Indonesian Journal of English Language Studies (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.
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<![CDATA[The Implementation Model of a Diagnostic Test for English Teachers ]]>
<![CDATA[., Sutanti]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.341
<![CDATA[Professionalism in teaching is one of the key factors in the success of an English education program. To keep the teachers‟ professionalism, a refresher program is needed to beconducted to improve teachers‟ competence. To map out the area of teachers‟ competencewhich should be refreshed, a diagnostic test needs designing. After a diagnostic test has beenmade, the implementation should also be well-conducted to get the representative result.Therefore, this study aims to design an alternative implementation model of a diagnostic testfor English teacher. The questionnaire and focus group discussion results show that theproposed model is an appropriate diagnostic test implementation model for teachers. Keywords: implementation model, diagnostic test, refresher program]]>
<![CDATA[Projects-Based Mid-Assessment Model of English at the Junior High School Grade 7 ]]>
<![CDATA[Citrayasa, Vinindita]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.343
<![CDATA[This article offers a project-based model of mid-term assessment for junior high school gradeseven. The model was proposed to help English teachers in assessing their students‟ learningprocess and learning results according to Curriculum 2013. English teachers still finddifficulty creating an authentic and holistic assessment due to the time limitation. Theresearch questions are first, whatthe model of project-based mid-term assessment of Englishat the junior high school grade 7 look likes and second, how the project-based mid-termassessment support teachers to conduct mid-term assessment. Thisis R & D research, which has two goals: the research goal and project goal. First, theresearch goal is to present the iconic model version of authentic mid-term assessment ofEnglish learning. The project goal is to develop the authentic mid-term assessment of Englishlearning for junior high school students and to understand the teachers‟ perceptions of thisassessment. The results of the pilot study showed that this model was authentic and holistic.However the proposed model still needs revisions in order to become more effective inassessing students‟ learning process.Keywords: assessment model, project-based, senior junior high school]]>
<![CDATA[Project-Based Assessment Models for Senior High School Grade XI ]]>
<![CDATA[Muryanti, Vivi]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.344
<![CDATA[Project-Based Learning is one of the approaches of teaching English which supports the scientific approach of Curriculum 2013. This approach can bring some benefits to thestudents namely promoting the comprehensible input and output and gaining successfulexperiences with the real world, and also supporting learner centeredness during the learning process. However, the implementation of this approach still has some problems particularly in terms of appropriate kinds of project and the way to assess the students‟ progress andachievement. Therefore, this article proposes the projects and the assessment models forSenior High School Grade XI as an alternative to overcome the problems of theimplementation of Project-Based Learning in Curriculum 2013.Keywords: project-based learning, Curriculum 2013, assessment models, senior high school]]>
<![CDATA[An Authentic Project-Based Assessment Model for Vocational High School Students Grade X ]]>
<![CDATA[Sastrikirana, Anastasia]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.342
<![CDATA[The aim of Indonesia National Education is to bring its people and country towards betterdevelopment of skills and characters or attitude in order to be democratic and responsiblecitizens. A curriculum needs to be created in order to support the achievement of this goal.The current curriculum 2013, has tried to emphasize on knowledge, skills and attitude all ofwhich are in line with the goal of Indonesia National Education. It emphasizes on three typesof learning namely project-based, problem-based, and discovery learning in order to promotemore skilful people. Yet, it is problematic in some ways for it does not provide enough timeallocation for knowledge and skill development. English is now taught in one meeting only ina week. Also, the problem lies in the assessment. It separates the assessment of knowledge,skills, and attitude. It seems to forget that in those types of learning, students have to integratethose aspects in order to accomplish a projector to solve a problem. The partial assessmentmakes those types of learning impossible. Therefore, an alternative authentic and holisticassessment for a year project for vocational high school students is developed to improvestudents‟ progress as a whole.Keywords: project-based learning, authentic assessment, vocational high school]]>
<![CDATA[An Evaluation Model of Problem-Based Learner Assessment in Curriculum 2013 ]]>
<![CDATA[Wijayanti, Yunita Rizky]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.345
<![CDATA[Curriculum 2013 has just been implemented at schools in Indonesia, and its implementationhas brought pros and cons among academicians. One of the major constructive criticismsrelated to the implementation of curriculum 2013 deals with the application of the creation.Bloom claims that creating places the top level among the thinking skills (Pohl, 2000).Furthermore, Dyers (2011) states that the main goal of each learning process is to improvethe learners‟ creativity. This paper focuses on the evaluation of learner assessment; hence, itaims to propose an alternative model of learner assessment based on curriculum 2013 byfocusing on the concept of scientific approach especially on creation and also the concept ofpositivism. Moreover, the result of Forum Group Discussion (FGD) shows positive feedback.The findings obtained from FGD generally show more positive feedback than the negativeone. In brief, it can be concluded that the model has been better because it provides creation,clear description, and it may encourage building positive characters of the learners.Keywords: evaluation model, problem based, learner assessment, creation, scientific approach, positivism]]>
<![CDATA[Self-Reflection Model for English Teachers to Improve Teaching Competences ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.346
