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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 149 Documents
 1   2   3   4   5 
An Investigation of the Practice of Effective Teaching Strategies in Three Islamic Senior High Schools in South Jakarta Lia Aida
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education) | Vol. 2 | No.1 | 2015
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v2i1.2195

Abstract

Some research has argued that effective teachers significantly influence students’ performance. However, becoming effective teachers are not easy because they have to apply some strategies of effective teaching. For that reason, this paper intends to investigate whether  teachers from three Islamic Senior High Schools in South Jakarta practice effective teaching strategies. These schools have been considered good due to  the high mean score of English subject in Ujian Nasional. The framework of effective teaching follows the model developed by Creemers and Kyriakides, which relate teacher behavior in the classroom and student achievement . The framework consists of orientation, structuring, questioning, teaching modeling, applications, teacher role in making classroom a learning environment, management of time, and classroom assessment.
A Learner’s Self-Regulated Learning in Writing Hapsari Dwi Kartika
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 2 | No.2 | 2015
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v2i2.3085

Abstract

The purpose of this study was to analyze  Self-Regulated Learning (SLR) upon the process of  writing task.  The Motivated and Learning Strategies Questionnaire (MLSQ) developed by Pintrich was used to generate the participant's cognitive and metacognitive activity.  Data were collected from the participant’s journal written during her task performance and from her scores from three essay assignments in Psychology and Instruction subject. The result indicated an improvement in the participant’s writing performance, such as recalling previous knowledge and reviewing her writing. It showed that the participant’s marks among the three assignments significantly increased. The result also indicated participant’s difficulties and strength in her writing. However, The study further suggested time expansion to obtain a more comprehensive SLR performance, such as motivational and emotional aspects. Permalink/DOI:http://dx.doi.org/10.15408/ijee.v2i2.3085
An Investigation of Cohesion and Rhetorical Moves in Thesis Abstracts L Luthfiyah; A Alek; F Fahriany
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 2 | No.2 | 2015
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v2i2.3086

Abstract

This study aimed at investigating cohesion and rhetorical moves in thesis abstracts of English Education students. This study employed a qualitative research design in which 10 abstracts were chosen as samples. The cohesion is analyzed based on Halliday's and Hasan's  concept while rhetorical moves are analyzed based on Swales' and Feak's framework. The results show that all cohesive devices are used except substitution. Among those devices, reference is the most frequently used. The results also show that some cohesive devices are used incorrectly. As a result, seven abstracts (70%) are still in medium category of cohesion level while three abstracts (30%) are in high category of cohesion level. Furthermore, 7 abstracts are organized in different move patterns which do not follow the Swales' and Feak's framework. From the results of the study, it can be concluded that most of the abstract samples achieve medium category level of cohesion, and the rhetorical moves in most of the abstracts samples are not organized well. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3086
A Study of Avoidance Strategy of Face Threat of Native Speaker and Non-Native Speaker by Using Goffman’s Face-Work Theory Salmon Pandarangga
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 2 | No.2 | 2015
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v2i2.3087

Abstract

The purpose of this study was to analyze the avoidance strategy of face threat by English native speaker and non-native speaker who learnt other language e.g. English. This study used Irving Goffman’s face-work theory and its relation to avoidance face threat as a framework. 2 participants (one Australian and one Indonesian) took part in this study. Both participants were interviewed in English language in English speaking environment for about 30 minutes each. The participants were asked to tell about their hobbies with some open-ended questions. This study focused on spoken sentences produced by both interviewees that indicated avoidance of face threat. The findings revealed that the native speaker and non-native speaker reacted differently to avoid face threat. In addition, they also had their own strategy to avoid the face threat. This study concluded that different cultures significantly contributed to the strategy of avoidance of face threat. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3087
Reviewing the Curriculum of an English Department of A Private University in Indonesia Rentauli Mariah Silalahi
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 2 | No.2 | 2015
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v2i2.3088

Abstract

Curriculum is a very important guideline as any teacher should have to develop syllabuses, lesson plans, and teaching materials. This study aims at evaluating the current curriculum of the English department of one of the private universities in Indonesia, Sisingamangaraja University (pseudonym); a teacher training college. This study is trying to look at the content of the curriculum to  meet the criteria of a good curriculum. The documented data used were collected from the Head of the University’s English department. Further,  the author also conducted interviews to the Head of the English department and some of the English department’s current students. It is expected that the outcome of this study will bring some recommendations to the institution necessary to improve the studied curriculum and it is not unlikely that the recommendations can also be useful for English teachers elsewhere. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3088
The Effectiveness of Mindmapping in Improving Students’ Writing Skill Viewed from Their IQ Adi Suyanto
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 2 | No.2 | 2015
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v2i2.3089

Abstract

This research aims to know whether the mindmapping technique is more effective than the modeling technique in teaching writing, whether the writing skill of the students having high Intelligence Quotient (IQ) is better than that of those having low IQ in learning English, and whether there is an interaction between teaching techniques and students IQ in teaching writing. The research was carried out at SMPN 1 Prambon Nganjuk East Java using experimental method. The subject of the research was each 36 students of the seventh grade 9 and the seventh grade 8. The experimental class used mind-mapping technique and the control class used modeling technique. The data was analyzed by the data using ANOVA or analysis of variance and Tukey test. The findings revealed that: (1) the mind-mapping technique was  effectivein improving students’ writing skill (2) the writing skill of the students having high IQ is better than that of those having low IQ; and (3) there is an interaction between teaching techniques and students’ IQ. Therefore mind-mapping technique is an effective technique to improve the students’ writing skill. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3089
The Effects of Mind Mapping (MP) and Pre-Questioning (PQ) on the Students’ Reading Comprehension M Maslakhatin
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 2 | No.2 | 2015
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v2i2.3090

