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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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The use of Mentimeter as a medium for discussion in the EFL classroom: Students’ and teachers’ perspectives Leonardho Jackly; Fransisca Endang Lestariningsih
Indonesian TESOL Journal Vol 4, No 2 (2022): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v4i2.2580

Abstract

This study investigates the extent of the use of Mentimeter interactive presentation software in classroom discussion, and examines the perspectives of students towards Mentimeter as discussion media. A qualitative method was applied in collecting data from the participants. Three students were interviewed regarding the extent of the use of Mentimeter and their perspective about Mentimeter as discussion media. The findings from the interview results show that Mentimeter is a versatile and simple app that can be utilised to support learning activity. Mentimeter is used mostly for elicitation activities, brainstorming, and for clarification during a lesson. The students acknowledge that the anonymity provided by Mentimeter makes them feel safer in participating in class discussion. In addition, this study could become a reference for teachers using and implementing Mentimeter in the classroom.     Keywords: Mentimeter, class discussions, interactive
One Student’s English Language Learning Experience: The Story of a Non-English Major College Student in Indonesia Asri Siti Fatimah; Jember Barkah Abdillah Adiprima; Fuad Abdullah
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v1i1.2577

Abstract

English plays an indispensable role in fostering academic, personal, and professional quality. In Indonesia, introducing English to students from elementary, secondary, and tertiary levels of education is highly demanding. Unfortunately, probing the non-major English student's learning experiences remains under-researched. Therefore, this study is aimed at scrutinising the English language learning experience of a non-English major college student in Indonesia. John (pseudonym), a talented and outstanding student from the non-English major of a state university in Tasikmalaya, West Java, was recruited as the investigative participant. The data were garnered through semi-structured interviews and analysed using Narrative Analysis (NA) (Labov & Waletsky, 1967). The findings reveal that supporting environment, learning motivation, and styles have become the most influential aspects for him to learn English. With this in mind, encouraging John to acquire Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) enables him to communicate in English successfully. Further, this study suggests that English is not only taught for classroom-oriented activities but also for real-life communicative purposes.  Keywords: Language Learning Experience; Narrative Inquiry; Non-major English Student
Undergraduate Students’ Perception of the Use of WhatsApp-Based Speaking Instructional Materials Maulina Maulina; Hastianah Hastianah; Herianah Herianah
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i1.2584

Abstract

WhatsApp-based speaking instructional material (WABSIM), a social media-integrated teaching and learning form, is a much-needed and highly demanded speaking resource for students to access and learn English in flexible ways. This study was conceived to figure out students’ responses to the use of WABSIM for learning basic speaking. Twenty eight English Education Department students filled out a Google Forms questionnaire assessing the indicators of experience, motivation, and attitude. This current study reveals the perception of use of WABSIM; in terms of experience, 64.3% of students agree that it has helped enrich their insight, and 53.6% of students agree that it promotes an enjoyable learning situation. In the motivation aspect, 57.1% of students agree that they feel motivated in studying speaking skills using the WABSIM, 53.5% of students enjoy the WhatsApp-based communication tasks, 67.9% are willing to study speaking using WABSIM, and 50% agree that speaking lessons during the semester were fun. In terms of attitude indicators, half of the students agree that the WABSIM could increase their self-confidence in speaking English about daily topics, and that they became more active in learning – it helped them to learn the course independently and collaboratively. Therefore, the research indicates that students favourably perceive the use of WABSIM for learning in flexible ways inside and beyond the classroom, and that the learning through the WhatsApp instructions, such as recording audio and video material, as well as making audio and video calls, encourages students to be collaborative and even more independent.Keywords: WhatsApp, social media, speaking skill, mobile learning, motivation, students’ perceptions
Moroccan High-school Students’ Attitudes towards Learning English as a Foreign Language Layla Aknouch
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i1.2965

