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All Journal Indonesian Journal of Applied Linguistics (IJAL) Beyond Words : a journal on language education, applied linguistics and curriculum & instructions International Journal of Education TEFLIN Journal: A publication on the teaching and learning of English Indonesian JELT Celt: A Journal of Culture, English Language Teaching & Literature KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Linguistik Indonesia
Patrisius Istiarto Djiwandono
English Letters Department, Faculty Of Language And Arts, Machung University, Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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A Glimpse at the Future: Exploring the Prospects of Processing Instruction and Implicational Universals for TEFLIN Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 1 (2003)
Publisher : TEFLIN

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Abstract

This paper highlights two of the implications of language acquisition research, namely, Processing Instruction, and Implicational Universals, and explores their potentials for English language teaching in the 21st century. Through the discussion on these two ideas, it is expected that the paper can serve to prod language educators and teaching practitioners to find a clearer direction for their step forward.
Online Instructions: Problems and Potentials for the Teaching of English in Indonesia Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
Publisher : TEFLIN

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Abstract: This paper reports the results of a survey of a one-semester online course for students majoring in Economics, Secretarial, Computer Technology, and Language Education. The teacher created online mate­rials of reading strategies along with the assignment on www.blackboard, corn, and the students were instructed to access the materials, learn them independently, and do some self-evaluated reading assignments. Ques­tionnaires were then distributed to see what obstacles had hampered their efforts in learning from online materials, as well as what advantages they gained from the new instructional approach. The qualitative and quanti­tative data culled from the questionnaires revealed potentials as well as some latent problems in carrying out an online teaching. The general profile that emerged was learners who were enthusiastic about learning through Internet and felt that the new approach had familiarized them with the futures technological tools, but who were mostly hampered by the lack of fund and facilities. These are discussed with special reference to the use of advanced computer technology in the teaching of English in Indonesia.
The Language Learning Strategies and Learning Styles of Beginning and Intermediate Learners in Indonesia Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
Publisher : TEFLIN

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Abstract. The study aimed at finding out the patterns of strategies and the learning styles of intermediate and beginning learners in fluency and accuracy activities. The subjects were 27 second-year secretarial students at a university in Malang, Indonesia. Their scores on a C-test were used to separate them into two groups differing in English proficiency. Their strategies for learning English for oral communication were elicited by questionnaires, diaries, and inter-view. The analyses using one-way ANOVA showed that intermediate learn­ers were more diverse and more consistent in their strategies for flu­ency activities. They were also less inclined to visual and group learning than the beginning ones. Some implications and sugges­tions for teaching English as a foreign language are then put forward.
CULTURAL BIAS IN LANGUAGE TESTING Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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Abstract: An issue that has recently been gaining more attention in the domain of language testing is item bias. Defined as the characteristic of an item which causes learners of the same abilities but of different social groups to perform differently, the bias can be present as gender, ethnic, religious, social class, or cultural bias. The paper brings up a discussion in this area of concern by starting off from the concept of culture. It then explains what cultural bias is, how it manifests in items of language tests, and what unfavorable results may happen. It then highlights some examples of cultural bias in some popular standardized tests constructed by both foreign institutions and domestic educational bodies. The paper argues that if language teaching is to foster the development of cross-cultural understanding, attempts should be made to eliminate such bias. It then concludes by discussing Differential Item Functioning, a method that is used for dealing with bias in language tests.
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this area have begun to emerge, it is believed that a probe into the learners’ mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was conducted partly to seek the answers to the issue. A brief training on critical thinking and critical attitude was given to a group of language learners who were studying Business Correspondence. Questionnaires were then used to capture traces of their thinking as they were preparing to accomplish a learning task and while they were listening to their classmates’ presentation of ideas. The data show the change of their thinking process. After the training there is a tendency from the students to ask more critical questions with slightly higher frequencies. It is concluded then that the brief training has prompted their awareness of critical thinking. 
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this areahave begun to emerge, it is believed that a probe into the learners’ mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was conducted partly to seek the answers to the issue. A brief training on critical thinking and critical attitude was given to a group of language learners who were studying Business Correspondence. Questionnaires were then used to capture traces of their thinking as they were preparing to accomplish a learning task and while they were listening to their classmates’ presentation of ideas. The data show the change of their thinking process. After the training there is a tendency from the students to ask more critical questions with slightly higher frequencies. It is concluded then that the brief training has prompted their awareness of critical thinking. 
THE LEARNING STYLES OF MILLENNIAL GENERATION IN UNIVERSITY: A STUDY IN INDONESIAN CONTEXT Djiwandono, Patrisius Istiarto
International Journal of Education Vol 10, No 1 (2017): August 2017
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v10i1.5085

