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All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Indonesian JELT Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Indonesian Journal of EFL and Linguistics Edulead

Setiono Sugiharto

Atma Jaya Catholic University Of Indonesia

Author-ID : 377335

Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 16 Documents Claim Missing Document

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RETHINKING THE PLACE OF RELIGIOUS DISCOURSE IN ACADEMIC DISCOURSE: A CRITIQUE OF AMBER ENGELSON Setiono Sugiharto
Indonesian JELT Vol 9, No 1 (2013): Indonesian Journal of English Language Teaching vol 9 no. 1 May 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

This article critiques some arguments on religious discourse in thecontext of academic discourse recently proposed by Engelson(2014). In relation to this critique, four points are raised: religiousidentities in academic discourse, structural inequities of the spreadof English in the Indonesian context, Indonesian rhetoricaltraditions, and the role of religious expression in academicdiscourse.Keywords: religious discourse, academic discourse, religiousidentities, Indonesian rhetorical traditions, religiousexpression.

GRAMMAR CONSCIOUSNESS-RAISING: RESEARCH, THEORY, AND APPLICATION Setiono Sugiharto
Indonesian JELT Vol 2, No 2 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 2 October 2006
Publisher : Universitas Katolik Indonesia Atma Jaya

This article reviews a number of studies that proved the efficacy of consciousness-raising (C-R), showing at the same time the inherent flaws that these studies suffer. It then proceeds to discuss the theoretical assumptions underpinning C-R, the application and the intended outcomes of C-R. In doing this, teachers can obtain a comprehensive picture of C-R, and in particular understand its typical characteristics that differentiate it from the traditional teaching method such as the Grammar Translation. Implications from C-R studies for language teaching are also discussed. Keywords: consciousness-raising, the Grammar Translation.

READ FOR PLEASURE AND ACQUIRE THE LANGUAGE Setiono Sugiharto
Indonesian JELT Vol 5, No 1 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 1 May 2009
Publisher : Universitas Katolik Indonesia Atma Jaya

Despite overwhelming research evidence buttressing the power of reading (Krashen, 2004), reading for pleasure – widely known as Free Voluntary Reading (FVR) – is still excluded in the mandated national curriculum for English language teaching in Indonesia. In fact, critical voices (channeled primarily via scholarly published articles) demanding the inclusion of this kind of reading in the curriculum are almost non-existent. This shows that the power of reading in general and FVR in particular, is not acknowledged by Indonesian scholars, politicians, and language teaching practitioners. This article argues that the sluggish improvement of literacy in this country is due to the fact that English language teaching is geared to conscious learning rather than to acquisition of the language as well as to the exclusive focus on heavy and ‘serious’ literature. This article offers alternative English language pedagogy, one that is not only pleasant for the students, but also helps facilitate literacy development in a powerful way. Implications of this alternative pedagogy are discussed. Keywords: The power of reading; free voluntary reading; English language teaching; literacy development.

WHY WE SHOULD TEACH GRAMMAR: INSIGHTS FOR EFL CLASSROOM TEACHERS Setiono Sugiharto
Indonesian JELT Vol 1, No 1 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 1 May 2005
Publisher : Universitas Katolik Indonesia Atma Jaya

Controversies about whether or not to teach grammar still reign in the current language pedagogy. Those who are against grammar teaching hold the view that grammar should not be taught since grammatical features can be acquired unconsciously in a natural setting. The protagonists of grammar teaching, however, argue that grammatical features need to be taught in order to facilitate the process of acquisition. Without questioning the legitimacy of the fact that grammatical features can be acquired unconsciously, this article argues that formal instruction is needed particularly in EFL contexts. Given this argument, the article addresses three important questions: (1) On what theoretical grounds should grammar teaching be based? (2) When should grammar instruction be given? and (3) How should grammar be taught? Keywords: the process of acquisition, grammatical features,formal instruction.

Co-Authors Akhmad Hairul Umam, Akhmad Hairul Christine Manara Eka Margianti Sagimin

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