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INDONESIA
Indonesian TESOL Journal
Published by Institut Agama Islam Negeri Palopo
ISSN : -     EISSN : 26225441     DOI : https://doi.org/10.24256/itj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Indonesian TESOL Journal (ITJ) published by LP2M IAIN Palopo is a biannual, refereed, open access, and practitioner-oriented electronic journal dedicated to enhancing and disseminating scholarly work of the current theory and research in the field of TESOL. It publishes both conceptual and research-based articles within the fields of teaching English as a foreign or second language, English language teaching and learning, and English language teachers training and education. Then, it aims to provide a medium for second and foreign language scholars, researchers, teachers, and officials at any level to involve in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. In other words, it also provides a forum for the exchange of information and ideas among members of the profession worldwide about research and theory-based practices as well as practice-oriented theorizing and research.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 54 Documents
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Student and Teacher Perceptions of Student Motivation among Korean University English as a Second Language (ESL) Students Luke Oliver Henry Allum
Indonesian TESOL Journal Vol 2, No 2 (2020): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v2i2.1245

Abstract

This paper analyses the differences between what teachers say motivates their students and what students say motivate them at a South Korean university. Using motivational constructs developed by Bandura and Maslow in previous motivation studies, it was determined that both teachers and students think teacher characteristics to be the most important variable motivating students, even more important than the student’s own intrinsic motivation. However, there was no agreement between students and teachers on what this looks like specifically in the classroom: teachers prefer to stimulate students’ creative thinking and to help students solve real-world problems, whereas students prefer to learn with digital media, presentations, and quizzes. Teachers and students both believe students to be highly intrinsically motivated, with the caveat that some students come to class lacking intrinsic motivation. This paper is significant in that students report teacher characteristics and instructional methodologies to be of more importance than a student’s intrinsic motivation. This paper reveals that teachers consistently over-rate the importance of teacher characteristics and methodologies on student motivation. 
Exploring the Perceptions of Moroccan EFL Teachers Towards Task-Based Language Learning Mohammed Mettar
Indonesian TESOL Journal Vol 3, No 1 (2021): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v3i1.1806

Abstract

Moroccan students do not have many opportunities to use English outside the classroom setting. The adoption of task-based language learning (TBLL) is deemed to be an appropriate language instructional method for the Moroccan EFL context. Hence, teachers are explicitly urged in the official Moroccan English language guidelines documents to adopt tasks in their teaching practices. However, no known empirical research has been conducted to investigate teachers’ perceptions and use of TBLL. To fill this gap, this study attempted to investigate high school EFL instructors’ familiarity with TBLL and their views on the use of tasks in their classrooms. An online survey provided quantitative data from 90 participants. Results showed that although Moroccan EFL teachers have a good understanding of the key concepts of this approach, their use of tasks is limited. Lack of task-based materials, large class sizes, and students’ use of their mother tongue to complete the task are identified as the main obstacles facing a high level of use of tasks in teachers’ classroom practices. Several implications for the successful integration of TBLL in the Moroccan EFL context are suggested at the end of the article.
Integrating the deductive method and holistic assessment approach to teaching English grammar in English education programmes I Made Sujana; Udin Udin; Ni Wayan Mira Susanti; Arifuddin Arifuddin
Indonesian TESOL Journal Vol 2, No 2 (2020): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v2i2.1201

Abstract

Mastery of English grammar for students in English education departments has a dual purpose, namely to improve their ability to communicate in English fluently and accurately, and to prepare them for becoming English teachers capable of explaining aspects of the English language. Thus, the English grammar course series is expected to equip students with the ability to use the language at the same time as explaining elements of the English language. This investigation aims to improve the learning, learning process, and the results of English grammar courses by integrating the deductive method and holistic assessment approach. This consists of assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). The study was conducted among 72 fourth-semester students in the English education department at the University of Mataram. Data were collected using various techniques such as tests, observations, portfolios, and documentation, and were analysed qualitatively and quantitatively. From the analysis it was concluded that (1) the materials of EG were designed to fulfil the teaching and learning process by integrating the deductive method and the holistic assessment approach, with the proportion of AfL and AaL higher than that of AoL; (2) the integration produced a significant improvement in the TOEFL test (SWE section), with an increase of 63.24 points – from an average 388.84 on the pre-test to 452.01 on the post-test; (3) students responded positively to both the model used and the implementation of the deductive method and holistic assessment. The practical implication of this research is that those teaching grammar in English education need to consider applying holistic assessment in both design and implementation.
A Historical Account of Linguistic Imperialism and Educational Policy in Tunisia: From the independence to the ‘Jasmine Revolution’ Leila Najeh Bel’Kiry
Indonesian TESOL Journal Vol 3, No 1 (2021): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v3i1.1742

