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INDONESIA
Indonesian TESOL Journal
Published by Institut Agama Islam Negeri Palopo
ISSN : -     EISSN : 26225441     DOI : https://doi.org/10.24256/itj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Indonesian TESOL Journal (ITJ) published by LP2M IAIN Palopo is a biannual, refereed, open access, and practitioner-oriented electronic journal dedicated to enhancing and disseminating scholarly work of the current theory and research in the field of TESOL. It publishes both conceptual and research-based articles within the fields of teaching English as a foreign or second language, English language teaching and learning, and English language teachers training and education. Then, it aims to provide a medium for second and foreign language scholars, researchers, teachers, and officials at any level to involve in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. In other words, it also provides a forum for the exchange of information and ideas among members of the profession worldwide about research and theory-based practices as well as practice-oriented theorizing and research.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 54 Documents
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Large Classes and English Language Teaching and Learning in Public Sector Secondary Schools of Pakistan Shagufta Moghal; Asma Shahid Kazi; Ammaira Bukhari
Indonesian TESOL Journal Vol 1, No 1 (2019): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (641.925 KB) | DOI: 10.24256/itj.v1i1.551

Abstract

This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected through semi structured interviews, with eight secondary school teachers currently working in the public sector schools of Lahore, Pakistan. The data was analyzed inductively through repeated engagement with the interview transcripts. Research results indicated that teaching large classes had many issues and problems, such as lack of space, facilities and resources; inability to pay attention to every student; high noise levels; time constraints; problems with assessment of a large number of students; and limited opportunities of interaction between teacher-student and student-student. The discussion highlighted the teaching and learning strategies employed by teachers in their classrooms in the Pakistani context, which include the use of pair and group work, notional time, peer correction and self-editing to improve assessment.
The Effectiveness of Pairwork Activities Technique on Writing Ability of Students in Vocational School Hermi Zaswita; Rodiyal Ihsan
Indonesian TESOL Journal Vol 1, No 2 (2019): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (843.707 KB) | DOI: 10.24256/itj.v1i2.778

Abstract

This study is aimed at finding out the effectiveness of pairwork activities technique on students’ writing ability. The research is quasi-experiment with posttest only design. Students at grade XI Vocational School 1 Sungai Penuh engage in the study, whereas only two classes selected as sample (experimental class and control class). Writing test carries out after the treatment in each class, it means instrument is constructed in writing form in order to know students ability in writing. The data are analyzed by using t-test. The finding of hypotheses testing proves that the p-value is 0,00. Thus, p-value is lower than 0,05 (0,00<0,05) which means H0 is rejected and H1 is accepted. Hence, the pairwork activities technique is effective to be used in creating student’s better writing ability than conventional technique. Pairwork activities technique can enhance students activities in writing, where each pair of students should be active in generousing the ideas and cross-check their own writing with the intention of create better writing outcome.   
Teachers’ Techniques in Teaching English to Young Learners St. Hartina
Indonesian TESOL Journal Vol 1, No 1 (2019): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (717.331 KB) | DOI: 10.24256/itj.v1i1.538

Abstract

The objectives of this research were to find out the teachers’ techniques in teaching, the problems in teaching and the best teaching techniques used by the teacher in teaching English to young learners at TK Bambini School of Makassar. It applied descriptive qualitative research. The subjects of the research were three kindergarten teachers of TK Bambini School of Makassar. The data were obtained through interview and observation. The data were analyzed based on procedure of data analysis that consisted of the data collection, the data reduction, the data display, and conclusion: drawing/verification. The findings showed that (1) the teachers’ techniques in teaching English to young learners were singing a song, games, presentation practice and production, drilling, demonstration, story-telling, reading aloud, and  dictation,  (2) the teachers’ problems in applying the certain teaching techniques were learners’ lack of self-confidence, learners’ uncontrollable movement when singing and playing the games, learners’ misunderstanding towards the games rules and the story, learners’ less focus on teachers’  presentation and instructions, learners’ unfamiliarity of the spelling words, learners’ inability to read and write the word or sentences, and the teachers’ difficulty in explaining the lesson and in performing science experiment, (3) the best teaching techniques implemented by the teachers were playing games, demonstration and presentation practice and production.
Content Analysis on Potential Character Inclusion in Listening I Course Syllabus and Materials Hidayah Nor Nor
Indonesian TESOL Journal Vol 1, No 1 (2019): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1461.15 KB) | DOI: 10.24256/itj.v1i1.552

