IJELTAL IAIN Samarinda - Profile on Academia.edu (original) (raw)

Papers by IJELTAL IAIN Samarinda

The purpose of this study was to explore how in-service Chinese college English teachers produce ... more The purpose of this study was to explore how in-service Chinese college English teachers produce and reproduce their identities within their study-abroad experiences in terms of their beliefs and classroom practice. Sociocultural theory, discourse theory, and activity theory were used in the theoretical framework to analyze how participants modified their self-perception and changed their classroom practice in different contexts during boundary crossing. The study invited four in-service Chinese college English teachers who took part in three-month study-abroad program. Data were collected from interviews, observations, and document analysis. The findings indicated that participants shifted their self-perception from advanced language user to basic language learner when they studied abroad and had difficulty in dealing with daily tasks. With deeper involvement in the U.S. American culture, they gained more confidence in teaching. After they returned, they were more creative and critical teachers. The findings also demonstrated that participants wanted to implement the latest pedagogies, activities, and management into their own classrooms based on their students' needs and levels in the Chinese sociocultural context. Although participants encountered challenges in implementation due to students' levels, learning habits, and local context, they made some effective changes and formed new authority in the

Although research studies on methodological issues of English for General Purposes are abundant i... more Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers' cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups' instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian ELT instructors and six content teachers regarding their translation-based, form focused, feedback and vocabulary teaching activities. Each participant was observed for six sessions. Field note taking and semi-structured interviews were also done with the two groups of teachers so as to delve into the cognitions underlying their actual practices. The general findings supported Atai and Fatahi (2014) in all the areas under investigation where there were within group inconsistences and across-group discrepancies within and between the two groups of teachers respectively with content teachers being much more inconsistent than ELT instructors in terms of their practices and cognitions. The findings of the study have implications for renewing the current practices of ELT instructors and content teachers teaching discipline-based EAP courses worldwide.

The International English Language Test System (IELTS) is one of the most reputable English tests... more The International English Language Test System (IELTS) is one of the most reputable English tests that is used to assess the language proficiency of those who intend to study or work in an English speaking context. It is one of the most large-scale proficiency tests which affects the lives of many students, as well as immigrants as the results of the test, are used for making critical decisions about the test takers. Moreover, the process of designing a good test requires a clear understanding of both validity and reliability of the test format. Therefore, in the current paper, we try to offer a descriptive review of the IELTS test by concentrating on various issues such as reliability, validity and washback.

Indonesia and Turkey have experienced educational reforms for decades, for instance in constructi... more Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be performed 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 materials and assessments to promote effective, engaging, and enjoyable teaching and learning. It is suggested for further studies to employ interviews with teachers and students to see how they perceive the curriculum they have experienced, and observation to see the actual implementation of the curriculum employed.

Nursing students learn English language as specific purposes (ESP). They should be able to learn ... more Nursing students learn English language as specific purposes (ESP). They should be able to learn do communication in English to be a professional nurse. However, learning English was not an easy game to do. There will be some difficulties and adjustment along the learning process. Thus, the research is aimed at. A descriptive qualitative methodology as the foundation to investigate the obstacles in the learning process among Indonesian EFL nursing students and to examine the nursing students' expectation in English learning process. Open-ended questionnaire and semi-structured interview would be the instruments to gain support some information. About 24 respondents and 3 of representatives of 7 th semester nursing students would be the respondents. The result showed that besides grammar, structure, and tenses application, four skills implementation, lecturer's effects, and institution's regulations (curriculum management distribution, time schedule management, connection problem between staffs authority and lecturer) would be the major obstacles. Meanwhile, better communication among nursing institute stakeholders about schedule, time management, curriculum and modifying classroom activities could be the better expectation emerged to reduce the EFL nursing students' obstacles. This research concluded that adjusting the regulation for the English subject curriculum and altering nursing students to encourage and motivate themselves to learn about English could change the outcome and situation to build pedagogical implication and to plan more comprehensive English learning activities.

