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All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English E-Structural JET (Journal of English Teaching) Adi Buana
Imelda Gozali
Universitas Katolik Widya Mandala Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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IMPROVING THE GRAMMATICAL ACCURACY OF THE SPOKEN ENGLISH OF INDONESIAN INTERNATIONAL KINDERGARTEN STUDENTS Imelda Gozali; Ignatius Harjanto
TEFLIN Journal Vol 25, No 2 (2014)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. Four grammar topics were selected, namely Regular Plural form, Subject Pronoun, Auxiliary Verbs Do/Does, and Irregular Past Tense Verbs as they were deemed to be the morpho-syntax which children acquire early in life based on the order of acquisition in Second Language Acquisition. The results showed that FFI and CF contributed to the improvement of the spoken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could provide self-repair when prompted. Those with lower academic performance generally did not benefit much from the FFI lessons nor the CF. 
HOTS QUESTIONING ABILITY AND HOTS PERCEPTION OF LANGUAGE TEACHERS IN INDONESIA Gozali, Imelda; Lie, Anita; Tamah, Siti Mina; Jemadi, Fransiskus
Indonesian Journal of Applied Linguistics Vol 11, No 1 (2021): Vol. 11, No. 1, May 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i1.34583

Abstract

This study is part of a larger-scale research aimed at mapping the pedagogical competence of teachers of English and Indonesian Language across three cities of differing demographic features in Indonesia. As a subset of the study, this paper focused on investigating the ability to formulate higher-order thinking (HOT) questions in the classroom among the teachers, as well as getting their perception about applying HOTS in their classes. The mapping was done by comparing the abilities across teachers’ regions, years of service, and subjects taught (English and Indonesian Language). This research was designed as a case study involving quantitative and qualitative data analyses, with 15 (fifteen) secondary school teachers as the participants.  Data were collected through classroom observations, document (lesson plan) analyses, as well as teachers’ interviews. Quantitative analysis was performed on the teachers’ scores in formulating HOTS questions, while teaching documents and transcripts were coded for qualitative analysis. Although the statistical results revealed no significant difference between the HOTS questioning scores of the teachers in the different regions and years of service, qualitative data suggested that language medium, as shown by the difference between English and Indonesian Language teachers, might be an important factor affecting the abilities of teachers to ask HOT questions, as well as their perception of the applicability of HOTS in their classes. The inquiry into the teachers’ perceptions of HOTS also displayed a gap between teachers in the bigger city and those in more remote regions, as well as between the novices and the practitioners.
Utilizing Classroom Action Research in Indonesian Tertiary Students’ English Speaking Class Imelda Gozali
JET ADI BUANA Vol 5 No 01 (2020): Volume 05 Number 01 April 2020
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v5.n01.2020.2213

Abstract

Proficiency in productive skills, most notably speaking, has been commonly regarded as a gauge of success in learning English. It is of no surprise that many non-English department colleges include English speaking classes, apart from general, grammar-based lessons, in the list of their general basic subjects (mata kuliah dasar umum). The writer has been teaching such English speaking class for three years in a tertiary institute in Indonesia. In the course of it, she noted several frequently-committed errors of her students, and was therefore interested in analyzing them and to study the most appropriate way to address them. There has been scant literature available on Error Analysis (EA) on spontaneous English speech of Indonesian students, let alone the ways to improve the speech through Corrective Feedback (CF). To address this gap, the writer used Error Analysis to group and classify the errors committed, and then gave Corrective Feedback during free, spontaneous speech of the students, in order to try to remedy the errors committed during the speaking classes. The CF was further divided into peer- and teacher-correction, who in turn used different types of feedback (recast, repetition, direct and indirect). The study was carried out using Classroom Action Research methodology, with 80 students as the subjects. The ‘plan’ stage comprised the EA execution, and the CF constituted the ‘act’ stage. In the ‘observe’ and ‘result’ stage, the writer concluded that teaching Basic Phonics, which is usually taught to children when learning to read, might be necessary to improve students’ pronunciation. Students were also receptive to CF from the teacher and could retain some feedback given by their peers.
Syntactic and Morphological Analysis of Portfolio Reports of Kindergarten Teachers in Surabaya, Indonesia Imelda Gozali; Faika Khairani
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol 4, No 02 (2021): December 2021
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v4i02.5115

Abstract

Abstract. As part of a community service project aimed at providing a customized English course to International Kindergarten teachers in Surabaya, Indonesia, this study investigated the types of grammatical (syntactic and morphological) errors made by the kindergarten teachers in the portfolio reports they wrote, and why the errors were committed. The data were taken from 9 (nine) portfolio reports of those teachers, and interview transcripts to three of them. The writers analyzed the errors using the Linguistic Category Taxonomy based on Dulay et al (1982) and categorized the reasons behind those errors into either Interlingual or Intralingual Errors (Richard, 1974). The result showed that Syntax – Noun Phrase type of error made up the biggest total number of errors (42 %), followed by Syntax – Verb Phrase (31%) and lastly, morphological – third-person singular incorrect (12%). This study also found that the most frequent source of errors is Intralingual in nature (89%). Overall, the results showed that any training aimed at those kindergarten teachers in particular, and in teacher training colleges in general, should address those most frequently committed errors. This Error Analysis on kindergarten teachers’ portfolio reports is the first in this field and constitutes a valuable input for teacher training colleges of Early Childhood Education program.Keywords: error analysis, interlingual error, intralingual error, kindergarten teachers, linguistic category taxonomy, portfolio reports, Abstrak. Sebagai bagian dari kegiatan pengabdian pada masyarakat yang bertujuan untuk memberikan pelatihan Bahasa Inggris kepada guru-guru PAUD internasional di Surabaya, Indonesia, penelitian ini menyelidiki tipe-tipe kesalahan tata Bahasa (dari segi sintaks dan morfologi) yang dilakukan oleh guru-guru PAUD dalam menulis rapor portofolio anak didik, dan juga mengapa kesalahan tersebut terjadi. Data diambil dari 9 (Sembilan) rapor portofolio para guru PAUD tersebut, beserta transkrip wawancara kepada tiga guru. Penulis menganalisis kesalahan tersebut dengan menggunakan Taksonomi Kategori Linguistik berdasarkan Dulay et al (1982). Sumber kesalahan tersebut dibagi ke Interlingual atau Intralingual, menurut Richard (1974). Hasil penelitian ini menemukan bahwa total kesalahan terbesar (42%) terjadi pada bidang Sintaks yaitu pembentukan Noun Phrase, diikuti oleh bidang Sintaks juga yaitu pembentukan Verb Phrase (31%), dan yang terkahir adalah bidang Morfologi yaitu kesalahan bentuk orang ketiga tunggal (12%).Pada keseluruhan, hasil tersebut menunjukkan bahwa pelatihan Bahasa Inggris bagi para guru PAUD tersebut pada khususnya, maupun pada institusi keguruan pada umumnya, perlu memperhatikan aspek sintaks dan morfologi tersebut di atas. Error Analysis pada rapor portofolio ini baru pertama kali ini dilakukan, dan dapat memberi sumbangan berarti pada pengajaran Bahasa Inggris di institusi keguruan PAUD di Indonesia.Kata kunci: analisis kesalahan, Bahasa Inggris, guru PAUD, kesalahan interlingual, kesalahan intralingual, rapor portofolio, taksonomi kategori linguistik
Co-Authors Anita Lie Faika Khairani Ignatius Harjanto Jemadi, Fransiskus Siti Mina Tamah