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1
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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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Maulida, Restuti, Iva Nandya Atika, and Norimune Kawai. "The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia." Discourse and Communication for Sustainable Education 11, no. 1 (June 1, 2020): 65–73. http://dx.doi.org/10.2478/dcse-2020-0007.
Повний текст джерелаАнотація:
AbstractThe pre-service teachers’ attitudes is one indicator to show whether the inclusive education system is successfully implemented. However, no research studies have been conducted to reveal pre-service teachers’ attitudes towards inclusive education in Indonesia. Therefore, the purpose of this study was to know the attitudes towards inclusive education of pre-service teachers in Indonesia. The current study investigated 177 Indonesian pre-service teachers who have studied the inclusive education course in Yogyakarta city using the teachers’ attitudes towards inclusion scale. The findings of the current study were 1) the pre-service teachers had moderate attitudes and beliefs towards inclusive education, 2) there were no differences in attitudes toward inclusive education between males and females, and between those who have never interacted with students with special education needs and those who have such experiences.
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Hapsari, Anita Galuh Sri. "Investigating Non-formal EFL Teachers’ Wellbeing in an English Course in Yogyakarta, Indonesia." Language Circle: Journal of Language and Literature 14, no. 2 (April 17, 2020): 168–75. http://dx.doi.org/10.15294/lc.v14i2.22828.
Повний текст джерелаАнотація:
Teachers’ wellbeing potentially carries domino effects on their performances in class. Teachers develop their creativity to perform teaching and learning activities in class when they achieve wellbeing. It affects the students whether they enjoy their learning process with the teachers. This qualitative study aims to explore how the non-formal English teachers experience teaching, working dynamics and complexities from teachers’ points of view; and how these subject matters affect their wellbeing. In-depth interviews were conducted to obtain the data from the research participants. The data were analyzed by employing Holmes’s (2005) categories of teachers’ wellbeing. The findings and discussion of this research demonstrates that the teachers achieved intellectual, emotional, and spiritual wellbeing through different trajectories. The result of this study contributes to English courses as companies to maintain the teachers’ wellbeing for the sake of teachers’ performances. Future researchers are suggested to conduct similar study with quantitative approach in order to get bigger and general picture of non-formal EFL teacher wellbeing.
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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.
Повний текст джерелаАнотація:
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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Indraswari, Veronica Noviatri, and Paulus Kuswandono. "ENGLISH TEACHERS� MOTIVATION AND CHALLENGES IN VOCATIONAL HIGH SCHOOL IN YOGYAKARTA." LLT Journal: A Journal on Language and Language Teaching 21, Suppl (June 25, 2018): 96–104. http://dx.doi.org/10.24071/llt.v21isuppl.1197.
Повний текст джерелаАнотація:
This study examines English teachers voices regarding the teacher professional development (TPD) experiences in state vocational high school in Yogyakarta, Indonesia. The voices include their motivation and perceived challenges of professional development efforts. The study is a qualitative research employing questionnaire and interviews to gather the data from ten English teachers in state vocational high school. The findings unravel some intrinsic motivations of English teachers and the challenges and needs perceived in doing TPD related to their time management, namely problems related to teaching schedule and time to look after the family. Most teachers also need more training to practice their ICT skills and performance. The suggestions for further studies are also discussed.DOI: doi.org/10.24071/llt.2018.Suppl2109
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Upa, Yunika, and Concilianus Laos Mbato. "ENGLISH TEACHER IDENTITY CONSTRUCTION: INDONESIAN TEACHERS’ MOTIVATION AND STRATEGIES IN TEACHING ENGLISH FOR SPECIAL NEEDS STUDENTS." PROJECT (Professional Journal of English Education) 3, no. 2 (March 17, 2020): 311. http://dx.doi.org/10.22460/project.v3i2.p311-321.
Повний текст джерелаАнотація:
Being a teacher in special needs school is not an easy job. Besides having to possess knowledge about children with special needs, special needs school teachers are required to have high patience and good mentality at work. One factor that affects the teachers’ success in educating students at special needs school, is the teachers’ motivation in carrying out their obligation. This study aimed to investigate what factors affected Indonesian teachers’ motivation in shaping and developing their identities and what strategies they used in teaching students with special needs.Using a qualitative method, the researchers gained data by interviewing teachers from two special needs schools in Yogyakarta, Indonesia. After analyzing the data, the researchers found that both intrinsic factors such as the desire to assist students with special needs to be more independent, and extrinsic factors such as family, students, and colleagues influenced the teachers’ motivation to teach in special needs schools in Yogyakarta. These factors played an important role in developing and shaping the teachers’ identity. The researchers also found that audio visual materials became the most effective and helpful strategies in teaching English for special needs schools. This study offers some suggestions for future researchers and Indonesian government.Keywords: Teacher Identity, motivation, teaching strategies, audio visual materials
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Arfiandhani, Puput, and Ika Wahyuni Lestari. "PRE-SERVICE ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ MOTIVES TO BECOME TEACHERS: A COMPARATIVE STUDY." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 306. http://dx.doi.org/10.24252/eternal.v52.2019.a11.
Повний текст джерелаАнотація:
This study aimed to compare the male and female pre-service teachers’ motives in becoming EFL teachers and to find out whether there was any difference between male and female pre-service teachers’ motives to become teachers. The quantitative research with survey design was applied to collect the data from three private teacher-training institutions of Yogyakarta, Indonesia. SPSS 24 was used to analyze the data. The findings indicated that the Sig. (2-tailed) value was 0.612 higher than 0.05 (alpha) and the descriptive statistical analysis proved that the mean score between female (N=96) and male (N=36) pre-service teachers’ motivation was relatively same. The mean score for female was 2.90 with the standard deviation of 0.38 and for male was 2.94 with the standard deviation of 0.26. Therefore, there was no difference between male and female pre-service teachers’ motivation in three teacher-training institutions of Yogyakarta.
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Paradewari, Dirtya Sunyi, and Concilianus Laos Mbato. "LANGUAGE ATTITUDES OF INDONESIANS AS EFL LEARNERS, GENDER, AND SOCIO-ECONOMIC STATUS." LLT Journal: A Journal on Language and Language Teaching 21, no. 1 (April 19, 2018): 114–23. http://dx.doi.org/10.24071/llt.v21i1.1051.
