press LLC, 2019.

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Renandya, Willy A., Suwarsih Madya, Masaki Oda, Didi Sukiyadi, and Anita Triastuti. English Linguistics, Literature, and Language Teaching in a Changing Era: Proceedings of the 1st International Conference on English Linguistics, Literature, and Language Teaching , September 27-28, 2018, Yogyakarta, Indonesia. CRC Press LLC, 2019.

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

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"Faith and Learning Integration in ESL/EFL Instruction: A Preliminary Study in America and Indonesia." In Christian Faith and English Language Teaching and Learning, 139–59. Routledge, 2013. http://dx.doi.org/10.4324/9780203337738-18.

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Sabani, Noraisikin, Anita Jimmie, and Hanin Naziha Hasnor. "English and Arabic Language Learning Environments." In Global Perspectives on Teaching and Learning Paths in Islamic Education, 178–204. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch010.

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The learning environment is defined as “external stimulants” that is exposed or reinforced in learners as a means to challenge their learning experiences. These reinforcements may include physical settings, teaching and learning endeavours, and even cultural and social determiners. This empirical study focuses on the perceived experiences that undergraduates from Brunei, Malaysia, and Indonesia experienced in their Arabic and English language learning environments. This qualitative study employed in-depth interviews with 60 informants that were selected through criterion sampling, snowballing technique. The analysis utilised template analysis. Emerging themes were compared and contrasted, to find similarities and differences. This chapter does not aim to seek the superiority of one learning environment over another but to appreciate the diversity and concord of these institutions. The findings illustrated overlapping, differentiated themes, which included the abovementioned.
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Hastowohadi, Hastowohadi, and Eky Kusuma Hapsari. "Exploring Students' Perceptions in Hybrid Vocational English Task-Based Language Teaching in Indonesia Higher Education." In Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises, 85–100. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5934-8.ch004.

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The transition from online to hybrid instruction has been implemented in recent years in response to vocational institution policy in the higher education context of Indonesia in order to implement student engagement in the wake of the COVID-19 outbreak. To address this issue, the authors sought to develop vocational English materials that incorporated hybrid instruction into a task-based approach that encourages independent student learning. The authors investigated and analyzed the responses of students learning vocational English to support our teaching and learning quality as a result of the implementation of the hybrid system. With an emphasis on vocational English tasks, it is hoped that this study will make a practical contribution to the teaching practice in Indonesian higher education during the transition from online to hybrid instructions.
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Listyani, Listyani. "Exploring Problems Encountered by Six Indonesian Teachers in Teaching English: A Case Study in an EFL Context." In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102968.

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It is known worldwide that according to Kachru, there are three circles of world Englishes. The first one is the inner circle, then the outer circle, and the last one is the expanding circle. The last one, the expanding circle refers to the countries where English is a foreign language, including Indonesia. People living in the expanding circle may not get as much exposure as the ones living in the inner or outer circles. They are not exposed to both the spoken and written language as much as those living in the previously mentioned circles. Language learners have to struggle in learning English. This paper describes the challenges and difficulties encountered by six EFL teachers in Indonesia. Two research questions guided this study: What challenges are faced by six Indonesian teachers in teaching English? And what solutions do the teachers implement to solve the problems? The six teachers were selected as respondents because they faced special challenges and difficulties in teaching their high school students. Data were collected through questionnaires distributed to the teachers and interviews done via Google Meet. The findings revealed that the problems the teachers faced varied from social, personal, psychological, as well as financial problems, which the language learners encountered.
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Conference papers on the topic "English language Study and teaching Indonesia Yogyakarta"

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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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Nuradila, Alvan Bastoni. "Learners’ Motivation and Attitude in Non-formal EFL Education: a Case Study of English Class at Babe Berbagi Community in DI Yogyakarta, Indonesia." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.06.

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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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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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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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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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Saddhono, K., R. Suhita, M. Rohmadi, and B. Setyawan. "Implementation Learning Book of Teaching Indonesian to Speaker from Other Language (TISOL) based on Javanese Culture using Scientific Approach: Study in Central Java, East Java, and Yogyakarta." In Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.29-8-2019.2288956.

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Roiyasa, Nisa, Mustasyfa Kariadi, Muhammad Riyanton, and Agus Nugroho. "A Study of Cultural Translation Strategy Of Banyumasan Folklore." 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.22-6-2022.174228.

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