Abstract

This article is about foreign languages hegemony in Tunisia. It describes the linguistic situation at the macro and micro levels, the Tunisian and the international linguistic communities, the status of English and French languages throughout the world, and their effects on the Tunisian educational policy. The prevalence of French in Tunisia as the language of science and technology between 1956 and 1987, the way the  value of English is promoted in the Tunisian educational system between 1987 and 2011 though Tunisia is a French colonized country, and the tendency to linguistic isolationism since 2011, prove the intrinsic link between language and politics. Political changes at international and local levels shape the local linguistic communities.
An Arabic text as content in an Indonesian EFL setting: Trans-language Safi Aini
Indonesian TESOL Journal Vol 2, No 2 (2020): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v2i2.1518

Abstract

Maynard and Furlong (1995) state that teaching materials should be something that students can relate to, and that occupy students’ interests. They assert that teachers must recognise what students already know about material to be learnt, and introduce teaching material which students are somewhat familiar with. This study was conducted at an Islamic school where the English teachers fostered a culture of English learning using content embedded in Islamic theme. This was manifested in Arabic textbooks, which were used as a resource for learning English, and as a basis for translation and communicative language activities. The purpose of this study is to examine learners’ perceptions about the use of Arabic texts as a resource for learning English as a foreign language (EFL). The results show that through a trans-language approach, learners can improve their English vocabulary, understand parts of speech of translated English words, improve their use of English grammar, especially regarding tenses, learn how to translate, and speak English more fluently, since they understand the content of the textbooks. However, they also have difficulty in making English sentences in the passive voice, and in pronouncing English words.
Linguistic Landscape: A Language Learning Media in An Underdeveloped Region Agus Riadi; Fransiska Way Warti
Indonesian TESOL Journal Vol 3, No 1 (2021): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v3i1.1782

Abstract

As the result of the implementation of the latest curriculum in Indonesia, namely curriculum 2013, some problematic issues have arisen in its application. The apparent facts of this are the reduced number of hours dedicated to the subject of English, and the hampered distribution of the curriculum properties in rural areas, such as textbooks and teacher training for the curriculum. To resolve this dilemma, there is a need to find another means for teachers in rural areas to teach English, for example by using the authentic and contextual English text that is dispersed in their surroundings (Linguistic Landscape). Therefore, the aims of this research are to investigate the LL as a form of English exposure that students may encounter around their school neighbourhood, and the English language teachers’ perception of LL if it is to be applied as an additional learning resource, taking as an example a school in one underdeveloped region such as in Pulau Maya, Kayong Utara-West Borneo. This research employed a qualitative method by using an educational case study to investigate the teachers and the environment of this sample school. The data were obtained in the form of photographs and interviews. From the analysis, it was found that there are abundant LL signs that could promote students’ learning of English in improving their vocabulary, pragmatic competence, multimodal literacy, grammatical features, and their understanding of social aspects. Despite some sceptical perceptions, most of the teachers also seemed to acknowledge the apparent advantages of using LL in their future teaching.
The challenges and opportunities of creating an effective lesson at tertiary level Elena Vasilievna Velikaya
Indonesian TESOL Journal Vol 2, No 2 (2020): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v2i2.1346