In communicative English language teaching classrooms, one of the main issues discussed is the te... more In communicative English language teaching classrooms, one of the main issues discussed is the teaching of forms. Research shows that Focus on Form (FoF) practice which focuses on building students' communicative ability is effective and desirable in helping students acquire their second language. This is unlike Focus on Forms (FoFs) practice which emphasises building students grammatical accuracy. However, many of the studies on FoF practices are designed within a controlled environment with predetermined categories, which is different from an actual classroom setting. This study is conducted in actual communicative English language teaching classrooms to investigate teachers' FoF practices. Data were gathered from 15 non-participant classroom observations and interviews with three Malaysian ESL teachers. The data from the observations showed the teachers' tendency to employ isolated form-focused instructions (I-FFI) and reactive FoF practices in teaching grammar. However, the interviews revealed that the teachers focused more on helping students to master grammatical rules which conformed to the principle of FoFs practice. The contradicting findings suggest a complexity of teachers' actual practices which is not highlighted by many of the research studies in this area.

Language anxiety was continuously reported to greatly influence learner's progress in mastering t... more Language anxiety was continuously reported to greatly influence learner's progress in mastering the target language. This study reports a survey investigating the level of language anxiety among non-English major students living in rural area along with its perceived causes. Based on the finding it further discussed some alternatives to alleviate students' language anxiety. The participants were 114 non-English major students studying in State Islamic College of Teungku Dirundeng Meulaboh, West Aceh. Data were collected employing FLCAS from Horwitz, Horwitz, and Cope, (1986). The average mean score of FLCAS from all the participants were 102.7, exceeding the medium score. It indicated that the students in general exhibited a fairly high level of language anxiety. In regard of gender, the female group appeared to be more anxious than their male counterpart. The biggest cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3.5 followed by communication apprehension and test anxiety in the second and third rank with the average mean 3,3 and 3.1 respectively. On another hand, English classroom items were perceived to contribute the least to the students' anxiety experience given the average mean 2.7. Taking account on the finding, some alternatives were discussed.

As one of activities in Extensive Reading classroom, Exploring Personal Reading Histories provide... more As one of activities in Extensive Reading classroom, Exploring Personal Reading Histories provides learners in exploring their reading experiences. This study aimed to explore: (1) What are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based in Exploring Personal Reading Histories? " (2) How are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest? " It was a case study and the data were collected through the document of learners 'reading histories. The result of this study found that: (1) the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts and processes in becoming competent for each level. (2) The reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest are through reading experiences developing processes (parent's and teachers' role, learners' positive attitude, reading materials for each level, reading activities, building critical thinking). This study suggests implementing Exploring Personal Reading Histories in Extensive Reading course. It is also recommended conducting deep study on Exploring Personal Reading Histories in developing reading interest by using socio-cultural theory and interviews as an additional theory and instrument.

This paper aims to reveal and analyze Iago's speech in Shakespeare's Othello. Iago's use of anima... more This paper aims to reveal and analyze Iago's speech in Shakespeare's Othello. Iago's use of animal metaphors in Othello is analyzed through Conceptual Metaphor Theory (CMT). Moreover, Iago's words in the play are connected to race, gender and identity and analyzed through Critical Discourse Analysis (CDA). Finally, Iago's rhetorical discourse is analyzed through Rhetorical Theory to examine his use of rhetorical devices such as rhetorical questions. The findings of this study show that Iago's use of animal metaphors in the play is to dehumanize and degrade other characters. Further, Iago is able to alienate Othello because of his different identity and different color from the Venetian society. What's more, Iago has shown misogynistic attitudes toward women through the course of the play. In addition, Iago shows an exceptional ability in his rhetoric. He manipulates most of the characters in the play and was able to deceive all of them. It can be concluded, then, that Iago's use of animal metaphors is conceptualized and connected to his cognitive mind. Moreover, Iago's racist language in the play reflects the racist attitudes toward 'non-white' people in Shakespeare's time. Finally, Iago uses different rhetorical techniques such as rhetorical questions to manipulate other characters which shows how language can be exploited to achieve negative impact on others.