Abstract

The process of learning a language is influenced by a number of factors. One of the most significant factors that has an influence on learning a language is attitude. Research in this area has demonstrated that learners’ attitudes are a constituent and crucial part of the learning process. As such, learners’ attitudes towards language should be dealt with as a critical component of second and foreign language learning pedagogy. Accordingly, the current study addresses the attitudes of Moroccan high-school students towards learning English as a foreign language. Specifically, the study aims to investigate Moroccan high-school students’ attitudes towards English, the reasons behind their attitudes and the impacts that such attitudes might potentially have. Generally speaking, the study found that the participants have highly favourable attitudes towards learning English for different reasons, a fact that results in positive impacts on students’ willingness to learn the language.Keywords: Attitudes; Language; EFL context  
EFL Learners’ Motivation in Writing Their Undergraduate Thesis Tasdiq Jibran Prameswara; Astri Hapsari
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i1.2636

Abstract

This study aims to describe the motivation of EFL undergraduate students to write their undergraduate thesis. The data were gathered through Zoom-mediated interviews with two participants: Ani, who had completed her undergraduate thesis and Budi, who was completing undergraduate thesis writing when the study was conducted. The data were analysed using thematic analysis. The findings reveal that both participants experienced amotivation, extrinsic motivation and intrinsic motivation while working on their undergraduate thesis. As they were proceeding towards finishing their undergraduate thesis, audiences comprising their parents, friends and lecturers provided them with encouragement, which in turn increased their motivation. The urges towards and interest in the topic also enhanced their motivation in writing their thesis. Thus, this study implies that the students need both external support and internal self-determined motivation in order to finish their undergraduate thesis writing. It suggests that topic familiarity is crucial in building students’ intrinsic motivation. Thus, students should be directed to link the topic, keywords, and construction or variables before they come into research methodology and present their findings.Keywords: EFL writing, motivation, undergraduate thesis
Effect of an Online Language Course on Students` Grammar Achievement and Its Relationship with L2 Motivational Self System Muhammad Ahkam Arifin; Hasnawir Hasnawir
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i1.2979

Abstract

MoreandmorecoursesarenowofferingonlineEnglishclasses.However,to date most studies have been limited to the investigation of the implementation of quizzes to improve students` grammar ability, while the use of video tutorials has been less explored. Thus, the current study aimed to investigate how video grammar presentations, in addition to quizzes, could help students improve their grammar achievement. 170 Indonesian students were enrolled in a grammar class as part of TOEFL ITP program conducted on an online language course. This course utilised videos to teach grammar points explicitly and deductively by using students` native language (Indonesian language). The effectiveness of the class was measured based on the results obtained from the pre-test and three progress tests. Each of the progress tests was conducted after a two-week treatment with around five grammar topics each. It was found that students` grammar achievement appeared to improve statistically significantly after receiving the first two-week treatment, yet students` scores were not found to be statistically significant between the progress tests. Thus far, it confirmed that online language programs with video-based grammar instruction as well as grammar exercises could lead students to increased grammar achievement. In addition, taking into account the importance of motivation as a powerful predictor of students` success, this study also investigated the relationship between students` motivation and their grammar achievement. Overall, no association between students` motivation and students` final progress test was found in this study.Keywords: Grammar achievement; Learning management system; Motivation; Online language course
EFL Lectures’ Grading Practices in Islamic and General Higher Education Institutions Sri Mulyani; Ahmad Ardillah Rahman; Fatmawati Akhmad; Hardiani Ardin
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i1.2529