Abstract

The  paper reports a study of the learning styles of  Millennial Generation.  It aims to identify their learning styles, determine the correlations between their learning styles and their achievements in language skill courses and in a content course, and determine the relationship between the amount of their verbal report of  learning styles and their achievement in the content course. A group of 22  learners described how they  manage their learning of a content subject. Their written answers were coded to find their preferred styles in learning the subject. The coding generated a common profile of their learning styles, most of which differ considerably from the common characteristics of Millennial Generation in the literature. No significant correlation is evident between their learning styles and their achievements in language and content course. Finally, there is a modest correlation between the amount of verbal report and  their ultimate mastery of the content course. The instructional context and cultural aspects are thought to have shaped the respondents’ learning styles.Keywords: Millennial Generation,  learning styles, cultural influence 
DAMPAK TEKNIK PEMBANGKITAN PENYADARAN DAN PENCERMATAN TERHADAP KEEFEKTIFAN KALIMAT BAHASA INDONESIA DALAM TULISAN ILMIAH MAHASISWA Djiwandono, Patrisius Istiarto
Linguistik Indonesia Vol 34, No 1 (2016): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (153.202 KB) | DOI: 10.26499/li.v34i1.39

Abstract

The paper reports a pre-experimental design that aimed to describe the most frequent mistakes in writing effective sentences in academic essays written by university students. The mistakes were classified into five types: sentences without subject, excessively long sentences, run-on sentences, unfinished sentences, and hanging clauses. It also aimed to determine whether two techniques called Consciousness Raising and Noticing techniques could help the subjects reduce the proportion of their ineffective sentences. The ten subjects were instructed to write academic essays before being taught with the two techniques, and later were instructed again to write essays after being taught with the two techniques. The whole treatment spanned a semester, consisting of twelve sessions in the classroom. The result indicated that run-on sentences, hanging clauses, and excessively long sentences were the most frequent mistakes in their essays. Meanwhile, the Consciousness-Raising and Noticing techniques only had a significant impact on the category of excessively long sentences. The subjects made significantly fewer mistakes in this category after the application of the two techniques. Some implications for further research and practical applications are then presented.
Lexical richness in academic papers: a comparison between students’ and lecturers’ essays Djiwandono, Patrisius Istiarto
Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i2.1345

Abstract

In the area of writing, research has yet to explore EFL learners’ ability to use varied vocabulary. Although vocabulary teaching has enriched learners’ knowledge of lexical items, whether they can use the words they have learned remains to be seen. It is important, therefore, to investigate their lexical richness in their academic writing. Lexical richness, defined as the presence of different words in a text, is commonly measured through type-token ratio (TTR). The present study set out to identify the lexical richness of senior students by comparing them to academic papers written by their lecturers. There are four objectives: (1) to determine the difference between the type-token ratio (TTR) in students’ essays and that in their lecturers’ essays; (2) to determine the difference between the use of 2000-word level (henceforth K2) in students’ essays and that in their lecturers’ essays; (3) to determine the difference between the use of academic words in students’ essays and that in their lecturers’ essays; (4) to determine the difference between the students’ essays and their lecturers’ in terms of the use of words other than the 2000-word level and the academic words (designated “off-list words”). The essays written by the respondents were submitted to a website for vocabulary profiling (http://www.lextutor/ca/vp). This analysis shows that the lecturers fare better in terms of TTR and academic words, but write slightly fewer 2000-word level and off-list words than their students. While the differences in TTR and academic words are significant, the differences in the use of 2000-word level and off-list are not significant. The subsequent discussion addresses possible causes of these differences, and offers some implications for the teaching of vocabulary and writing.
How language teachers perceive information and communication technology Djiwandono, Patrisius Istiarto
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15260

Abstract

The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT mentioned the importance of teachers’ upgrading their ICT skills and called for institutional support for the teachers. Three models, TAM (Technological Acceptance Model), UTAUT (Unified Theory of Acceptance and Use of Technology), and TPACK (Technological Pedagogical Content Knowledge) were then discussed to address the need for helping teachers adapt to the fast-changing digital technology.
Co-Authors Daniel Ginting Yudi Setyaningsih