The objectives of this study were (1) to describe the students' Reading habit, multiple intellige... more The objectives of this study were (1) to describe the students' Reading habit, multiple intelligences, and writing mastery, (2) to find out whether or not there was significant correlation among the students' Reading habit, multiple intelligences, and writing mastery, and (3) to find out whether or not the students' Reading habit and multiple intelligences contributed to their writing mastery. In this study, 76 undergraduate EFL students of English Education Study Program of Sriwijaya University in the academic year 2017/2018 in the seventh semester were chosen as a samples by means of purposive sampling. This study applied correlational research design. The data were collected by using questionnaires and test, and were analyzed by using Pearson Product Moment correlation coefficient and regression analysis. The results showed that (1) most of the students (38) were in the average level of reading habit; most of the students (12) had six dominant intelligences; most of the students (44) were in the good level of writing mastery; (2) reading attitude was the Lestari, et al., the students' reading habit, multiple intelligences, and writing 166 IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(2), 2018 only habit which had a negative and significant correlation to the students' writing mastery (r=-271, p< 0.018); reading attitude also had positive and negative and significant correlation to the students' ideas (r=-0.367, p< 0.001) and thesis voice audience (r=-0.236, p=< 0.040); logical intelligence was the only intelligence which had negative and significant correlation to the students' writing mastery (r=-0.238, p= 0.038); ideas was the only the aspect of writing had a negative and significant correlation to the students' logical intelligence (r=-0.267, p= 0.020) and intrapersonal intelligence (r=-0.250, p= 0.029); (3) reading attitude became the best predictor and influenced the students' writing mastery with 7.3% contribution (R 2 = 0.073).

Authentic assessment in 2013 Curriculum leads the students to be autonomous learner and become hi... more 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.

Mobile phone use has been studied in its connection with foreign language learning by many resear... more Mobile phone use has been studied in its connection with foreign language learning by many researchers concerned in Mobile Assisted language learning (MALL) for more than a decade. In Indonesian Islamic higher education context, the issues of MALL has not been discussed extensively. To respond to this need, this study was aimed at investigating the following research question: 1) How do students use their mobile phone to learn English Monolingual Dictionary (EMD) application?; 2)How do students use their mobile phone to support English language learning?. This study employed qualitative method using case study. To collect data, this study applied observation to find out students' engagement in using mobile phone for learning EMD application. Students participated in this study were 40 students. Findings showed that students were able to use mobile phone to use EMD application in English language learning (ELL). They demonstrated skill in operating EMD application which was realized in their knowledge concerning, pronunciation, grammar and meaning information when searching a particular word. In addition there were many features that students seized from mobile phone for English language learning. They used audio feature to operate EMD from mobile phone to boost listening skill. Their mobile phone facilitated them to record video project presenting their vocabulary learning. These activities could be done

The purposes of this study were to examine the differences in learners' satisfaction of using e-L... more 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.

Explicitation, implicitation and meaning change are the kinds of cohesion shift which is the impo... more 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

Descriptive text is one of genres which is demanded to master by high school students in Indonesi... more Descriptive text is one of genres which is demanded to master by high school students in Indonesia. This requires teachers to be able to deliver it well in the classroom. However, research discovered that many teachers still have limited knowledge of how to effectively teach genres in the classroom. This qualitative case study was intended to diagnose a student's descriptive text writing through SFL perspectives to find out what problems encountered in her text writing. It is expected that after finding the problems, the teacher could design a pedagogical plan to deal with them. The results showed that the student's major problems in writing descriptive text lied on three aspects: the inability in adjusting the social function of the text, difficulty in writing the descriptive text with a chronological schematic structures, and the difficulty in filling the text with appropriate language features such as the use of unspecific participant. Therefore, taking everything into consideration, the researcher proposed Discovery Learning model to be used in teaching descriptive text in the classroom due to its strengths.

In light of the recent implementation of MOOC, the world of academia has been abuzz about incorpo... more In light of the recent implementation of MOOC, the world of academia has been abuzz about incorporating flipped learning as part of blended learning in the classroom. Educators have been experimenting and exploring with it using different approaches. Flipped learning is basically a pedagogical model which reverses classroom activities. Materials or contents are provided online (in learning management system or other learning platforms) and students will study the material prior coming to class. Therefore, classroom time can be used to engage in activities such as problem solving, discussion and analysis. This study set out to explore the effects of flipped learning approach in a grammar classroom through students' perceptions on its effectiveness and feasibility. A total of 120 students with higher Malaysian University Entrance Test (MUET) were asked to complete a questionnaire which is then analysed through SPSS version 24. The analysis of the findings showed that most of the students were keen to learn grammar through flipped classroom as opposed to traditional grammar classroom. The findings of this study give ESL practitioners a better insight into students' preference in learning grammar and ways to create better teaching through blended learning.

