The present study presents the instructional procedures of the implementation of corpusaided discovery learning and the extent to which corpus-aided discovery learning can create motivating and successful English grammar learning environment for EFL (English as a Foreign Language) students. Corpora promotes inductive learning in terms of that students not only acquire grammar by language data, observation and self-discovery of rules, but also find it entertaining and exciting to make grammar rule generalization on their own (Cheng, 2011; Hunston,2002). Drawing on data of a questionnaire and an interview, the students recounted that incorporating corpus-informed data into grammar learning was very satisfying and useful, and students can be sure that the language they are practicing is up-todate, used in everyday situations. It is not artificial or invented language but consists of the most widely used grammar (McCarthy, 2004). In addition, language corpora helped students to learn about certain language uses that were not available in any of the traditional tools. Another finding shows that students understood how certain language forms were used by native speakers of English, and students revealed more positive attitude toward corpus in learning English grammar. The findings imply that corpus-informed data can be a means of encouraging autonomous learning, illustrating real uses of abstract rules, presenting authentic daily grammar, and promoting exploratory inductive learning. However, some students, especially inexperienced students, found learning grammar through corpusinformed data was difficult or boring.Keywords: corpus-aided discovery learning, English grammar learning, inductive learning Penelitian ini menginvestigasi penerapan corpus-aided discovery learning (CADL) dan melihat sejauh mana CADL dapat meningkatkan motivasi demi keberhasilan pembelajaran Journal of ELT Research | 67 grammar dalam konteks EFL (Bahasa Inggris sebagai bahasa asing). Corpora mempromosikan pembelajaran induktif dimana siswa tidak hanya memperoleh pengetahuan grammar dari bahasa dan observasi tetapi juga dengan cara menyenangkan sehingga mereka dapat menyimpulkan aturan grammar sendiri (Cheng, 2011; Hunston,2002). Data yang diperoleh dari questionnaire dan wawancara menunjukan bahwa pembelajaran grammar melalui corpus sangat menyenangkan, dan siswa percaya bahwa bahasa yang mereka pelajari up-to-date. Corpus bukan bahasa semu tetapi bahasa yang memuat grammar yang paling sering digunakan (McCarthy, 2004). Selain itu, corpus membantu siswa mempelajari penggunaan kata tertentu yang tidak ditemukan pada media tradisional. Penemuan lain menunjukan bahwa siswa dapat mengerti bagaimana bahasa yang digunakan oleh penutur asli bahasa Inggris, dan mereka memiliki kesan yang positif terhadap pembelajaran grammar. Penemuan studi ini dapat dimaknai bahwa corpus dapat mendorong siswa mandiri, menyajikan materi otentik, dan mendorong pembelajaran induktif. Namun, siswa yang berada di level bawah mengatakan bahwa pembelajaran grammar melalui c...

The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on  various perspectives and contexts of language learning. The present study reports students’ perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that:  All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students’ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may  be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.

Textbook can be as a medium to convey values, while teachers and learners enact as the values- carrying agents. This present study aims to investigate peace value in national ELT textbook which approved by Indonesian Ministry of Educational and Culture entitled Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas XII [English for Senior High School Grade XII]. Findings show that there are three basic sources of peace value such as inner peace (building learner’s self-concept), social peace (tolerance with differences) and peace with nature (take care of the environment). This critical discourse analysis study indicates that social practice can be identified through language. Thus, it will contribute for both students and teachers in order to be aware as value agent in ELT textbook.

This study aims to examine how different genders are represented in Indonesia's grade eight English textbooks. The primary goal of this research is to ascertain the various gender representations and how language and images are used in the English textbook "Think Globally Act Locally." The study employs Fairclough's (1989) Critical Discourse Analysis (CDA) frameworks, specifically the description, interpretation, and explanation. Analyses are divided into five categories: Authors' genders, character genders, issues centered on men or women pictures and visibility, and linguistic traits. Additionally, the images have been subjected to a critical image analysis using the Critical Image Analysis program. The investigation's findings reveal that gender prejudice or stereotypes persist in the English textbooks used in Indonesian schools, despite the government's efforts to promote equality and fairness in education through the country's educational policy. Lastly, the study offers some pedagogical implications and recommendations for resolving gender inequality in the educational materials used in English classrooms.