Повний текст джерелаАнотація:
This study explored the language attitude in terms of gender and socio-economic status (SES) in Yogyakarta, Indonesia. The aim of this study was to find out the relationships among five components of languages attitudes in terms of gender and socio-economic status (SES). There were 256 participants from four universities in Yogyakarta. The participants were asked to fill out a questionnaire about the language used and general language attitudes through the Google Form. The results showed that there are five components of language attitudes; 1) Indonesian learners showed positive language attitudes toward English (3.58); 2) positive language attitudes toward Indonesian (3.66); 3) positive language attitudes toward English and negative language attitudes toward Indonesian (3.52); 4) positive language attitudes toward Indonesian and negative language attitudes toward English (3.58); 5) positive language attitudes toward English and Indonesian (3.91). These five components of language attitudes were then correlated with gender; 1) gender was positively related to English language attitude where female learners had higher positive language attitudes than males did toward English (.097); 2) there was no relation between gender and Indonesian language attitude (-.071). In addition, SES was also related to five (5) components of language attitudes in which the learners who came from upper class had higher positive language attitudes towards English (.155) than learners who came from lower class. On the other hand, the correlation between SES and Indonesian language showed the learners from middle class had higher positive language attitudes (.031) than the learners from upper class and lower class.DOI: doi.org/10.24071/llt.2018.210112
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Kramadibrata, Angga. "The Halo surrounding native English speaker teachers in Indonesia." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 282. http://dx.doi.org/10.17509/ijal.v5i2.1352.
Повний текст джерелаАнотація:
The Native Speaker Fallacy, a commonly held belief that Native English Speaker Teachers (NESTs) are inherently better than Non-NESTs, has long been questioned by ELT researchers. However, this belief still stands strong in the general public. This research looks to understand how much a teacher’s nativeness affects a student’s attitude towards them, as well as the underlying reasons for their attitudes. Sixty seven respondents in two groups were asked to watch an animated teaching video, after which they completed a questionnaire that used Likert-scales to assess comprehensibility, clarity of explanation, engagement, and preference. The videos for both groups were identical apart from the narrator; one spoke in British English, while the other, Indian English. In addition, they were also visually identified as Caucasian and Asian, respectively. The video was controlled for speed of delivery. The quantitative data were then triangulated using qualitative data collected through open questions in the questionnaire as well as from a semi-structured interview conducted with 10 respondents. The data show that there is a significant implicit preference for NEST teachers in the video, as well as in respondent’s actual classes. However, when asked explicitly, respondents didn’t rank nativeness as a very important quality in English teachers. This discrepancy between implicit and explicit attitudes might be due to a subconscious cognitive bias, namely the Halo Effect, in which humans tend to make unjustified presumptions about a person based on known but irrelevant information.
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Tsuda, Satoko, Sri Hartini, Elsi Dwi Hapsari, and Satoshi Takada. "Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers’ Gender Perspective." Asia Pacific Journal of Public Health 29, no. 4 (April 25, 2017): 328–38. http://dx.doi.org/10.1177/1010539517702716.
Повний текст джерелаАнотація:
Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.
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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.
Повний текст джерелаАнотація:
<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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F, Firman, Friscilla Wulan Tersta, Cicyn Riantoni, and Fellicia Ayu Sekonda. "TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING." Humanities & Social Sciences Reviews 8, no. 2 (April 14, 2020): 37–45. http://dx.doi.org/10.18510/hssr.2020.82e03.
Повний текст джерелаАнотація:
The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education.
Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively.
Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport.
Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education.
Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.
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Toar, Dayan Domisianus, and Barli Bram. "Impacts of English Reading Attitudes on L2 Achievements." Indonesian Journal of EFL and Linguistics 7, no. 1 (May 30, 2022): 1. http://dx.doi.org/10.21462/ijefl.v7i1.448.
Повний текст джерелаАнотація:
Reading is an acquired skill needed for obtaining knowledge. To be successful in reading, one should adopt certain attitudes to ensure the reading activity's fruitfulness. This correlational study investigates the possible significant relationship between reading attitude and L2 achievement. The subjects of this study were 47 vocational school students in Yogyakarta. Samples were chosen using purposive sampling with X graders and XI graders of a vocational school. The data were collected through a questionnaire, interview sessions, and an English exam. The hypothesis of this research was the more positive the students’ attitude was, the higher were L2 achievements of the students. The writers conducted a Pearson correlation computation to analyze the correlation of the obtained data. The findings showed that the students' reading attitude was positive and the L2 achievements were high, but the reading attitude correlated negatively and weakly to L2 achievements. Other factors affected L2 achievements as well. ESL teachers should be concerned about their students’ reading attitudes
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Fitriati, Anna, and Maria Magdalena Sinta Wardani. "LANGUAGE ATTITUDES AND LANGUAGE CHOICE AMONG STUDENTS IN YOGYAKARTA: A CASE STUDY AT UNIVERSITAS SANATA DHARMA." International Journal of Humanity Studies (IJHS) 3, no. 2 (February 26, 2020): 239–50. http://dx.doi.org/10.24071/ijhs.v3i2.2226.
Повний текст джерелаАнотація:
Yogyakarta is a multicultural city in which people from different regions and ethnicity live and well known as one of the best foreign tourist destinations in Indonesia. This situation gives an excellent opportunity for the community to communicate with others whose different cultural backgrounds, ethnicity, and language. Commonly, they talk in Javanese, the local language spoken in Yogyakarta. Meanwhile, due to the engagement with those who speak in different languages, Indonesian and English are gaining more frequent usage. Concerning this situation, this paper is to investigate the language choice among students in Yogyakarta. This study also scrutinises their language attitude toward English, colloquial Indonesian, and local languages. In achieving the objectives, a sociolinguistic questionnaire is given to 100 sample respondents who are the students of Universitas Sanata Dharma. The results show that the students have appreciative attitudes towards the colloquial Indonesian, English, and local languages. The investigation on the language choice indicates that the students choose to communicate using Indonesian. The dominance of Indonesian shifts the use of local languages.
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Ayu Meiratnasari, Agus Wijayanto, and Suparno. "The Teacher’s Perspective on the Impact of Politeness Strategies in the Indonesian English Textbook on Student’s Communicative Competence." Issues in Language Studies 9, no. 1 (June 29, 2020): 166–78. http://dx.doi.org/10.33736/ils.1807.2020.
Повний текст джерелаАнотація:
The purpose of this study was to investigate teacher's perspectives of the impact of politeness strategies in the Indonesian English textbooks on student's communicative competence. The participants were two English teachers who taught in one of the senior high schools in Yogyakarta, Indonesia and five students. Discourse analysis of the interview data was conducted. The results showed that the teachers have a positive point of view about the authority of politeness strategies, reflected in Indonesian English textbooks, on their student's communicative competence. Unfortunately, the teachers could not explain in more detail the aspects of communicative competence which could be influenced by politeness strategies in the English textbooks. The interviews with the students indicated that politeness strategies reflected in their English textbooks supported the student's linguistic competence and strategic competence.
