cover
Contact Name
Barli Bram
Contact Email
barli@usd.ac.id
Phone
+62274-513301
Journal Mail Official
ijels@usd.ac.id
Editorial Address
Graduate Program in English Language Studies Sanata Dharma University Jl. Affandi, Tromol Pos 29 Mrican Yogyakarta
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Indonesian Journal of English Language Studies (IJELS)
ISSN : 2442790X     EISSN : 21750895     DOI : http://dx.doi.org/10.24071/ijels
The Indonesian Journal of English Language Studies (IJELS, online and print versions, is a journal dedicated to contribute to the improvement of English Language Studies in Indonesia. It is intended to contribute to human progress and development by way of English Linguistics, Literature, Education and other relevant sub-disciplines. It is expected that IJELS will bring a new color of knowledge sharing to enrich the flourish of English Language teaching and studies. Hopefully, the journal would reach as many people as possible.
Articles 147 Documents
Heuristic Reflection for Teachers for Better Learning Teaching Interaction WIjayanti, Rosalia Hening
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.335

Abstract

A reflection on teaching is a way to maintain and improve teachers‘ competence which is officially required. One of the reflection sessions to conduct is the end-meeting reflection.The reflection helps teachers evaluate their teaching practice which has been done to confirmthe accomplishment of lesson objectives and to improve their future teaching quality.However, the absence of reflection activity occurs not due to the lack of awareness about theimportance of reflection, but mainly because of the administrative work load and the tightteaching schedule. Therefore, the researcher aims to propose a reflection model to conformteachers‘ insufficient time in doing a reflection. The theories of reflection and the feedbackfrom practitioners underlie the proposed heuristic five-minute end-meeting reflection modelwhich can be done at the junior high school level. Keywords: reflection, heuristic, professional competence, pedagogic competence
Heuristic Reflection for Teachers for Better Learning Teaching Interaction Rosalia Hening WIjayanti
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.335

Abstract

A reflection on teaching is a way to maintain and improve teachers‘ competence which is officially required. One of the reflection sessions to conduct is the end-meeting reflection. The reflection helps teachers evaluate their teaching practice which has been done to confirm the accomplishment of lesson objectives and to improve their future teaching quality. However, the absence of reflection activity occurs not due to the lack of awareness about the importance of reflection, but mainly because of the administrative work load and the tight teaching schedule. Therefore, the researcher aims to propose a reflection model to conform teachers‘ insufficient time in doing a reflection. The theories of reflection and the feedback from practitioners underlie the proposed heuristic five-minute end-meeting reflection model which can be done at the junior high school level.
A Diagnostic Test on Grammatical Structures for English Teachers Tyas, Agnes Siwi Purwaning
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.336

Abstract

Grammar is a significant part of English proficiency. English proficiency also coverscommunicative linguistic aspects that require the speakers to comprehend and use thelinguistic aspects of language, as well as their functions and rules (Common EuropeanFramework of Reference for languages, 1971). Considering the importance of grammaraccuracy in English proficiency, teachers need to master the language forms, the functionsand the contexts of use before they can share their knowledge to their students. In order tomeasure teachers‘ proficiency on grammatical structures, this research is conducted to designa diagnostic test. A needs analysis questionnaire was distributed to 24 English teachers toidentify the grammatical structures that they need to review and the urgency. The result of thequestionnaire was used to determine the number of test items for each structure. The resultsof the diagnostic test were used to design a review program to help teachers review andimprove their competence on grammatical structures based on their needs. Keywords: grammar, diagnostic test, proficiency
A Diagnostic Test on Grammatical Structures for English Teachers Agnes Siwi Purwaning Tyas
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.336