Abstract

:   The development of programs of study, learning and teaching resources, lesson plans and assessment of students, and even teacher education are all based on curriculum. It is also related to the integration of character education in the learning process carried out from the planning, implementation, and evaluation of learning in all subjects and it can be adopted in making lesson planning (syllabus, lesson plans and teaching materials). Since character education has recently become an important issue in the Indonesian education system, this research examines the potential incorporation of the character education in Listening 1 course syllabus and materials by doing content analysis. The findings reveal that there are 18 characters of education that can be applied in the syllabus, they are Caring and Compassionate, Creative, Curious, Democratic, Discipline, Empathy, Honest, Inclusion/Communicative, Independent, Love Peace, Love Reading, Love the Nation, Nationalistic, Religious, Responsible, Sportive and Respectful, Tolerant, and Work hard. Those characters are incorporated to the 10 topics (Meeting people for the first time, Families, Numbers, Let’s eat, Free time, Gifts, Part time jobs, Celebration, Invention, and Folktales) and also include in Introduction, Self Study, Expansion, Middle test and Final Test of Listening 1 course materials.
An Empirical Study on Indonesian English-Curriculum Changes: Opportunities and Constraints in an Underdeveloped Region Agus Riadi
Indonesian TESOL Journal Vol 1, No 2 (2019): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v1i2.835

Abstract

Ever since Indonesia adopted English as its foreign language in 1945 to be taught in schools, some changes have been made to achieve the national goal of learning the language. These changes were made following the teaching methodologies evolution around the world and later implied in the Indonesian English-curriculum. As the consequence of the implementation, the executor of this curriculum – teachers, in this regard – had to undergo some adjustments regardless of in which region they were teaching. The disparity of the curriculum properties (teacher training, textbooks, etc.) distribution was quite evident in the majority of areas in Indonesia. Therefore, this article examines several opportunities and constraints aimed to provide better insights from the rural-area teachers concerning the curriculum implementation. This research used historical and documentary research in the context of literature on curriculum and teachers’ perception towards some curriculum renewal. The article concludes that despite having a number of changes, the stakeholder appears to fail in addressing the primary need of and providing some adequate assistance for the teachers in underdeveloped regions in readjusting to the change, resulting in the disproportion and disparity compared to those who teach in developed cities.
English Language Learning of Indonesian Students during Study Abroad Program in Australia Sabaruddin Sabaruddin
Indonesian TESOL Journal Vol 1, No 1 (2019): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (617.496 KB) | DOI: 10.24256/itj.v1i1.543

Abstract

This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.
The Influence of socio cultural and educational background on EFL learners' motivation Meta Keumala; Nanda Marlina Samad; Iskandar Abdul Samad; Noor Rachmawaty
Indonesian TESOL Journal Vol 1, No 1 (2019): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (788.468 KB) | DOI: 10.24256/itj.v1i1.556