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Dhian Marita Sari. "Islamic students’ attitudes and perceptions toward learning English: a study from male-female students of STIT Madani Yogyakarta." At Turots: Jurnal Pendidikan Islam 3, no. 2 (January 5, 2022): 62–76. http://dx.doi.org/10.51468/jpi.v3i2.76.
Повний текст джерелаАнотація:
The English status of a Foreign Language (FL) in Indonesia has been granted. However, the language has become quite popular and dominant in several schools in Indonesia, especially in private colleges and universities. The study aimed was to find out the male-female English foreign language (EFL) students’ attitudes and perceptions toward learning English and female and male students’ difficulties in learning English. The data was collected from 30 Islamic at the first student’s semester at STITMA Yogyakarta. Data collecting techniques used in this research were through a set of close-ended questioners. The study used a qualitative and quantitative resign design. The research finding revealed that male and female Islamic education students have positive attitudes and perceptions to learn English although the male students had lower enthusiasm to gain their knowledge in learning English than female students. Both (male and female students) perceived learning English was important not only for their future life but also for spreading Islam around the world. The female and male students had similar obstacles in pronunciation and vocabulary mastery. Moreover, most female students thought that speaking skills were the most difficult skill, while most male students consider listening was the most difficult skill to learn.
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Lestariningsih, Fransisca Endang, and Lemmuela Alvita Kurniawati. "Engaging busy teachers of young learners in in-service English training." EduLite: Journal of English Education, Literature and Culture 7, no. 1 (February 28, 2022): 59. http://dx.doi.org/10.30659/e.7.1.59-70.
Повний текст джерелаАнотація:
Highly qualified and competent teachers are the key for outstanding education systems. Teachers, however, are too busy with administrative work. Accordingly conducting engaging in-service training for them is a relief, as well as a way to improve their teaching skills. The aim of this research is to report the in-service English training in a bilingual school in Yogyakarta Special Province, Indonesia, which the outcome is to improve the English skills of the teachers as a means of teaching (EMI � English as a Medium of Instruction). Questionnaires, interviews, and written reflections were the techniques of collecting the data. The result of the training shows that through some light hands-on activities, the teachers� motivation and engagement improved. This improvement resulted in the increase in using classroom language instructions.
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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.
Повний текст джерелаАнотація:
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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Ulan Dari, Bayun, and Nur Hidayanto Pancoro Setyo Putro. "Correlation Between Self-Efficacy and Motivation of English Teachers, Towards Students’ Achievement in Yogyakarta, Indonesia." Jurnal Pendidikan Progresif 11, no. 1 (2021): 77–87. http://dx.doi.org/10.23960/jpp.v11.i1.202107.
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Pujiani, Tri, Ida Dian Sukmawati, and Nunun Indrasari. "TEACHERS’ READINESS TOWARD THE NEW PARADIGM OF ENGLISH LANGUAGE TEACHING: A NARRATIVE INQUIRY." UC Journal: ELT, Linguistics and Literature Journal 3, no. 2 (November 15, 2022): 116–25. http://dx.doi.org/10.24071/uc.v3i2.5363.
Повний текст джерелаАнотація:
The development of English Language Teaching grows rapidly. The pandemic of Covid-19 became the turning point for teachers' awareness of the need for changes in language teaching practices. The advance in technology also takes an important role in the current trends of Language teaching. A narrative inquiry research method was applied to investigate the teachers' perception of their readiness toward the paradigm shift of English Language Teaching. Eight English teachers from many areas in Indonesia such as Semarang, Lampung, Jombang, Surakarta, Yogyakarta, and Purwokerto participated in this research through in-depth interviews. Then, the data collected were classified into several points regarding the new paradigms of education. The teachers' views on the paradigm shift in Education and the current practice of English Language Teaching were presented in this paper. Finally, teachers as the spearhead of education are required to be lifelong learners who are creative, innovative, and adaptive to the rapid change in world trends.
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Sandra, Lifia Alex, and Lemmuela Alvita Kurniawati. "Differentiated Instruction for ASD Students in an EFL Class." NOBEL: Journal of Literature and Language Teaching 12, no. 2 (September 30, 2021): 243–59. http://dx.doi.org/10.15642/nobel.2021.12.2.243-259.
Повний текст джерелаАнотація:
his study aimed to investigate the implementation of Differentiated Instructions (DI) for Autism Spectrum Disorder (ASD) students in an EFL class and investigate the teachers’ views on the use of DI in an EFL class. This study employed a qualitative method and used an observation and interview checklist as the research instruments. Conducted in a private inclusive elementary school in Yogyakarta, Indonesia, this study involved three classes, i.e., grade 2, grade 3, and grade 6, and two English teachers who have experience teaching ASD students in an inclusive classroom setting. The observation and interview showed that DI was implemented in two ways, i.e., the English teachers designed different assessments for ASD students, and 2) the English teachers provided extra assistance for ASD students. The findings indicated that DI helped ASD students accomplish all in-class English assignments, and it helped ASD students follow the language of instructions in the English class. At the end of the article, implications and contributions for both in- and pre-service English teachers who teach ASD students in an inclusive class are offered.
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Supiani, Supiani. "INVESTIGATING THE EFL TEACHERS’ ATTITUDES TOWARD THE INTEGRATION OF WEB 2.0 TOOLS IN TEACHING ENGLISH AT ISLAMIC BOARDING SCHOOLS." Wiralodra English Journal 3, no. 1 (June 25, 2019): 272–85. http://dx.doi.org/10.31943/wej.v3i1.41.
Повний текст джерелаАнотація:
The purposes of this study are to investigate EFL teachers’ attitudes toward the integration of Web 2.0 tools in teaching English at Islamic Boarding Schools and to examine the extent of using Web 2.0 tools in teaching English at Islamic Boarding Schools. There were 18 EFL teachers from Islamic Boarding Schools in South Kalimantan province, Indonesia participated in this study. The data were taken from the EFL teachers were gathered by using the questionnaire, analyzed using descriptive statistics and followed up in the interview. The results of the study indicated that most EFL teachers have positive attitudes toward the integration of Web 2.0 tools in teaching English and percentages of their attitudes were high, with 75%. The findings also showed that almost all of the EFL teachers strongly agreed that Web 2.0 tools made them more efficient and interesting in the teaching and learning process at the class. The majority of EFL teachers that integrated towards Web 2.0 tools in teaching English used tools such as YouTube, Google Sites, blogs, and wikis. However, there were the barriers that were faced by the EFL namely lack of technological equipment in school, limited time at the class to explore the technology and the students were not allowed to bring communication tools at the class, so Web 2.0 tools have not been fully explored at the English class.