Although much research in the area of second language (L2) vocabulary development has extensively been researched, video text viewing as a strategy for understanding disciplinary vocabulary in context is rarely reported in the literature. To fill this void, the present action research reports the findings of vocabulary self-collection strategy (VSS) along with the use of video as a multi-semiotic medium of understanding disciplinary vocabulary in content-based EFL instruction. Informed by students’ reflective journal, observation, and interview data, students recounted that the VSS encouraged them to learn disciplinary vocabulary in different discourse contexts. Through role scaffolding by a teacher and peer support, they were engaged in the discovery of vocabulary by documenting unfamiliar or interesting words from their readings and by exploring different meanings of vocabulary using e-dictionaries and corpora. The other research findings showed that the students had enhanced their awareness of word classes, word orders, and word meanings. This empirical evidence suggests that VSS can be a catalyst for engaging students in such post-listening tasks as writing a summary of the video text and creating new vocabulary mapping or profiling.

Drawing on narrative inquiry aiming to understand the experience of student teachers learning context texts through different modes of meaning.  This paper reports on the use of narrative frames as a mean of investigating the intersemiotic practice experiences of student teachers majoring in English education program in Karawang, West Java, Indonesia. Students in depth interview data revealed that multimodal practice has the potential to promote the  role of student teachers as designers and navigators in reading English disciplinary texts. In addition, multimodal reading encourages the student teachers to become autonomous language learners. Moreover, multimodality reading tasks can scaffold students in comprehending academic language and in increasing students’ academic vocabulary development as well. These findings have implications for policy makers and teacher educators.

This article reports the findings of action research on the implementation of extensive reading to literary text (henceforth ER) with learning logs (henceforth LL). The research question was: In what ways do the students engage in comprehending literary texts through ER with learning logs? And what are students’ reactions to these activities? The research was conducted in the English Language Education Study Program English Education Department of a state university in Indonesia in which twenty six students voluntarily participated in this study. The data of the research were collected from students’ reflective journals and semi-structured interviews. The empirical findings show that the students engaged actively and autonomously in the literary text identifying, word defining, class presentation, vocabulary enforcement and reflection through literary text extensive reading (ER) program with learning logs (LL). The findings also reveal that through the use of scaffolding by teachers and peer support, the students were engaged in the discovery of English literature vocabulary by documenting unfamiliar or interesting words from their English literature reading texts. The students also enjoyed exploring the different meanings of vocabulary using electronic dictionaries and corpus software. Furthermore, the findings show that they had enhanced awareness of word classes, word orders, and word meanings. The research suggests that the use of learning logs has managed to engage the students in reading literary texts as meaning making and learning autonomy that expand their reading ability and lexico-grammatical repertoires.

This study aimed to investigate a story from a South-East Asian TESOL teacher. The purpose of this study is to inspire and guide in-service and pre-service English teachers to teach EFL/ESL overseas either to native English-speaking or non-native English-speaking countries. The participant of the study is a BA TESOL Teacher from the Philippines teaching English in the Kingdom Saudi of Arabia. The data were collected through a semi-structured interview and analyzed through Braun & Clarke’s thematic analysis. The data then will be coded, read multiple times, and themes were assigned and generated. The findings describe that teaching abroad provides better prosperity and additive and transformative development for the teachers. However, teachers that aim to teach abroad should be globally accepted and possess proper identity and agency to overcome culture shock, language differences, homesickness as the common challenges of teaching abroad. Overall, teaching abroad should be considered greatly by teachers who are interested to receive a higher salary and involved various teachers’ development experience.