Abstract

Abstract:    It is undeniable that motivation plays a very important role in the learning process of students. However, some learners still face difficulties in learning English language due to some factors such as differences on its cultural aspects that contributes to the lack of intercultural competence on EFL learners. The aim of the research is to investigate the socio cultural and educational factors that influence the learner’s motivation on English as a Foreign Language (EFL) learning among post-graduate students of English Department of Syiah Kuala University, Aceh, Indonesia. The method of the study is descriptive qualitative where researchers collected the data through library research and distribution of questionnaires to twenty students. The results showed that socio cultural and educational background impact on learners’ motivation in EFL learning. Students who are in collectivistic culture (60%) carried traditional thinking in facing new culture during the EFL learning process while the rest of the students who are in the part of individualistic culture (40%) tend to react positively in facing new culture. Furthermore, educational background also has impacted the learners’ motivation. Students’ prior knowledge contribute to (70%) their learning achievement.
Japanese students' interaction using smartphone apps: a study of young learners in a private high school Jason Somerville
Indonesian TESOL Journal Vol 1, No 2 (2019): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1253.638 KB) | DOI: 10.24256/itj.v1i2.836

Abstract

The widespread use of mobile devices plays a significant role in our everyday lives and has changed the way we communicate and interact. Mobile-Assisted Language Learning (MALL) offers numerous opportunities for learning inside the classroom with mobile devices no longer seen as only social and gaming devices. Research shows that mobile device applications (apps) are now valuable tools which are used for education and language learning, in particular for promoting learner collaboration and social interaction. The purpose of this study is to discover how smartphones and apps can support greater student interaction. With an increased number of educational institutions, namely private junior and senior high schools in Japan embracing mobile technology into classroom pedagogy, this study investigates which smartphone repurposed apps are useful for encouraging interaction between students. The significance of this research is beneficial for learners, teacher-educators and app developers in advancing the benefits of social interaction in second language acquisition (SLA) utilising mobile devices. Through qualitative structured observation of participants in a Tokyo high school classroom, this study explores which smartphone apps are the most successful in encouraging interaction measured by frequency counts. The quantitative data reveal which apps are the most suitable for supporting greater social interaction and collaboration between learners. The implications derived from the findings support the argument that smartphones provide increased student-student interaction and collaboration.
Teaching Grammar: Degrees of Adjective Comparisons in Secondary School of Indonesian Context Muflihun Muflihun
Indonesian TESOL Journal Vol 1, No 1 (2019): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (843.758 KB) | DOI: 10.24256/itj.v1i1.547

Abstract

This article explores the teaching grammar in secondary school in Indonesian context, the writer noticed that most of the students were struggling to clearly understand and unable to use comparison of adjective. Therefore, the writer would clearly explain those problems supported by research findings from previous studies. There are several activities to be used in teaching grammar, which surely could also be adapted to teaching adjective comparisons. However, in this essay, the writer would only address two common activities; namely grammar games and discovering grammar. It can be concluded that teaching grammar to some extent would not be complicated if it is delivered though appropriate teaching methods and deeply understand students’ problems. Numerous engaging activities to teach grammar is available and this would shift our common paradigm of seeing learning and teaching grammar as a passive and ‘old’ fashioned thing to more communicative grammar teaching and learning.
An Analysis of English language reading skills of Students: A Case Study of Faculty of Biological Sciences of University of Malakand, Khyber Pukhtunkhwa, Pakistan. SAMI UL HAQ
Indonesian TESOL Journal Vol 1, No 2 (2019): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (963.246 KB) | DOI: 10.24256/itj.v1i2.605

Abstract

This study was conducted to examine the proficiency level of English language reading skill of science students. It focused those components of the curriculum that play a role in its improvement and development. The reading skills and habits of students were also examined through data collected from one hundred and twenty students of Faculty of Biological sciences of the University of Malakand, Khyber Pukhtunkhwa, Pakistan, through a questionnaire. The data were analysed using simple percentages method.The findings of the study revealed that the students had improved reading skill up after taking admission in the university. The study concludes that the inclusion of English language courses as compulsory part of the curriculum had a positive contribution. It also concludes that employing effective teaching strategies and giving more space to the language course was of great help in nurturing necessary skills. The study also concludes that English language input is necessary and played pivotal role in the academic journey of the students in dealing with other subjects in a teaching situation where the medium of instruction is English.

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