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Indonesian Journal of English Language Teaching and Applied Linguistics

ijeltal
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Published by Institut Agama Islam Negeri Samarinda

ISSN : 25276492 EISSN : 25278746 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

Indonesian Journal of English Language Teaching and Applied Linguistics, e-ISSN: 2527-8746; p-ISSN: 2527-6492, published by English Department, Teacher Training and Education Faculty, State Islamic Institute of Samarinda (IAIN Samarinda). It is a peer-reviewed journal of Language and Linguistics, including: Applied Linguistics and English Language Teaching. The journal is published twice a year; May and November

Arjuna Subject : -

Articles 162 Documents

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Technology Integration and English Language Instruction for Education Pongpatchara Kawinkoonlasate
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 2 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Technological applications in education are altering how we collect information, conduct research, and share data with others. New computerized tools are changing the education community and how we pass knowledge to students. With these new tools, technology is being integrated into the classroom at larger scales every year. With more electronic resources available for teachers, new teaching methodologies are being used to improve EFL and ESL learners. The objectives of this academic paper are to acknowledge the significance of technological applications for teachers and language skill development in learners, to discuss the process of integration of these new technologies into the classroom, and review possible problems with the introduction of these new tools into the English classroom with regards to listening, Reading, Writing, and speaking. Throughout this paper, the term technological education and integration has been defined. An explanation of the use of technology is given. Previous studies and research on the use of Technologies in order to improve language learning skills in the classroom have been reviewed and discussed. Positive ways these Technologies can be used to assist students improve their English language skills are also suggested.

The Use of Banten-Dialect Javanese Language as the Identity Marker of Banten Society Viewed from Gender Perspective Siti Suharsih
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Given the reality of language diversity in Banten and juxtaposed with the differences in language behavior between men and women, the researcher directly examined the pattern of Banten-Dialect Javanese Language associated with gender in the community of Gowok Village, Sukajaya, Curug District, Serang City. This study aimed to describe the patterns of Banten-Dialect Javanese Language use in the family and neighborhood domains viewed from gender perspective.To achieve the objectives, this study used a qualitative approach. A qualitative approach was used to describe the patterns of Banten-Dialect Javanese Language in two domains, namely family and neighborhood, and describe how gender can distinguish the use of language in the two domains. The populations of this research were the speakers of Banten-Dialect Javanese Language in Gowok Village, Curug District, Serang City, and the determination of sample as the respondents was done by snowball sampling technique. The method used to collect the data of this research was survey method. To obtain the data from large populations, the researcher used data collection techniques through a written questionnaire instrument .

Investigating the Students’ Views on the Authentic Materials Used in Basic Speaking Class Sri Fatmaning Hartatik; Tities Hijratur Rahmah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This current study was intended to investigate the student point of views on the use of authentic materials (AMs) used in the process of teaching and learning speaking at the first semester in English Department, IKIP Budi Utomo Malang. A descriptive qualitative was employed to portray the intended data. The data were revealed from 22 students experiencing learning speaking by using authentic materials (AMs). To help the researcher, as the key instrument, to obtain the data, the researcher used an interview guide. To make the data display clear, the findings were classified into three classes; they were students’ views on the use of videos, student’ views on dialogues used in Basic Speaking, and students’s point of views on the pictures used as Ams. In general, the interview results showed that AMs were basically interesting, motivating, providing information on how the language used and how English culture is, raising students’ feeling of confidence. In term of the comprehensibility of the materials, however, only a few students stated that the presented materials were understandable; while the others thought that they could not understand the AMs because the spoken communication made by native speakers was too fast. Based on the findings, it can be concluded that the teaching material presented in the Basic Speaking class viewed in positive manners by the students. Some students, however, found that the materials, especially conversation made by native speakers, were seen incomprehensible as the models in the video spoke too fast and used long sentences. This informed the teachers that even though AMs were found to be beneficial, AMs should be carefully selected; by so doing, it is expected that the AMs will opt to the students’ level.

In-Company Foreign Language Training: A Teacher’s Perspective Dorota Lipińska
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Teaching languages in a company environment is a relatively new phenomenon which has appeared as a result of competition on a job market. Nowadays companies offer various fringe benefits to their best employees, free language courses among them. This is a completely new situation for language teachers who are faced with a challenge of working in a new environment, not resembling schools, universities or language schools. They need to adapt to new requirements and deal with new problems and difficulties they were not prepared or trained for (Scrivener, 2011; Chong, 2013). The aim of this paper is to check what kind of difficulties and problems arise while teaching an L2 in a company. A group of L2/foreign language (English, German and French) teachers filled in an anonymous questionnaire concerning their work environment. The subjects came from various areas of Poland. The obtained information was divided into thematic sections and showed that the scope of perceived difficulties is really vast. It suggests that the topic should be analysed and studied further and corporate teaching ought to be formally taught as a part of a teacher training programme.