Writing is one of the four skills taught in the school which is used as communication in daily li... more Writing is one of the four skills taught in the school which is used as communication in daily life. It is considered as a difficult subject by the eleventh grade of the senior high school students because of the limitation of the time provided and some aspects of language to be considered. Therefore, the purpose of this study was to find out whether or not there was a significant difference in students' writing achievement of persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. By conducting a quasi-experimental investigation at senior high school level in South Sumatera, Indonesia, two classes consisting of thirty students in each class at SMA Negeri 1 Kandis were chosen as the samples by using purposive sampling method. To analyze the data, the t-test was used. The result findings showed that t-obtained (3.41) was higher than t-table (2.0017) at the significance level of p-value was lower than 0.05. It indicated that there was a significant difference in students' writing achievement of writing persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. The students who were taught by using Self-Regulated Strategy Development had better improvement in their writing persuasive text because the students could write the persuasive text well

This research aims at finding out whether or not the use of mistake buster technique is able to i... more This research aims at finding out whether or not the use of mistake buster technique is able to improve the English grammar mastery and finding out the students' interest toward the use of mistake buster technique. The research employs a quasi-experimental research method. The population and sample consist of 62 students which belong to two groups; 31 students in experimental group and 31 students in control group. The research data are collected using grammar test and questionnaire which are analyzed by inferential and descriptive statistics through SPSS 17.0 and Likert Scale. The research result indicates that the use of mistake buster technique is more effective than non-mistake buster technique in improving English grammar mastery of the ten grade students of SMA Negeri 3 Makassar. The students' result of posttest for experimental group is higher than the students' result of posttest for control group. It is proven by the mean score of posttest of experimental group is higher than the control group in grammar test (63.87 > 40.00). The difference of those mean score is statistically significant; it is based on t-test value at significant level 0.05, the probability value is lower than significant level (0.00 < 0.05). Then, analysis using Likert Scale shows that the students' interested to learn grammar by using mistake buster technique. It is proved by 60.6% students were in very interested category.

Extensive reading might develop EFL learners' English competency because in the process of readin... more Extensive reading might develop EFL learners' English competency because in the process of reading, they keep on reading a lot of reading materials and immerse in the language use. This article is based on literature review for a study " a Case Study on Two Indonesian Learners' Extensive Reading in English Experiences towards Developing Reading Competency ". This article aims to describe how extensive reading contributes to English competency of EFL learners. The review shows that the contribution of extensive reading is in terms of the context of Indonesian EFL learners, learning language for Indonesian EFL learners, and characteristics and the benefit of extensive reading meet the Indonesian EFL Learners' reading experiences. The more the learners read, the more they acquire the language, and the more they acquire the language, the more they develop their language competency. This process shows how extensive reading contributes to English competency. This review is expected to be meaningful for the study designed.

This study investigated the use of a commercial textbook in English 1 Course at a university in S... more This study investigated the use of a commercial textbook in English 1 Course at a university in South Korea seen from the framework of a sound curriculum development. Thus, the use of a commercial textbook was analysed and evaluated in relation to elements of curriculum development, such as needs analysis, learning aims, syllabus, methodology, and materials, as well as assessments. It was found that the use of the textbook drove what were taught in the whole course and thus practically " functioned " as its syllabus. However, it was found that the textbook could not facilitate learners to achieve all of the learning aims of English 1 course and it contributed to a disparity of learners' achievements across different classes. Furthermore, the reading assessment, derived from the textbook, was unable to assess learners' achievements in all of the learning aims of English 1 course. Thus, it is suggested that teachers form informal workshop groups among teachers where they can share problems they face in class and possible solutions on how to address them in areas within their control. Based on the results of the study as well as the limitations, some recommendations for future studies are also presented.