Abstract

Grammar is a significant part of English proficiency. English proficiency also covers communicative linguistic aspects that require the speakers to comprehend and use the linguistic aspects of language, as well as their functions and rules (Common European Framework of Reference for languages, 1971). Considering the importance of grammar accuracy in English proficiency, teachers need to master the language forms, the functions and the contexts of use before they can share their knowledge to their students. In order to measure teachers‘ proficiency on grammatical structures, this research is conducted to design a diagnostic test. A needs analysis questionnaire was distributed to 24 English teachers to identify the grammatical structures that they need to review and the urgency. The result of the questionnaire was used to determine the number of test items for each structure. The results of the diagnostic test were used to design a review program to help teachers review and improve their competence on grammatical structures based on their needs.
A Holistic Model of English Lesson-Unit Assessment for Junior High School Students Rochmawati, Desi
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.337

Abstract

Assessment in the learning process is very important. It is useful to know whether the teaching and learning process succeed or not. It can help to identify the students‘achievement. An assessment is usually done by teachers and it covers the three aspects;knowledge, skills, and attitude (social and spiritual). In accordance with curriculum 2013, thisstudy develops the model of assessment which is simpler and integrated. Moreover, teachersright now have many things to do related with administration affairs and other portfolios.They do not want to be burdened with some kinds of evaluation or assessment forms whichwill take too much of their time. This study, therefore, is aimed at designing a holistic modelof assessment, which is designed for the unit lesson. The model is a holistic assessmentmodel. In the model, Core Competence 1 (CC1) and Core Competence 2 (CC2) are notindicated explicitly because they are integrated in Core Competence 3 (CC3) and CoreCompetence 4 (CC4). The data were collected by having group discussion and sharing aquestionnaire to the students in English Language Studies. The result of this study is aholistic model of assessment to assess Junior High School students‘ achievement in learningEnglish. This model of assessment is designed especially to assess students‘ achievement inevery unit lesson. The model is presented in a table with likert scale scoring of 1 to 4. Someexplanation is also needed in certain points. The assessment is conducted by the students,they do self-assessment and peer assessment. The teacher does portfolio assessment of thestudent‘s work. A Holistic Assessment for Junior High School is the appropriate formbecause in the model, a holistic approach has been implemented: the contents are not toocomplex but they already represent the whole competence.Keywords: assessment, knowledge, skill, attitude, holistic, Core Competence
A Holistic Model of English Lesson-Unit Assessment for Junior High School Students Desi Rochmawati
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.337

Abstract

Assessment in the learning process is very important. It is useful to know whether the teaching and learning process succeed or not. It can help to identify the students‘ achievement. An assessment is usually done by teachers and it covers the three aspects; knowledge, skills, and attitude (social and spiritual). In accordance with curriculum 2013, this study develops the model of assessment which is simpler and integrated. Moreover, teachers right now have many things to do related with administration affairs and other portfolios. They do not want to be burdened with some kinds of evaluation or assessment forms which will take too much of their time. This study, therefore, is aimed at designing a holistic model of assessment, which is designed for the unit lesson. The model is a holistic assessment model. In the model, Core Competence 1 (CC1) and Core Competence 2 (CC2) are not indicated explicitly because they are integrated in Core Competence 3 (CC3) and Core Competence 4 (CC4). The data were collected by having group discussion and sharing a questionnaire to the students in English Language Studies. The result of this study is a holistic model of assessment to assess Junior High School students‘ achievement in learning English. This model of assessment is designed especially to assess students‘ achievement in every unit lesson. The model is presented in a table with likert scale scoring of 1 to 4. Some explanation is also needed in certain points. The assessment is conducted by the students, they do self-assessment and peer assessment. The teacher does portfolio assessment of the student‘s work. A Holistic Assessment for Junior High School is the appropriate form because in the model, a holistic approach has been implemented: the contents are not too complex but they already represent the whole competence.
Holistic English Mid-Term Assessment for Junior High Schools RestiMartanti, Ika Fathin
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.338