Keywords: EFL teachers attitudes, The integration of Web 2.0 tools, Teaching English
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Suhayati, Lisa. "Teachers’ Atttitudes toward the Use of L1 in the EFL Classroom." Journal of Language Learning and Research (JOLLAR) 1, no. 2 (November 25, 2018): 69–75. http://dx.doi.org/10.22236/jollar.v1i2.3483.
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This study aims to determine the attitudes and beliefs of teachers regarding the use of L1 in EFL (English as a foreign language) and to describe the functions for which L1 was employed by the teachers. The participants of this study were 15 EFL teachers teaching at several schools in three provinces: Banten, West Java, and Jakarta (Indonesia). To collect data, the writer conducted Likert-scale survey and semi-structured interview to two teachers. The results showed that even though there were few of them were in doubt whether the use of L1 might negatively affect students’ English learning, their attitudes were positive toward the use of L1 in the English classroom. The results also indicated that the teachers employed L1 in the classrooms as a teaching tool and as part of classroom management to maximize the learning outcomes.
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Kustati, Martin, and Hidayat Al-Azmi. "Pre-Service Teachers' Attitude on ELT Research." Research in Social Sciences and Technology 3, no. 2 (May 20, 2018): 1–13. http://dx.doi.org/10.46303/ressat.03.02.1.
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This paper reports on a research determining the attitudes of pre-service EFL teachers’ attitude to research in English language teaching (ELT) in Indonesia. A mixed method was used in this study. A survey questionnaire was completed by 217 (F= 187, M=30) participants who enrolled in the fourth year of undergraduate teacher education. Then, interview was used to identify their problems in conducting the research. The participants acknowledged that they had positive attitudes towards research in ELT. Meanwhile, they had negative views about English department involvement in their research. While there were no significant sex differences in the attitudes to ELT research. The interview findings revealed that there were some factors that made them get difficulties in doing their research. The pedagogical implications of the study for the pre-service teachers include the need to be aware of the significant relationship between attitude and background in research practice and they should be trained formally on conducting and writing ELT research.
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Firda, Ima Dwi Lailatul, Utami Widiati, Ekaning Dewanti Laksmi, and Nur Hayati. "ATTITUDES TOWARD EXTENSIVE READING AMONG ENGLISH TEACHERS OF SENIOR HIGH SCHOOLS." Jurnal Ilmu Pendidikan 24, no. 1 (June 25, 2018): 1. http://dx.doi.org/10.17977/um048v24i1p1-9.
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Abstract: Attitudes Toward Extensive Reading Among English Teachers of Senior High Schools. This survey aims to investigate the attitudes of 32 English teachers of public senior high schools in a district in East Java Province, Indonesia, toward Extensive Reading (ER) as one of the ways of improving reading habit, covering the teachers’ cognitive, behavioral, and affective attitudes. Questionnaires in the form of closed-ended and open-ended questions were used as the main instrument to collect the data, complemented with interviews with sampled teachers to gain more in-depth understanding of the phenomena under study. The results show that cognitively, most English teachers have positive cognitive attitudes, which implies good understanding of ER. The teachers’ affective attitudes also reflect their eagerness to know more about implementing ER and to find ways of solving potential problems. However, in terms of behavioral attitudes, the data show that the teachers are still in doubt to conduct ER program due to several problems, such as time allotment, reading resources, students’ motivation, curriculum and school programs, learning assessment, and school rules. The findings imply the need for policy makers at school and government’s educational agencies, as well as experts in the field to help support the teachers in setting up ER program at schools by addressing the issues that teachers are concerned with.Abstrak: Sikap Guru Bahasa Inggris Sekolah Menengah Atas Terhadap Membaca Ekstensif. Studi survei ini bertujuan untuk menyelidiki sikap (kognitif, konatif, dan afektif) dari 32 guru bahasa Inggris Sekolah Menengah Atas di salah satu kota di Provinsi Jawa Timur, Indonesia, terhadap membaca ekstensif sebagai salah satu cara untuk meningkatkan kebiasaan membaca. Kuesioner dalam bentuk pertanyaan tertutup dan terbuka digunakan sebagai instrumen utama untuk mengumpulkan data, serta dilengkapi dengan wawancara dengan guru sampel untuk mendapatkan pemahaman mendalam tentang fenomena yang diteliti. Hasil penelitian menunjukkan bahwa secara kognitif, sebagian besar guru bahasa Inggris memiliki sikap kognitif positif, yang menyiratkan pemahaman yang baik tentang membaca ekstensif. Sikap afektif guru juga mencerminkan keinginan mereka untuk mengetahui lebih banyak tentang penerapan membaca ekstensif dan untuk menemukan cara memecahkan masalah potensial. Namun, dalam hal sikap konatif, data menunjukkan bahwa guru masih ragu untuk melakukan program membaca ekstensif karena beberapa masalah, seperti alokasi waktu, sumber bacaan, motivasi siswa, kurikulum dan program sekolah, penilaian pembelajaran, dan peraturan sekolah. Hasil-hasil ini menyiratkan perlunya pembuat kebijakan di sekolah dan lembaga pendidikan pemerintah, serta para ahli di lapangan untuk membantu mendukung para guru dalam menyiapkan program membaca ekstensif di sekolah-sekolah dengan menangani isu-isu yang berkaitan dengan guru.
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Hapsari, Anita Galuh Sri, and Markus Budiraharjo. "English Teacher Identity in The Context of Zoning Policy Implementation." Journal of Education Research and Evaluation 3, no. 4 (December 4, 2019): 258. http://dx.doi.org/10.23887/jere.v3i4.23203.
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Teacher identity still remains an important topic to discuss in education because it shows teachers’ personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students’ characteristics in high and low-performing schools. Secondly, teachers’ maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects
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Subekti, Adaninggar Septi, and Maria Raras Rumanti. "Pelatihan Bahasa Inggris untuk Guru Sekolah Dasar di Yogyakarta di Masa Pandemi Covid-19." Jurnal Pengabdian Pada Masyarakat 5, no. 4 (November 30, 2020): 1077–86. http://dx.doi.org/10.30653/002.202054.518.
