Articles
<![CDATA[COLLABORATIVE TEACHING CULTURES OF ENGLISH LECTURERS IN INDONESIAN POLYTECHNICS ]]>
<![CDATA[Rosmaladewi, Rosmaladewi]]>;
<![CDATA[Abduh, Amirullah]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 1, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.2868
<![CDATA[This paper aims to explore collaborative culture in three polytechnics in South Sulawesi. This study applied an interpretive qualitative case study of nine English lecturers using interviews, documents and observations. Drawing from Hargreaves and Fullan’s (2012) collaborative cultural concept, this study finds that contrived collegiality is more dominance rather than genuine collaborative learning culture. This finding suggests that collaborative culture is structured formally and bureaucratically. This impact on the way lecturers perform their teaching, norms and their values. ]]>
<![CDATA[ENGLISH LANGUAGE TEACHING AT MAKASSAR PRIMARY SCHOOLS: A CASE STUDY ]]>
<![CDATA[Rosmaladewi, Rosmaladewi]]>
<![CDATA[ International Journal of Language Education Vol. 1, No. 2, 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i2.4312
<![CDATA[The research aims to describe current practice of English as a foreign language at primary schools. The case study conducted at two favorite elementary schools in Makassar involving 84 students. The data gained through observation, questionnaire and semi-structured interviews. The study revealed that teachers used textbook as the main resources for teaching besides using media and physical objects. The research identifies that there are a lot of challenges faced by both teachers and students in teaching and learning English. From teachers’ perspective, the difficulties are limited availability of materials, allocation of time, class size, and using teaching media. Students preferred variety of teaching method as well as materials. From the learners viewed that time allocation is not enough, and teaching material are not varied. It is suggested that the government should provide a variety of teaching materials that can assist teachers and students in teaching and learning English]]>
<![CDATA[English Lecturers’ Experiences on Professional Development in Indonesian Polytechnics ]]>
<![CDATA[Rosmaladewi, Rosmaladewi]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Basri, Muhammad]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 2, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v4i2.15264
<![CDATA[The paper aims to depict lecturers’ experiences on the professional development programs in three polytechnics. The study used a qualitative descriptive study employing nine lecturers of English teaching in three different polytechnics. The study finds that lecturers believe that professional development programs as a means for them to improve their knowledge, skills, and expertise. Also, lecturers encounter that professional development programs are not offered equally for lecturers rather than depends on the policy of the top managerial levels. Professional development programs are mostly offered inside the campus for a shorter period rather than offered by external agents that take a longer time. The study recommends that professional development in polytechnics should be done systematically, periodically, and intensively so that lecturers of English in polytechnics can enhance their skills, improve their knowledge, and share their expertise. Further, professional development programs should involve different relevant stakeholders so that they can bring in different expertise and a variety of skills and knowledge so that lecturers of English can fully update with the modern trend of technology. Consequently, they can apply the updated skills and knowledge in their teaching to improve the quality of polytechnic output.]]>
<![CDATA[Motivation and challenges of Trainee Translators Participating in Translation Training ]]>
<![CDATA[Jabu, Baso]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Rosmaladewi, Rosmaladewi]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 1, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i1.19625
<![CDATA[The research on translation has been found very little particularly within the Indonesian context. This study aims to explore the motivation of students participating in translation training. This case study with an action learning model recruits 40 student participants. They involve in the research voluntarily and provide very insightful reflection at the end of the training session. The key to the findings is that students portray their future selves as the key motivational factor in participating in translation course. In addition, students face both linguistics and non-linguistics challenges in doing translation work. The finding has further implications for educators and translators and becomes a model for future translator training.]]>
<![CDATA[Voices of English Department Students on Multicultural Values in an Indonesian Islamic Higher Education ]]>
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Basri, Muhammad]]>;
<![CDATA[Shafa, Shafa]]>;
<![CDATA[Patak, Andi Anto]]>;
<![CDATA[Rosmaladewi, Rosmaladewi]]>
<![CDATA[ International Journal of Language Education Vol. 4, No. 3, 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v4i3.17829
<![CDATA[This study aims to explore multicultural education values in an Islamic higher education institution. This research focuses particularly on students’ views on multicultural education values. This study aims to fill the absence of Islamic university students’ voices on multiculturalism. This study draws from several concepts of multicultural education values using multiple case studies approach. The data for this investigation is gained through semi-structure interviews and is analyzed through systematic approach. The result of the study shows that there is new themes appear in this research. These themes extends the existing multicultural values proposed and identified in the earlier studies. This study has both pedagogical and social implications.]]>
<![CDATA[THE IMPACT OF INFORMATION TECHNOLOGY ON EFL TEACHING IN INDONESIA ]]>
<![CDATA[Rosmaladewi Rosmaladewi]]>;
<![CDATA[Amirullah Abduh]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v6i1.9802