Abstract

Assessment is one of integrated parts in teaching and learning process. Due to the change of curriculum in Indonesia, the assessment type which the teachers should use to assess theirstudents is different. According to Curriculum 2013, teachers need to assess every studentthoroughly, including their knowledge, skills, and attitudes. In fact, teachers still finddifficulties in assessing their students. This phenomenon also happens to the teachers ofjunior high schools. This research aims to develop a mid-semester assessment model which ismore practical and less time-consuming for English teachers in junior high schools. Themethod was Research and Development (R&D). The data were collected from groupdiscussion, questionnaires, and interviews. The result of the research is a holistic Englishassessment model which can be used for a mid-semester period. A holistic assessment coversthe partial and contextual aspects of teaching and learning. It consists of two types: studentassessment and portfolio assessment. This assessment model is expected to improve theeffectiveness of the assessment technique for junior high schools and to provide moreopportunities for teachers to conduct the mid-term assessment which is not really taken intoaccount as a part of classroom activities. Keywords: assessment, holistic, mid-semester, junior high school
Holistic English Mid-Term Assessment for Junior High Schools Ika Fathin RestiMartanti
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.338

Abstract

Assessment is one of integrated parts in teaching and learning process. Due to the change of curriculum in Indonesia, the assessment type which the teachers should use to assess their students is different. According to Curriculum 2013, teachers need to assess every student thoroughly, including their knowledge, skills, and attitudes. In fact, teachers still find difficulties in assessing their students. This phenomenon also happens to the teachers of junior high schools. This research aims to develop a mid-semester assessment model which is more practical and less time-consuming for English teachers in junior high schools. The method was Research and Development (RD). The data were collected from group discussion, questionnaires, and interviews. The result of the research is a holistic English assessment model which can be used for a mid-semester period. A holistic assessment covers the partial and contextual aspects of teaching and learning. It consists of two types: student assessment and portfolio assessment. This assessment model is expected to improve the effectiveness of the assessment technique for junior high schools and to provide more opportunities for teachers to conduct the mid-term assessment which is not really taken into account as a part of classroom activities.
A Project-Based Assessment Model of English for Senior High School Grade X Hanardi, Levyn Gracia
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.339

Abstract

Related to the implementation of the Curriculum 2013, project-based learning becomes one of the learning models that should be implemented in teaching and learning activities. Hence,outcome-based assessment and authentic assessment are considered appropriate model forproject-based learning because they are based on activities that represent a real-life setting.The purpose of this article is to develop an alternative model of project-based assessmentsthat are related to the implementation of the Curriculum 2013. This model is related to thebasic competences and objective of the lesson unit. Designed from concepts of project-basedlearning, authentic assessmemnt and outcome-based assessment, this project-basedassessment model can be one example of improvement of life quality in English languagelearning. It is hoped that the project-based assessment model will improve a betterunderstanding of the needs of students because it offers students‘ opportunity to investigateand discover authentic topics of interest. Using this model of project-based assessment,students‘ engagement in learning process can be improved.Keywords: project-based assessment, outcome-based assessment, authentic assessment gradeX of senior high school.
A Project-Based Assessment Model of English for Senior High School Grade X Levyn Gracia Hanardi
Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.339

Abstract

Related to the implementation of the Curriculum 2013, project-based learning becomes one of the learning models that should be implemented in teaching and learning activities. Hence, outcome-based assessment and authentic assessment are considered appropriate model for project-based learning because they are based on activities that represent a real-life setting. The purpose of this article is to develop an alternative model of project-based assessments that are related to the implementation of the Curriculum 2013. This model is related to the basic competences and objective of the lesson unit. Designed from concepts of project-based learning, authentic assessmemnt and outcome-based assessment, this project-based assessment model can be one example of improvement of life quality in English language learning. It is hoped that the project-based assessment model will improve a better understanding of the needs of students because it offers students‘ opportunity to investigate and discover authentic topics of interest. Using this model of project-based assessment, students‘ engagement in learning process can be improved.

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