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ENGLISH TRAINING FOR ELEMENTARY SCHOOL EDUCATORS IN YOGYAKARTA IN THE TIME OF COVID-19. This community service activity was conducted in the form of an English training for eight teachers of an Elementary School in Yogyakarta, Indonesia. It was conducted from January 2020 up to April 2020. The elementary school in which the training was conducted was an inclusive school in the process of implementing English as Medium Instruction (EMI) policy. As such, its teachers’ mastery of English became paramount important to facilitate young learners with all their individual differences. The training consisted of ten meetings focusing on giving instructions in class. The first up to the sixth meetings were conducted at the school in a face-to-face mode, whilst the seventh up to the tenth meetings were conducted online, mostly through tele-conferences, due to the Covid-19 pandemic compelling both facilitators and the training participants to work from home. In the ninth meeting, the participants sent their micro-teaching videos on giving effective instructions in class. In the last meeting, the facilitators gave constructive feedback based on the videos sent earlier on aspects that the participants had been good at and aspects that still needed improvements.
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Ramadhani, Siffa Annisa Fitri, and Ahmad Bukhori Muslim. "Investigating Teachers’ Attitudes towards Teaching and Learning of English as a Lingua Franca (ELF) in Indonesian EFL Context." Jurnal Penelitian Pendidikan 21, no. 2 (August 31, 2021): 66–79. http://dx.doi.org/10.17509/jpp.v21i2.35131.
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AbstrakBahasa Inggris sebagai Lingua Franca (English as a lingua franca-ELF) telah mendapatkan perhatian yang tinggi dalam pengajaran bahasa Inggris tetapi masih kurang diteliti dalam konteks Bahasa Inggris sebagai Bahasa Asing (English as a foreign language-EFL) seperti di Indonesia. Penelitian ini bertujuan untuk meneliti sikap guru terhadap ELF dan beberapa kemungkinan tantangan dalam memasukkan pengajaran ELF ke dalam praktik pengajaran mereka. Menggunakan metode deskriptif kuantitatif dengan memberikan survei cross-sectional kepada 50 guru EFL di Jakarta, penelitian ini telah menemukan bahwa para guru memiliki sikap positif terhadap penggunaan ELF dalam proses belajar mengajara di konteks EFL Indonesia. Namun, ditemukan juga tidak familiernya guru dengan aksen lain, kesiapan guru, siswa, dan institusi dalam memasukkan pengajaran ELF, menyediakan materi pembelajaran yang sesuai, dan penutur asli sebagai tantangan yang dihadapi dalam memasukkan ELF ke dalam pengajaran mereka. Studi ini menawarkan beberapa saran untuk menjelaskan perkembangan guru dan peningkatan pengajaran ELF dalam konteks Indonesia.Kata kunci: Sikap Guru EFL, Bahasa Inggris sebagai Lingua Franca (EFL), konteks EFL Bahasa Indonesia. AbstractEnglish as a Lingua Franca (ELF) has received increased attention in English teaching but is still less studied in an EFL context like Indonesia. This study aims at investigating teachers’ attitudes toward ELF and some possible challenges in incorporating ELF instruction into their teaching practices. Employing a quantitative descriptive method by administering a cross-sectional survey to 50 EFL teachers in Jakarta, the study revealed that the teachers had a positive attitude towards teaching and learning ELF in the Indonesian EFL context. However, it is also discovered teachers accentuated unfamiliarity with other accents, the readiness of teachers, students, and institutions in incorporating ELF instruction, providing suitable learning materials, and native speakers as challenges encountered in incorporating ELF into their teaching. This study offered several suggestions to shed a light upon teachers’ development and enhancement of teaching ELF in the Indonesian context.Keywords: EFL Teachers’ attitudes, English as a Lingua Franca (EFL), Indonesian EFL context.
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Febrianto, Dedi. "Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible?" AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (October 4, 2021): 1526–38. http://dx.doi.org/10.35445/alishlah.v13i3.814.
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Error analysis on students’ language performance has been massively discussed, yet few studies focused on teachers’ errors. Meanwhile, one of the main causes of students’ errors is the errors transferred from teachers. As the learners used to imitate their teachers sounds’ production, EFL teachers need to minimize errors when teaching at elementary school concerning the learners’ best period to acquire and learn a foreign language. The present study investigates EFL teachers’ pronunciation errors, specifically to find out the forms and causes of pronunciation errors in segmented vowels produced by the teachers. The research participants are 20 English teachers selected from various public and private elementary schools in Yogyakarta who were invited to pronounce 62 English words. The teachers were also required to fill out a questionnaire to find out external factors which are assumed can trigger the errors. The findings delineated that the teachers produced various forms of pronunciation errors in English vowels. The causes of errors lie in interlingual transfer, intralingual transfers, pronunciation differences between graphemes and sounds, hypercorrection, and words similarity. The external factors are also scrutinized, which include educational background and teachers’ lack of English practice. The study suggests that elementary EFL teachers in Indonesia should improve their pronunciation by frequently practicing and having intensive pronunciation training to teach better English to their learners.
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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.
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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.
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Laos, Concilianus, and Veronica Triprihatmini. "Empowering Pre-service English Teachers' Metacognitive Awareness in Teaching Through Reflections." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2497–512. http://dx.doi.org/10.12973/eu-jer.11.4.2497.
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<p style="text-align: justify;">Successful teaching requires teachers' reflections and metacognitive awareness. However, few studies have investigated the impacts of reflections on teachers' metacognitive awareness in teaching. This study aimed to examine whether or not reflections can empower Indonesian pre-service English teachers' metacognitive awareness in teaching. Mixed-methods research was conducted to collect quantitative and qualitative data from 36 pre-service English teachers (PSETs) in two micro-teaching classes at the Undergraduate Program, Sanata Dharma University, Yogyakarta, Indonesia. Quantitative data from the pre-semester and post-semester were analyzed descriptively and statistically. Qualitative data from reflections and focus group discussions (FGD) focused on determining key issues related to PSETs' metacognitive awareness in teaching. Data analyses revealed that Indonesian PSETs' perceived metacognitive awareness in teaching increased post-semester. They also admitted the positive contributions of reflections in enhancing their metacognitive awareness in teaching. The increase was primarily attributable to the implementation of explicit reflections of the elements of metacognitive awareness in teaching. This research provides recommendations for teachers, lecturers, and future researchers.</p>
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Sulistiyo, Urip, Tubagus Zam Zam Al Arif, Reli Handayani, M. Faruq Ubaidillah, and Mujiyono Wiryotinoyo. "Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning." Journal of Language and Education 8, no. 2 (June 30, 2022): 17–30. http://dx.doi.org/10.17323/jle.2022.12467.
