There has been extensive literature on the teaching of vocabulary of English as a foreign language (EFL vocabulary) in the Indonesian context. However, a comprehensive analysis on the teaching of EFL vocabulary in this country has been a rare endeavour. This article aims to underpin various issues of the teaching of EFL vocabulary and relate them to a wider context of second/foreign language vocabulary teaching and review results of research as well as current practices of EFL vocabulary teaching and learning in the Indonesian context. It is expected that this article could provide an outline of the teaching of EFL vocabulary and some recommendations for future research and practices.
This study aims at investigating teachers’ and students’perceptions of autonomous learning in English language teaching and to what extent the teachers foster students’ autonomous learning. A set of questionnaire was distributed to 30 English teachers and 283 third-year secondary school students in the provincial part of Indonesia. The participants in this study were randomly selected. Furthermore, to obtain the supplementary data, an interview was conducted to two students from each school. The findings indicate that albeit positive tenets on autonomous learning were held by both teachers and students, they still had inadequate understandings of what autonomous learning concepts are. In terms of exposing students to autonomous learning, the teachers possess highly-driven endeavor. This study ends with suggestions for teachers and teacher education programs.
<p class="Body"><em>This study examined the effect of the use of Instagram on EFL students’ writing ability. It involved 34 EFL students of an Indonesian university. The students were taught to write opinion essays with Instagram as the instructional medium. The treatment was given in six meetings, excluding the writing pre-test and post-test. The students were asked to make an opinion essay in the pre-test and post-test. They were also asked to respond to a questionnaire designed to verify their perceptions on three aspects: their competence in writing, interest in the use of Instagram in the teaching and writing, and learning process. The results of the data analysis showed that there was a significant difference between the pre-test the post-test scores. Based on the findings of this study, some recommendations are given for teachers and future researchers regarding the use of Instagram on the teaching of EFL writing.</em></p><p class="Body"><em><br /></em></p>
This study examines how teachers teach English to prepare students for high-stakes English national examination in the Indonesian context. Data were collected from two high-achieving and three low-achieving schools with eleven teachers as the subjects of in-depth interviews and nonparticipatory classroom observations. The findings reveal that bi-directional washback was found in both groups of schools. The schools of low achievers were found to have more intensive negative washback than those of high achievers. The different intensity of negative washback is likely related to the teachers' perspective about their students' level of competence for passing the national examination and about the quality of their schools. The consistently unsatisfactory national examination scores of the low-achieving schools, despite their concerted efforts in the examination preparation program, suggest that the government should focus on supporting such schools with more empirically-based empowerment programs, which would become an indispensable follow-up actions regarding the implementation of the highstakes national examination.
This article aims to investigate what kinds of Professional Development (PD) activities done by Indonesian professional English teachers in developing their pedagogical competence dealing with teaching implementation as well as to identify how those activities contribute to their competence development. This qualitative study was done in two stages namely subjects selection and investigation on the subjects' professional development for their pedagogical competence in teaching implementation. The criteria of subjects selection have reflected the four competences that professional teachers need to possess which include personal, social, pedagogical and professional competences. The data collection was done by using questionnaire, interview guide, observation sheet. This study involves four selected professional English as a Foreign Language (EFL) teachers from Malang city, Malang Regency, and Batu town. The results show that PD activities done by the subjects include having discussion with colleagues, joining teacher association forum, attending seminars and workshops, taking courses, doing research, reading relevant sources, surfing the net,and doing team teaching. The ways how the subjects learn cover doing reflection, taking and giving feedback, discussing, broadening knowledge, researching, and problem solving. Referring to the limitation of this study, future researchers are recommended to do further study involving other aspects of pedagogical competence development, particularly the ones dealing with teaching preparation and evaluation on students learning.
This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers' pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semistructured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.
The status of English as a foreign language (EFL) in Indonesia necessitates the use of English native speakers' utterances as models of pronunciation and as standard of understanding messages in various contexts, be they academic or social. As recently English has developed as an international language that can be used as a means of communication between people from non-English speaking countries, the role of listening activities in the teaching of English cannot be neglected. This article highlights the importance of listening and reviews some of the issues in the research and teaching of EFL listening. It firstly presents a paradigm of the listening process, followed by a theoretical framework for teaching listening, especially in the broader context of English language teaching. It then discusses the teaching of and research on EFL listening in Indonesia. Finally, this article outlines some recommendations for more effective teaching of listening in EFL classrooms.
Cohesive devices are essential elements that have long been recognized as important features of good writing. However, making use of them appropriately is viewed as problematic for learners. This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be analyzed. Twenty essays were analyzed by identifying the number of correct and errors of grammatical cohesion. The errors were then evaluated to know the possible causes that contributed to the learners' errors. The results showed that the total number of grammatical cohesion used by the learners was 2386, while 175 of them performed errors. It was also found that there was a heavy reliance on the use of particular cohesive items. The intralingual transfer mostly caused the errors made by learners. This implied a need for writing teachers to apply strategies for the development of EFL learners' writing ability, such as exposing students to exercises, using collaborative learning, giving feedback, and using the learning management system.
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