Abstract

This study investigates EFL lecturers’ grading practices, focusing on the beliefs underlying these practices, the types of assessment they implement to determine students’ final grades, and multiple factors influencing them in deciding students’ final grades. Applying interpretative phenomenological analysis (IPA), two EFL lecturers, one from an Islamic higher education institution and the other from a general higher education institution, were interviewed to reveal their grading practices. The findings of the research reveal that both lecturers believe that grades should reflect students’ learning outcomes. They serve as an instrument to measure the achievement of learning objectives and to identify which items from the course need to be improved. Both lecturers also believe that assigning final grades should involve multiple aspects related to moral character development. Furthermore, they apply various types of assessment. They employ formal and informal assessment types to obtain students’ scores before deciding their final grades. In addition, they consider academic factors, such as scores derived from formal and informal assessments, and non-academic factors, such as students’ efforts, attitude, and attendance, should be employed in their grading practices.     Keywords: Grading practices; Assessment; Academic Factors; Non-academic Factors
Action Research on Discourse Analysis of ESL Foundation Year Students: A Case of L1 Arabic-speaking Students Amrendra Kumar Singh
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i1.2650

Abstract

This essay aims to present a brief qualitative account of authentic writing samples of Arabic-speaking ESL learners, looking at various cohesive discourse devices used, and at what are the elements that make them differ in their world views. The focus of this essay is written discourse, especially the use of connectors in short medical report writing exercises; brief excerpts have been taken from submissions by students currently pursuing undergraduate degrees at a Saudi university. Writing samples from short paragraphs of free writing have been analysed to understand the nature of language perception and the way English is learnt by the students. The implications of the study throw light on pedagogical practices as well as on learners’ needs. Discussion of this paper has implications for prevalent teaching practices and for areas of improvement in the students’ writing skill.     Keywords: Discourse analysis; L1 Arabic speaking; ESL; writing skill; foundation year
Writing Descriptive Texts: What Makes this Difficult for Lower Secondary School Learners? Vina Virgianata Nuralisaputri; Fika Megawati
Indonesian TESOL Journal Vol 5, No 2 (2023): Indonesian TESOL Journal (October
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.2718

Abstract

Many EFL learners who have spent years studying the language cannot perform well in writing. The difficulties in producing written English can hinder the success of learning English. Thus, this research aims to analyse the challenges that students commonly face in writing descriptive text. It employed a qualitative descriptive method to study the writing performance of seventh-grade EFL learners in one of the Indonesian junior high schools. Observation, students’ texts, and questionnaires were used to collect the data. The results of this study show that the difficulties in writing descriptive text concern language (vocabulary and language use), cognition (content, organisation, and mechanics), and psychological difficulties (feedback). The significant difficulty found in the students’ writing is reflected by mistakes made in language mechanics, which returned the lowest mean score (1.71). The other factors contributing to the students’ low writing performance are lack of vocabulary, of interest in learning English, and of understanding of language use and the structure of the text. Further factors include limited exposure to English writing activities – compounded by limited availability of dictionaries – as well as ineffective feedback from the teacher. Based on the results, it is suggested that teachers pay more attention to all aspects of challenges faced by students and their contributing factors by creating or providing creative and effective learning methods or media that can encourage students to achieve their learning objectives.Keywords: Students’ difficulties; Writing; Descriptive text
Staying Agentic in Times of Crisis: A Literature Review for a Narrative Inquiry on Female EFL Teachers Puji Astuti; Teguh Kasprabowo; Zuhrul Anam; Girindra Putri Dewi Saraswati
Indonesian TESOL Journal Vol 5, No 2 (2023): Indonesian TESOL Journal (October
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.3907

Abstract

Female English teachers make significant contributions to their field, yet stories about them are under-researched. This paper presents the framework of an ongoing narrative inquiry aimed at understanding female teachers’ agency and its role in their professional identity construction during the Covid-19 pandemic. Based on a systematic review of relevant research, the framework displays several key themes, including the significance of active learning and digital literacies, and the scarcity of narrative inquiries into female teachers. We thus argue that in order to gain insights into post-pandemic pedagogy, there is a need for studies that depict female English teachers’ agency in enacting their pedagogical competencies and showcase their continuous efforts in constructing their professional identities, despite the challenges that they face. Against the backdrop of our review, the teacher education curriculum must include course(s) on agency and identity construction.     

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