<![CDATA[This study observes the impact of information and communication technology (ICT) on English as a foreign language (EFL) teaching in secondary school focuses on the culture of teachers in Indonesia in 2007 - 2012. Through an observation on the ICT program in teaching English in Indonesia and an analysis of the theory of the culture of teaching, it evidences that the application of ICT in teaching EFL has influenced the teachers’ cultures at schools. It confirms that the use of the internet and World Wide Web as well as social media has strengthened the four culture of teaching in Indonesia; either individualism, balkanization, collaborative, or contrive collegiality. It changes the way of teachers plan teaching materials, perform their teaching in class, and the way they interact with other teachers and students. However, some challenges facing ICT in Indonesia should be solved. Through this analysis, conclusion and some recommendation are presented at the end of this report.]]>
<![CDATA[Teaching Oral English In Indonesian EFL Contexts During Globalized Challenging Time ]]>
<![CDATA[Amirullah Abduh]]>;
<![CDATA[Rosmaladewi Rosmaladewi]]>;
<![CDATA[Murni Mahmud]]>
<![CDATA[ Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 1 (2021): ERALINGUA ]]>
Publisher : <![CDATA[Makassar State University ]]>
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DOI: 10.26858/eralingua.v5i1.18792
<![CDATA[Abstract. This paper addresses the limited studies on Oral English (OE) worldwide and the absence of OE research publications from Indonesian contexts. This study aims to fill this knowledge gap. This 6-month research project was undertaken in the Department of English Education at one of the public universities in Makassar, Indonesia. Out of 100 students, 30 student participants and 3 lecturers consented to engage voluntarily in the project. The data from questionnaires were analyzed via Ms. Excel's quantitative analysis thematically. The study indicates that students’ reflections on strategies of teaching OE: appropriate topic for presentation, logical sequence of presented information, and acknowledge the source of teaching materials. This study has the implication for the teaching of OE in other similar geographical contexts and settings and can be useful strategies for OE teachers and practitioners.Keywords: Perceptions, Students, Strategies, Teaching Oral English, EFL]]>
<![CDATA[A Meta-Analysis of Language Policy on Bilingual Education in Indonesian Universities: Implication for Multicultural Education and Internationalization ]]>
<![CDATA[Amirullah Abduh]]>;
<![CDATA[Sulaiman Samad]]>;
<![CDATA[Rosmaladewi Rosmaladewi]]>
<![CDATA[ International Journal of Language Education Vol. 6, No. 2, 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v6i2.35072
<![CDATA[The study aims to portray the implementation of bilingual language policy and its implications for multiculturalism and internationalization of higher education. The meta-analysis research design enables the researchers in this study to search the available published public documents that are relevant for this study. The result of the study indicates that the implementation of language policy on bilingual education in higher education contexts facilitates the preservation of local and national identities, fosters multicultural pedagogical interaction, and supports the internationalization of universities. This study recommends further in-depth investigation in a multicultural setting with longitudinal approach.]]>
<![CDATA[Redefining Multicultural Competence of Students in Indonesian Higher Education: Meta-analysis Approach ]]>
<![CDATA[Amirullah Abduh]]>;
<![CDATA[Hasnawi Haris]]>;
<![CDATA[Rosmaladewi Rosmaladewi]]>;
<![CDATA[Abu Muslim]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.45160
<![CDATA[Multicultural competence is an important skill for university students so that they are able to engage locally, nationally and globally. This research aims to redefine multicultural competence using meta-analysis approach. The meta-analysis uses key published prominent papers in the area of multicultural competence in the last five years. The published papers are taken as a representative sample in the area of multicultural competence and that are closely related to the lexical item of multicultural competence. The result of the study indicated that this redefinition of multicultural competence encompasses the notion of multicultural competence both in western and non-western contexts. This study has pedagogical implications where university students who engage globally should possess global pre-requisite which is multicultural competence. Thus, universities can allocate both formal and normal engagement programs to foster students’ multicultural competences.]]>
<![CDATA[Strategies of Implementing Multicultural Education: Insights from Bilingual Educators ]]>
<![CDATA[Amirullah Abduh]]>;
<![CDATA[Rosmaladewi Rosmaladewi]]>;
<![CDATA[Martin Andrew]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 2, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v7i2.48498
<![CDATA[The purpose of this paper was to explore principals’ perceptions of their strategies to maintain their cultural and religious identities within a multicultural society.This multiple case studies of three institutions employed semi-structured interviews and documents. The research question guides this study: What are strategies that have been utilized within the institutions, to further the aims of multicultural education? The data in this study was analyzed thematically via NVivo Qualitative data analysis. The finding of this study showed that the institutions were committed to providing a public education alongside a multicultural education – respect for other religions, ethnicities, and cultures. These institutions have a strong commitment to their spiritual purpose and maintenance of their respective religious and cultural identities. The findings of this study have implications for the understanding of similar programs and the ways to preserve cultural and religious identities within educational contexts. Most studies of multicultural education have been conducted in public institutions resulting in little information on how ethnic institutions promote cultural and religious identities within their institutions and communities. This research contributes to the body of literature that examines the promotion of cultural and religious identities in ethnic institutions.]]>