English Teachers’ Perception on the Use of Authentic Assessment in 2013 Curriculum Moch. Said Mardjuki
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Authentic assessment in 2013 Curriculum leads the students to be autonomous learner and become higher order thinking. However, the English teachers prefer to use non-authentic than authentic assessment. This study seeks to find out how English teachers use the authentic assessment in the classroom and the barriers and the way the English teachers solve the problems in conducting authentic assessment. Interview was used to find out of five postgraduate English education students at a university in Bandung used authentic assessment in the classroom. Authentic assessment can encourage the English teachers and students to be more creative and optimize student’s participation in learning process. However, several challenges lead to the implementation of authentic assessment: purpose of assessment, fairness, time allotment, objectivity and reliability of scoring. Therefore, 2013 Curriculum should be clearly stated the types of authentic assessment, the indicators, and time allocation to its teaching material.

A Study of e-Learning, Blended learning, and Traditional Teaching Methods to Motivate Autonomous Learning in English Reading Comprehension of Thais Learners Pornpimon Saeheng
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 1 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The purposes of this study were to examine the differences in learners’ satisfaction of using e-Learning, blended learning, and traditional teaching methods for TR and HI students and to study learners’ autonomy after receiving three different kinds of teaching methods. The informants were 90, second year students majoring in Tourism and Hospitality Industry which were divided by purposive sampling method into three groups of 30 learners, Group A received e-Learning method, Group B received Blended Learning method, and Group C received Traditional teaching style. The research instruments used for data collection were lesson plans, e-Learning program, learners’ perception questionnaires, interview questions, and English Reading Comprehension test (Pretest and Posttest). Quantitative data were collected and analyzed by mean, standard deviation. The interview data was read, reread, and then coded. Coding organized the raw data into meaningful categories. The results of this study indicated that the overall of students’ satisfaction and autonomous learning rate after receiving their teaching delivery methods were at “good.” Additionally, the interview results showed that the students were positively satisfied with e-Learning and blended learning. The students have become autonomous learning. Recommendations were made and presented in two categories: benefits of future practice and further research.

The Effect of Age on English Professors’ Integration of the New Technologies in Teaching Hicham Laabidi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The integration of computer technologies in teaching has become a vital technique to prepare students to face the challenges of the 21st century. Indeed, today’s education systems have moved from a focus on information transformation through books, blackboards and chalks to a concentration on information processing via technological instruments, mainly computers, smart phones and tablets. Therefore, teachers are required to adopt these new technologies in their teaching practices. However, it is observed that there are several factors affecting teachers’ actual implementation of computer technology in different educational institutions. This paper aims to examine the impact of the age factor on English professors’ use of Information and Communication Technology (ICT) in Moroccan higher institutions. Descriptive analysis of means, and standard deviations were used to analyse the collected data. Also, inferential statistics, especially the ANOVA test, were employed to determine the impact of age on ICT adoptions. The findings revealed that there are statistically significant differences in the means of professors’ age when integrating ICT in instruction, F(3,159)=20.455,p<0.05.

An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools Suci Noer Wulan Sari; Niken Anastasia Kusuma Wardani
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.

Explicitation and Implicitation of Conjuctive Relation in Target Text of Principle Language Learning and Teaching(PLLT) Kammer Tuahman Sipayung; Syahron Lubis; Edi Setia; Roswita Silalahi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 1 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Explicitation, implicitation and meaning change are the kinds of cohesion shift which is the important topic to investigate in translation. The confirmation of explicitation and implicitation translation process and its devices that is adopt by Noor Cholis and Yusi Avianto Pareanom in translating conjuction activites between sentences and clauses from English (ST) to Bahasa (TT). The data of this research are several conjuction which is appear in every chapter from Principle of Language Learning Language. To prove the hypothesis of explicitation based on Blum-Kulka (1986) is also the aim of this research then the analysis about conjuntive relation is done based on Haliday and Hasan (1976). The result of this reaserach shown us that 1) The hypotheis is positive or the portion of explicitation is bigger (63,52%), Implicitation (28,93%), meaning change (7,54%). 2) Addition is 16 devices and omision 24 devices of conjuction are adopted by the translator. 3) translators applied explicitated to the four types of conjuction such as: additive (39,60% ), adversative (26,73% ), causal (10,89% ) and temporal (22,77%) and implicitated to the four types of conjuction additive (26,08% ), adversative (39,13% ), causal (23,91% ) and temporal (10,86%) while the meaning change on additive (66,66% ), adversative (33,33% ), causal (0% ) and temporal (0%). From the finding above, it is described that additive conjunction potrayed more explicit than other and adversative conjunction more implicit than the other while additive conjunction experiences more meaning change than the other types of conjuction.

The Implementation of Critical Thinking in a Saudi EFL Context: Challenges and Opportunities Budor Saeed Al Zahrani; Tariq Elyas
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The aim of this paper is to explore the challenges to, and benefits of, fostering of critical thinking (CT) in the Saudi EFL (English as a foreign language) context. In the next section, the concept of CT will be clarified. In the following two sections, possible challenges or barriers to CT, whether religious or pedagogical, in the Saudi context are analyzed and refuted. After discussing the religious and the educational background of this issue, practices for promoting CT inside EFL classrooms are described. Finally, the benefits of incorporating CT strategies into language learning are outlined.

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Contact Name
Umar Fauzan

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dr.umarfauzan@gmail.com

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Journal Mail Official
ijeltalj@gmail.com

Editorial Address
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Location
Kota samarinda,

Kalimantan timur

INDONESIA