Abstract

This study was conducted to investigate the effects of mind mapping and pre-questioning on the students’ reading comprehension and on  the students’ reading comprehension levels: literal comprehension, inferential comprehension, evaluation, and appreciation. This study was a quasi-experimental design, which involved 52 senior high school students of the eleventh grade in Surabaya. Mind mapping was used for the experimental group and pre-questioning was for the control group. The instrument was 25 item reading comprehension test incorporating the four reading comprehension levels based on Barrett taxonomy.  Independent Sample t-test and Manova test were used to analyze the data, which results revealed that there was no significant difference between the students who received mind mapping and those who received pre-questioning in their overall reading comprehension and in their literal comprehension, evaluation, and appreciation level. However, there was a significant difference between the students who received mind mapping and those who received pre-questioning in their inferential comprehension. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3090
An Oral Discourse Perspective on Second Language Learning Iwan Jazadi
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 2 | No.2 | 2015
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v2i2.3092

Abstract

Teaching and learning to speak English using oral language data drawn from real life communication can be unique experiences for English teachers and students who usually rely on unauthentic written texts of a textbook. This small study focuses on a conversation involving the author and his native speaker counterpart. Entities of the conversation put under analysis and discussion include its register and generic structure, exchanges, prosodic features and communication strategies. The dialogic features of the text are presented in the data collection procedure and description section. The article is expected to provide a perspective for doing similar analysis with other oral data by teachers and advanced learners of English as a second or foreign language. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3092
Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence Athriyana Santye PATTIWAEL
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.3164

Abstract

ABSTRACT 21st Century Skills has attracted the attention of various education experts, practitioners, school management, teachers and educational managers in ASEAN countries, including Indonesia. A number of activities in terms of seminars and workshops have been held by a wide range of institutions to address this framework in terms of how to align it to the curriculum and how to integrate it into classroom activities. Regarding communication skills, Partnership for 21st Century Skills defines 21st Century Communication Skills – among the other five definitions – as communicating effectively in diverse environments (including multilingual and multicultural). Realizing that this framework was developed in the American context for their national education purposes, it is imperative for various parties, including teachers and practitioners of English as a Foreign Language, to contextualize it by considering both local and regional contexts. As a minute contribution to the effort of contextualizing the framework, this paper will address some emerging issues in developing the instructional materials framed by the pedagogy of English as an International Language and Intercultural Communicative Competence. ABSTRAK Keterampilan Abad ke-21 telah menarik perhatian beragam kalangan dari pakar pendidikan, praktisi, pengelola sekolah, guru sampai para manajer institusi pendidikan di negara-negara ASEAN, termasuk Indonesia. Serangkaian kegiatan termasuk seminar dan workshop telah diselenggarakan oleh berbagai institusi untuk membedah kerangka kerja ini dalam  hal Tentang keterampilan berkomunikasi, Partnership for 21st Century Skills mendefinisikan  keterampilan Komunikasi Abad ke-21 -di antara lima definisi lainnya– sebagai kemampuan berkomunikasi secara efektif di berbagai lingkungan (termasuk multibahasa dan multikultural). Menyadari bahwa kerangka kerja ini dikembangkan dalam konteks Amerika untuk tujuan pendidikan nasional mereka, maka sangatlah penting bagi berbagai pihak, termasuk guru dan praktisi bahasa Inggris sebagai bahasa asing, untuk mengkontekstualisasikannya dengan mempertimbangkan konteks lokal dan regional. Sebagai kontribusi kecil terhadap upaya kontekstualisasi tersebut, tulisan ini akan membahas beberapa isu yang muncul dalam pengembangan bahan ajar yang dibingkai oleh pedagogi Bahasa Inggris sebagai Bahasa Internasional dan Kompetensi Komunikasi Antar-budaya. How to Cite: Pattiwael, A., S. (2016). Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence. IJEE (Indonesian Journal of English Education), 3(2), 158-170 doi:10.15408/ijee.v3i2.3164. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.3164 
Project-Based Learning in Indonesian EFL Classrooms: from Theory to Practice Yustinus Calvin Gai Mali
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.2651

Abstract

ABSTRACT Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning. ABSTRAK Pembelajaran berbasis proyek (PBL) merupakan suatu pendekatan instruksi yang mengajarkan suatu konsep kurikulum yang didukung prinsip pengajaran yang terpusat pada siswa, otonomi siswa, pembelajaran kolaboratif, dan pembelajaran melalui tugas. Kajian ini memberikan alasan tentang implementasi PBL untuk merancang dua proyek utama dan aktifitasnya di kelas Creative Writing dan Second Language Acquisition pada program studi Pendidikan Bahasa Inggris, Universitas Dunia Indonesia. Selain itu, kajian ini memaparkan secara rinci praktik pedagogi dan sumber pembelajaran yang digunakan di kedua kelas tersebut. Pembahasan dalam kajian ini nampak mengindikasikan bahwa penggunaan PBL dalam kedua proyek tersebut menunjukan tingkat partisipasi siswa yang tinggi dan praktek pengajaran guru yang inovatif. Akhirnya, kajian ini berharap untuk memberikan guru Bahasa Inggris sebagai Bahasa Asing yang mempunyai praktik pengajaran serupa dengan ide praktis yang mereka bisa modifikasi dan kembangkan untuk membantu siswa mencapai tujuan pembelajaran tertentu dalam kelas mereka dan melanjutkan kecenderungan positif pada implementasi PBL dalam pengajaran dan pembelajaran. How to Cite: Mali, Y.,C., G. (2016). Project-Based Learning in Indonesian EFL Classrooms: from Theory to Practice. IJEE (Indonesian Journal of English Education), 3(1), 89-105. doi:10.15408/ijee.v3i1.2651 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.2651

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