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Background. The use of ICT in learning English can assist learners to improve their language skills, aside from empowering and motivating them in English language learning. ICT utilization can provide opportunities for collaboration and interaction in the learning process.
Purpose. The present study was conducted to examine the motivation, ICT skills, equipment, and attitudes factors towards the use of ICT tools for English learning in English as a Foreign Language (EFL) context.
Methods. The quantitative method was applied involving 303 pre-service teachers of English department at a state university in Jambi, Indonesia. A questionnaire was employed to collect the data and Structural Equation Modeling (SEM) was used to analyze the proposed hypotheses developed in fulfilling the study objectives. Technology Acceptance Model (TAM) was used to examine the attitudes of student teachers toward the use of ICT for English language learning.
Results. Findings suggested that the determinants of the technology acceptance model are the major factors influencing the usage of ICT. In addition, the effect of equipment, motivation, and ICT skills towards the use of ICT had been mediated by three main variables of TAM, namely perceived ease of use, perceived usefulness, and attitudes. Furthermore, it was found that the motivation, ICT skills and attitudes factors affect the actual use of ICT for English learning while the equipment factor does not.
Implications. The results of this study are beneficial for students and teachers both in schools and universities. For students, they need to equip themselves with ICT literacy, ICT skills, motivation, and positive attitudes towards the use of ICT in English learning activities. Teachers should also equip themselves with ICT skills so that they can provide learning experiences according to the needs of students in today's digital age.
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Suganda, Lingga Agustina, Bambang A. Loeneto, and Zuraida Zuraida. "Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia." Script Journal: Journal of Linguistic and English Teaching 3, no. 2 (October 13, 2018): 111. http://dx.doi.org/10.24903/sj.v3i2.202.
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This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.
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Wahyunengsih, Wahyunengsih. "TEACHERS’ PERSPECTIVE ON THE CHALLENGES OF TEACHING ENGLISH FOR SPECIFIC PURPOSES IN INDONESIA." Journal of English for Academic and Specific Purposes 1, no. 1 (June 26, 2018): 22. http://dx.doi.org/10.18860/jeasp.v1i1.5243.
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<span class="fontstyle0">Many studies related to EFL investigate that a mismatch between<br />teaching and learning styles cause learning failure, frustration, and<br />demotivation. The implementation of ESP in Indonesia mostly adopts<br />Content-Based Instruction which requires a lot of effort from the teacher.<br />The teachers’ perspectives are important to reveal the actual challenges in<br />the classroom to determine the best solution. A questionnaire was<br />distributed to around thirty lecturers of ESP to be analyzed statistically by<br />using the Likert scale to show their views on the obstacles and challenges<br />of teaching ESP. There are four domains that are analyzed which are,<br />opinions, attitudes, preferences, and perceptions of the subjects. The<br />researcher counted and found out the average score, middle point in the<br />score distribution, point where the most score was obtained, finding the<br />average deviation of each score from the mean, and percentage of the<br />proportion of the group population. From all of those calculation results,<br />the researcher derives conclusion by comparing to the result of the<br />interview as well. It comes to the conclusion that from four fields that<br />had been studied, attitudes and preferences take the highest rank of the<br />teachers’ challenge.</span>
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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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Kurniasari, Monika Dini, and Concilianus Laos Mbato. "INDONESIAN STUDENTS� LANGUAGE ATTITUDES TOWARDS INDONESIAN AND ENGLISH THROUGH EDUCATION AND WORKING FRAME." LLT Journal: A Journal on Language and Language Teaching 21, Suppl (June 25, 2018): 69–86. http://dx.doi.org/10.24071/llt.v21isuppl.1184.
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This research aimed to explore language attitudes of Indonesian EFL learners towards English and Indonesian and studied the relationship of language attitudes in terms of educational background and study programs. A total of 256 Indonesian participants, randomly selected from five universities (two public, three private), answered a two-part questionnaire (Language Background Questionnaire and General Language Attitudes Survey). The analyses of the data expose that the participants alleged to the positive attitudes towards English as they were stimulated to learn the language, and appreciated their English skill as a means to attain better study or work opportunities, meanwhile in view of their native language-Indonesian superior to English. As a result, the study infers that the participants had a positive attitude of Indonesian identity with a positive reception of the importance of the English language. English is significant not only as an international language but also considered as an important language along with Indonesian language in education and profession. This study is a part of a major research project written by a team of researchers from Sanata Dharma University, Yogyakarta Indonesia. The first article investigated relationship the students language attitudes, gender and socio-economic status (ParadewariMbato, 2018). The second article looks into language attitudes and language orientation (Kharismawan Mbato, in press). A similarity will be found across the three articles in terms of data on students language attitudes.DOI: doi.org/10.24071/llt.2018.Suppl2107
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Su, Yosefina Rosdiana, Fatmawati Fatmawati, Stanislaus Guna, Fransiskus Jemadi, Yovita Narsi Mat, and Ronaldus De'e. "Situating east Indonesia's EFL Learners attitudes toward the extensive listening practices." EduLite: Journal of English Education, Literature and Culture 6, no. 2 (August 31, 2021): 314. http://dx.doi.org/10.30659/e.6.2.314-325.
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Learning English as a foreign language is very challenging for both teachers and students in Flores, East Nusa Tenggara of Indonesia. The challenges are primarily caused by their lack of exposure to the authentic environment of English. In dealing with this phenomenon, the appropriate listening practices expect to help the learners to obtain and construct their knowledge of English as well as to acquire more comprehensible input. This article reports an investigation on the EFL learners� attitudes toward the extensive listening practices. It applied mixed-method research procedures involving 55 students of the English language and education program of Universitas Katolik Indonesia Santu Paulus Ruteng. The data were collected through a survey coupled with Focus Group Discussions with 15 participants. This research revealed that the learners' attitudes are identified into two main categories called positive and negative attitudes. In this case, 38 % of the participants have positive attitudes toward extensive listening practices and 62% of the participant reflected the negative attitude toward the extensive listening practices. Learners with a positive attitude had a very strong awareness of the significance of listening skills in L2 learning. To improve their listening skills, they develop their listening practices outside the classroom consistently. Meanwhile, learners with negative attitudes were categorized as dependent learners who practiced their listening skills during the listening course only. This group of learners was less aware of the significance of listening skills in L2 learning and their listening practices were highly dependent on the teachers' instruction. It showcased that both of the learners� internal and external factors were strongly contributed to this poor extensive listening practices.� The EFL teachers are then strongly suggested to strengthen the learners� awareness on the significance of Listening Skills in L2 learning as well as design more instructed extensive listening practices outside the classroom.�
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Saputra, Nizar, and Asirah Asirah. "EFL Students' Perceptions toward the Integration of Bahasa Indonesia (L1) In English Language Teaching." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 9, no. 2 (December 31, 2022): 185. http://dx.doi.org/10.33394/jo-elt.v9i2.6350.