<![CDATA[Reflection is an integral part of evaluation. It explores human being‟s experiences of whathave been done. The aim of this research is to discover the conceptual model andtheempirical model of self-reflection model for English teachers. It is hoped that the Englishteachers be more efficient in teaching.Reflection is alsoable to dig out the transcendentmeaning of human experience. As a teacher, reflection is used in order to look back at theexperience in teaching in order to have better teaching for self-actualization. The teachersbecome aware of their experiences and do self-reflection. This project focuses on researchand development. The research results are the conceptual model adapted from two existingmodels and the empirical model of teacher‟s self reflection which provides criteria ofteaching competences. They are pedagogy, personality, social, and professional competencesto reflect and integrated in 2013 curriculum. 2013 curriculum is used since it is the newestformal basis for teaching and learning. The teachers reflect their lived experience of thosecompetences for self-improvement and make progress of their teaching.Keywords: reflection, efficiency, self-actualization, English teachers, teaching competences,2013 Curriculum, self-improvement]]>
<![CDATA[An Evaluation Model of Problem-Based Learner Assessment in Curriculum 2013 ]]>
<![CDATA[Yunita Rizky Wijayanti]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.345
<![CDATA[Curriculum 2013 has just been implemented at schools in Indonesia, and its implementation has brought pros and cons among academicians. One of the major constructive criticisms related to the implementation of curriculum 2013 deals with the application of the creation. Bloom claims that creating places the top level among the thinking skills (Pohl, 2000). Furthermore, Dyers (2011) states that the main goal of each learning process is to improve the learners‟ creativity. This paper focuses on the evaluation of learner assessment; hence, it aims to propose an alternative model of learner assessment based on curriculum 2013 by focusing on the concept of scientific approach especially on creation and also the concept of positivism. Moreover, the result of Forum Group Discussion (FGD) shows positive feedback. The findings obtained from FGD generally show more positive feedback than the negative one. In brief, it can be concluded that the model has been better because it provides creation, clear description, and it may encourage building positive characters of the learners.]]>
<![CDATA[An Authentic Project-Based Assessment Model for Vocational High School Students Grade X ]]>
<![CDATA[Anastasia Sastrikirana]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.24071/ijels.v1i2.342
<![CDATA[The aim of Indonesia National Education is to bring its people and country towards better development of skills and characters or attitude in order to be democratic and responsible citizens. A curriculum needs to be created in order to support the achievement of this goal. The current curriculum 2013, has tried to emphasize on knowledge, skills and attitude all of which are in line with the goal of Indonesia National Education. It emphasizes on three types of learning namely project-based, problem-based, and discovery learning in order to promote more skilful people. Yet, it is problematic in some ways for it does not provide enough time allocation for knowledge and skill development. English is now taught in one meeting only in a week. Also, the problem lies in the assessment. It separates the assessment of knowledge, skills, and attitude. It seems to forget that in those types of learning, students have to integrate those aspects in order to accomplish a projector to solve a problem. The partial assessment makes those types of learning impossible. Therefore, an alternative authentic and holistic assessment for a year project for vocational high school students is developed to improve students‟ progress as a whole.]]>
<![CDATA[Self-Reflection Model for English Teachers to Improve Teaching Competences ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[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.v1i2.346
<![CDATA[Reflection is an integral part of evaluation. It explores human being?s experiences of whathave been done. The aim of this research is to discover the conceptual model andtheempirical model of self-reflection model for English teachers. It is hoped that the Englishteachers be more efficient in teaching.Reflection is alsoable to dig out the transcendentmeaning of human experience. As a teacher, reflection is used in order to look back at theexperience in teaching in order to have better teaching for self-actualization. The teachersbecome aware of their experiences and do self-reflection. This project focuses on researchand development. The research results are the conceptual model adapted from two existingmodels and the empirical model of teacher?s self reflection which provides criteria ofteaching competences. They are pedagogy, personality, social, and professional competencesto reflect and integrated in 2013 curriculum. 2013 curriculum is used since it is the newestformal basis for teaching and learning. The teachers reflect their lived experience of thosecompetences for self-improvement and make progress of their teaching.Keywords: reflection, efficiency, self-actualization, English teachers, teaching competences,2013 Curriculum, self-improvement]]>
<![CDATA[Projects-Based Mid-Assessment Model of English at the Junior High School Grade 7 ]]>
<![CDATA[Vinindita Citrayasa]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
Show Abstract
|
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Original Source
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Check in Google Scholar
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DOI: 10.24071/ijels.v1i2.343
<![CDATA[This article offers a project-based model of mid-term assessment for junior high school grade seven. The model was proposed to help English teachers in assessing their students‟ learning process and learning results according to Curriculum 2013. English teachers still find difficulty creating an authentic and holistic assessment due to the time limitation. The research questions are first, whatthe model of project-based mid-term assessment of English at the junior high school grade 7 look likes and second, how the project-based mid-term assessment support teachers to conduct mid-term assessment.Thisis R D research, which has two goals: the research goal and project goal. First, the research goal is to present the iconic model version of authentic mid-term assessment of English learning. The project goal is to develop the authentic mid-term assessment of English learning for junior high school students and to understand the teachers‟ perceptions of this assessment. The results of the pilot study showed that this model was authentic and holistic. However the proposed model still needs revisions in order to become more effective in assessing students‟ learning process.]]>