Abstract

Any teacher, beginner or experienced, wants to teach an effective and successful lesson. The notion of effective teaching is rather difficult: two teachers can teach the same lesson, but differently, and both lessons can be effective. This article deals with some principles which can make a lesson effective, such as lesson management, lesson structure, students’ motivation to study, and class size. This research into students’ attitude to class size covers four groups from academic year 2016-2017 (faculty of linguistics at the National Research University Higher School of Economics – NRU HSE), six groups from academic year 2017-2018 (faculty of linguistics), and four groups from academic year 2017-2018 (International College of Economics and Finance – ICEF). Students’ replies to the question of whether they like to study in large or small groups show that most students prefer to study in small groups; the standard number of students in a first-year class is 15, but in reality can exceed 20.
A Study into the Pyramid Discussion Approach with Pre-Service English Teachers in Japan Takaaki Hiratsuka
Indonesian TESOL Journal Vol 3, No 2 (2021): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v3i2.1967

Abstract

The main concern of this article is the nature and the role of an EFL classroom speaking activity, known as pyramid discussion, whereby learners progressively form larger groups as they carry out a series of discussions on certain topics. This research interest stemmed from my personal experiences as an English language teacher in the context of Japan in which the majority of the teachers still regard the act of teaching English as the presentation of compartmentalized knowledge, as opposed to the promotion of communicative abilities. In this article, I introduce an action research study into the employment of the pyramid discussion approach in an English Teaching Methods course at a Japanese university and illuminate the effectiveness of the approach on the students, who are pre-service English teachers, in the course. Data will detail how the approach could notably assist the participants in seizing communication opportunities in English and in holding positive attitudes toward their teacher, classmates, and themselves as learners and future teachers of English. Implications are provided as a conclusion
Examining the effectiveness of online resources in developing English as a Foreign Language (EFL) reading skills autonomously Yahya Bouhafa; Shelby R. Hochberg
Indonesian TESOL Journal Vol 3, No 2 (2021): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v3i2.1839

Abstract

The purpose of this mixed methods study is to investigate the effectiveness of online resources in developing English as a Foreign Language (EFL) reading skills autonomously among undergraduate students at the Faculty of Letters and Humanities Fes-Agdal as a representative of the socio-cultural and higher education system of Morocco. The sample consisted of an experimental group and a control group. The experimental group consisted of 120 students that were exposed to three main online tools (Newsela.com, mrnussbaum.com, and rewordify.com) and virtual meetings and instruction provision using Facebook. The control group consisted of 120 students that benefited only from the university’s regular reading courses. The experimental intervention period was followed by interviews with a sample of 25 students from both groups providing a qualitative perspective. The overall results show that online resources had a positive effect on the development of metacognitive skills. Students tended to appreciate the inclusion of online resources in the classroom without devaluing the role of their EFL teacher – the students did not expect online resources to fully replace the role of their teachers. 
Pre-teaching Vocabulary in Teaching Reading Skill: A Hindrance to Learner Autonomy? Takad Ahmed Chowdhury; Arjumand Ara
Indonesian TESOL Journal Vol 3, No 2 (2021): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v3i2.1818

Abstract

Pre-teaching vocabulary of unfamiliar words of a reading or listening lesson is a technique used by English language teachers where they define and explain unfamiliar but essential words of the text just before the start of the comprehension task.Conversely, learner autonomy is an educational practice that refers to the learners' responsibility for their own learning, both in terms of what they learn and how they learn. These two diametrical ideals in English Language Teaching (ELT) demand research to justify pre-teaching vocabulary in teaching receptive language skills. Accordingly, this review paper investigated the effectiveness of pre-teaching vocabulary in teaching reading skills to English as a Second Language (ESL) or English as a Foreign Language (EFL) learners by reviewing recent literature. It sheds light on the concepts of learner autonomy, strategies to teach vocabularies in reading, pre-teaching vocabulary, and the extent pre-teaching is justified. This paper concludes that, while the principle of vocabulary pre-instruction is generally in conflict with that of learner autonomy, this particular strategy in ELT cannot be entirely disregarded to facilitate comprehension of a reading text and thus in promoting the use of target language, and can selectively be used by the teachers in interesting and useful ways. The study will help teachers to better understand to what extent pre-teaching vocabulary is useful and what strategies of this teaching technique can help motivate students to read and comprehend a reading text. Scope for future research is provided

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