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The application of the first language (L1) in English language teaching (ELT) has long been practiced, and its practice has been controversial in foreign language teaching. This research aims to investigate students’ attitudes toward the application of Bahasa Indonesia (Indonesian students’ L1) in ELT. This research is framed through a quantitative survey in which the 32 participants were invited to take online self-administered questionnaires. Result suggests that the integration of Bahasa Indonesia in English language teaching as a pedagogical tool is considered beneficial to improve students’ English proficiency, enhance English vocabulary, and improve comprehension. In addition, the participants also believed that the numerous use of L1 or Bahasa Indonesia may provide less opportunity for students to develop their speaking skills. When it comes to preferences of language use in ELT, most students agreed that their English teachers should integrate both Bahasa Indonesia and English, in which the use of Bahasa Indonesia to be minimized while English to be predominated.
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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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Kusumaningputri, Reni, Dewianti Khazanah, Riskia Setiarini, and Hadi Sampurna. "English as a Lingua Franca in the Eyes of Indonesian In-service Teachers: Attitudes and Beliefs." REiLA : Journal of Research and Innovation in Language 4, no. 1 (April 22, 2022): 101–15. http://dx.doi.org/10.31849/reila.v4i1.9538.
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Based on the premise that teachers are at the forefront of global multilingual cultural awareness agencies, the research on their views toward English as a Lingua Franca (ELF) concepts is critical. This study investigated the attitudes and beliefs of 120 in-service secondary teachers toward ELF in Indonesia. It employed a mixed-method design. Research data was collected using a questionnaire and semi-structured interviews. Thematic coding analysis was used to interpret qualitative data. The results indicated teachers' positive changes in attitudes and beliefs in five ELF categories: the presence of multilingual characters and pronunciation model used in the classroom, learning goals, the roles of language and culture, and the language used in the classroom and the assessment. Challenges to welcoming the ELF perspective in classroom practices identified in the study were government policy, parental support, and individual teachers' reflection on the current position of English in the global discourse, primarily since beliefs on the superiority of native English speakers were found to be strong. This study suggests that teachers’ awareness in designing sensitive instructions and materials to welcome lingua cultural varieties would improve the understanding of transpiring changes in the global sociolinguistic landscape. Government intervention is called for to provide cheaper and more accessible materials representing English variations.
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Liando, Nihta V. F. "STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 118. http://dx.doi.org/10.15639/teflinjournal.v21i2/118-136.
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This paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department atState University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as demotivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.
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Sylvia, Rena, Machdalena Vianty, and Mgrt Dinar Sitinjak. "Scaffolding Online Interaction: EYL Teachers’ Perceptions and Attitudes during Covid-19 Pandemic Era." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 13, 2022): 5323–36. http://dx.doi.org/10.35445/alishlah.v14i4.1476.
Повний текст джерелаАнотація:
Scaffolding, a teacher’s act that provides adaptive assistance to young learners, is revealed to be effective in some studies. However, scaffolding in online learning is hardly visible. Therefore, this phenomenology study aims to discover the types of scaffolding used in online learning and what teachers’ perceptions and attitudes are towards it. In this study, English teachers from a primary school in Palembang, Indonesia, were chosen as participants. Data were collected using interviews, observation and field notes and were analysed into themes and constantly interpreted using Thematic Analysis. To check the research credibility, member checking was used. The findings claimed that scaffolding in online interaction is infiltrated into internet platforms containing virtual language exposure and collaborative learning where the virtual environment, communication, and brainstorming are crucial points for teachers to be considered in order to scaffold the English for EYL. Teachers are the main educators who assist them to reach lesson goals with cooperation of the parents’ participation in using technology and internet in this Covid-19 pandemic era.
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Oktama, M. Yoga, Endang Fauziati, and Dewi Rochsantiningsih. "Exploring EFL Pre-Service Teachers’ Attitudes of Reflective Practice: A Case Study." Proceedings Series on Physical & Formal Sciences 3 (March 9, 2022): 81–88. http://dx.doi.org/10.30595/pspfs.v3i.269.
Повний текст джерелаАнотація:
The research on implementation of three attitudes of reflective practice in the field of pre-service teachers is still rarely written. Thus, this study aimed at exploring pre-service teachers’ attitudes of reflective practice. Designed with case study, this study explored four pre-service teachers at private university in Central Java Indonesia who were enrolled as tutors in an English Tutorial Program of the same university. The data were gathered from pre-service teachers’ reflective journals, interview, and observation. Analyzed using thematic analysis, the findings of this study revealed that all pre-service teachers were captured to possess all virtues of reflective practice namely, open-mindedness, wholeheartedness, and responsibility. This would be a provision for them in developing their professional careers in the future. The implication of this study on language education program is also provided.
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Indriyana, Bernadeta Siska, and Paulus Kuswandono. "Developing Students� Higher Order Thinking Skills (HOTS) in Reading: English Teachers� Strategies in Selected Junior High Schools." JET (Journal of English Teaching) 5, no. 3 (December 4, 2019): 204. http://dx.doi.org/10.33541/jet.v5i3.1313.
Повний текст джерелаАнотація:
The 2013 curriculum in Indonesia mandates that teachers should develop students� Higher Order Thinking Skills (HOTS). One of the learning goals through HOTS is to make sure that students can analyze, evaluate, and create their knowledge. However, studies on HOTS issues in English learning, particularly in reading skills, are still very limited. Therefore, this study aimed at describing the teachers� strategies in developing HOTS in teaching reading skills. The researcher used a mixed-method, as it is relevant to the methodology needed in this study. The participants were 22 English teachers of Junior High Schools in Yogyakarta. The data were collected through questionnaires, observations, and interviews. The findings indicated that the strategies by the teachers to develop HOTS were as follows: (1) asking divergent questions to the students, (2) using group discussions, (3) informing learning objectives to the students, (3) giving feedback to invite the students to review, refine, and improve understanding about learning materials, and (5) giving motivation to the students to think critically. The recommendation for further study is also discussed.
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Kustati, Martin, Yunisrina Qismullah Yusuf, and Nooreiny Maarof. "ENGLISH TEACHERS’ VOICES ON COMMUNICATIVE LANGUAGE TEACHING FOR READING IN INDONESIAN RURAL CLASSROOMS." Problems of Education in the 21st Century 76, no. 5 (October 15, 2018): 649–62. http://dx.doi.org/10.33225/pec/18.76.649.
Повний текст джерелаАнотація:
The aim of this research was to find out whether English teachers teaching in rural areas in Indonesia are incorporating the Communicative Language Teaching (CLT) approach in their reading classes. The mixed research design included questionnaires, observations and interviews. A questionnaire was administered to 144 teachers in 68 rural high schools in Padang, West Sumatra. Out of these teachers, eight were chosen to be interviewed, and observations were conducted in their classes. Findings of the questionnaire showed that English teachers’ perceptions and attitudes are generally positive towards CLT in teaching reading. However, the results from observations and interviews with the teachers indicated that a majority of teachers still implemented the traditional (teacher-centred) approach in teaching reading compared to the student-centred approach as suggested by CLT. The preferred choice of teaching methods in teaching reading was influenced by several factors; namely, the students’ low proficiency level, their low degree of self-confidence and motivation, large class sizes, limited teaching schedule, and the teachers’ insufficient knowledge on CLT implementation. Finally, this research suggests that if Indonesia expects its policy of learning reform to be successful, intensive and consistent teacher development must be well-organized, and sufficient resources must be allocated so that all schools, especially those in rural areas, can meet the objectives. Keywords: communicative language teaching, English as a foreign language, reading, teachers’ voices, rural areas.
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Farhan Oniel, Muhammad. "The Use of Data-Driven Dialogue to teach English." Borneo Educational Journal (Borju) 3, no. 1 (February 26, 2021): 36–48. http://dx.doi.org/10.24903/bej.v3i1.708.
Повний текст джерелаАнотація:
The term data-driven data-driven dialogue (DDD) has emerged recently as a valuable tool for organizing classroom discussion of any predicted lessons and monitoring students' learning process in the classroo O’Brian, Nocon, and Sands (2010). The background of this study is most of the teachers in Indonesia tend to skip the dialogue process when they teach grammar to their students. These conditions impact the use of inappropriate grammar and decreased student interest in learning grammar, especially in English. Thus, this study aims to describe how data-driven dialogue methods can be applied in English classes for Senior High School students. The research was conducted in one of the Senior High Schools in Yogyakarta. The data collected through the DDD method using the four steps include (1) Predict, (2) Explore, (3) Explain, and (4) Take Action.
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RestiMartanti, Ika Fathin. "Holistic English Mid-Term Assessment for Junior High Schools." Indonesian Journal of English Language Studies (IJELS) 1, no. 1 (January 27, 2017): 57–69. http://dx.doi.org/10.24071/ijels.v1i1.338.
Повний текст джерелаАнотація:
Assessment is one of integrated parts in teaching and learning process. Due to the change of curriculum in Indonesia, the assessment type which the teachers should use to assess theirstudents is different. According to Curriculum 2013, teachers need to assess every studentthoroughly, including their knowledge, skills, and attitudes. In fact, teachers still finddifficulties in assessing their students. This phenomenon also happens to the teachers ofjunior high schools. This research aims to develop a mid-semester assessment model which ismore practical and less time-consuming for English teachers in junior high schools. Themethod was Research and Development (RD). The data were collected from groupdiscussion, questionnaires, and interviews. The result of the research is a holistic Englishassessment model which can be used for a mid-semester period. A holistic assessment coversthe partial and contextual aspects of teaching and learning. It consists of two types: studentassessment and portfolio assessment. This assessment model is expected to improve theeffectiveness of the assessment technique for junior high schools and to provide moreopportunities for teachers to conduct the mid-term assessment which is not really taken intoaccount as a part of classroom activities. Keywords: assessment, holistic, mid-semester, junior high school
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Jaelani, Jaelani. "The Lingua Franca Core (LFC) and Its Impact on Pronunciation Teaching Practice in Indonesia." Humanitatis : Journal of Language and Literature 8, no. 1 (December 27, 2021): 107–16. http://dx.doi.org/10.30812/humanitatis.v8i1.1522.
Повний текст джерелаАнотація:
English pronunciation is a crucial part of communication however, it can be overwhelmingly challenging for non-native speaker students. Phonologically, it is because of its inconsistent orthography and idiosyncratic phonetics; it is also idiosyncratic or distinctive and not universal. To overcome such problems, Jenkins proposes a Lingua Franca Core (LFC). Despite its potential benefits, the LFC is practically and administratively challenging to be implemented in pronunciation learning practice in Indonesia. Thus, aiming to find issues regarding LFC in pronunciation teaching practices in Indonesia, data generated from ten Indonesian educational practitioners with diverse language backgrounds are qualitatively analyzed in this study. This study indicates that, practically, the replacement of dental fricatives /θ/ and /ð/ and its replacements with labiodental fricatives /f/ and /v/ is a failed suggestion and might lead to the fossilization of these sounds. Also, the LFC in the sentence level of utterance might not be as significant as in the word level. Administratively, LFC is challenging because of teachers' limited knowledge, training, and sources regarding assessing students’ English pronunciation skills, teachers' and students’ attitudes toward certain English accents, and the fact that pronunciation is not explicitly being taught in English class in Indonesia.
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Al Arif, Tubagus Zam Zam, Hidayati, and Dedy Kurniawan. "EFL University Students’ Attitudes Towards ICT Use for English Language Learning." European Journal of Language and Culture Studies 1, no. 5 (September 29, 2022): 68–75. http://dx.doi.org/10.24018/ejlang.2022.1.5.36.
Повний текст джерелаАнотація:
Information and Communication Technology (ICT) has become an essential tool in the field of education, especially for English language learning. This study aims at investigating EFL university students’ perception toward the use of ICT for English language learning. The descriptive quantitative method was applied in this study, which involved 304 students' teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. Descriptive quantitative analysis was used to analyze the data obtained in this study. The result shows that the respondents’ perception was positive in some dimensions. Positive and high perceptions were found in (1) perceived ease of use, (2) perceived usefulness, and (3) attitudes. The results also revealed that the majority of respondents had an ICT device, with YouTube being the most popular activity for English language learning, followed by Google translate and social media.