Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching

Triastuti, Anita; Riazi, A. Mehdi

doi:10.17509/ijal.v9i3.23202

Cited by 4 publications

(12 citation statements)

References 16 publications

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“…The other common problems that the teachers faced were selecting texts, adapting or modifying texts, designing tasks, and overcoming students' boredom. This finding is similar to previous studies that the problem in implementing a text-based approach was that the English teacher lacked in-depth conceptual and practical knowledge (Mohlabi-Tlaka, 2016;Triastuti & Riazi, 2020). The common problems faced by the teachers are clarified as follows.…”

Section: Common Problems Faced By Efl Teachers In Implementing Text-based Teachingsupporting

confidence: 88%

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Text-Based Language Teaching in the New-Normal Era to Achieve Communicative Competence: Challenges for EFL Teachers

Rustipa¹,

Yulistiyanti

Mulatsih

2021

scr. j. j. linguist. engl. teach.

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Abstract Background: To live in this communicative era, people need to have communicative competence. The main aim of ELT is to enable the students to communicate or to produce a text. Thus, EFL teaching needs to facilitate them to achieve communicative competence so that they can participate actively in their communities. EFL teachers can utilize text-based teaching to realize this. Text-based teaching involves the use of texts, which are context bases for achieving communicative competence. This paper is a reflection, describing the teachers' common problems in implementing text-based teaching, especially under the COVID-19 pandemic. Methodology: This study is qualitative survey research to gain in-depth information about the topic of the study. The goal of this study is to describe the teachers' perception of Text-Based Approach in ELT and to describe their challenges to implement text-based online teaching. Open-ended survey questions were delivered to 15 research participants. To get a comprehensive understanding of the research participants' opinions, the researchers followed up their answers with an interview via a telephone call. Findings: The questionnaire, interview, and teachers’ self-written reflection revealed the teachers’ common problems in implementing text-based teaching, i.e. in selecting texts, in adapting or in modifying texts, in designing tasks, in overcoming students’ boredom, besides the problems of online teaching. Conclusion: The main root of the problems is the teachers' lack of knowledge of text-based approach. Thus, updating the teachers' knowledge can be one of the solutions to the problems.

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Section: Common Problems Faced By Efl Teachers In Implementing Text-based Teachingsupporting

confidence: 88%

“…A qualitative multiple-case study revealed the difficulties of implementing text-based teaching methods in selecting and organizing texts for teaching. It was recommended that the teachers be trained with the conceptual and practical knowledge of text-based teaching (Triastuti & Riazi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Text-Based Language Teaching in the New-Normal Era to Achieve Communicative Competence: Challenges for EFL Teachers

Rustipa¹,

Yulistiyanti

Mulatsih

2021

scr. j. j. linguist. engl. teach.

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“…Given the strengths of GBT, many English teachers have found that translating the GBT methodology into contextual classroom practices within particular socio-educational context is challenging (see Kartika-Ningsih & Gunawan, 2019;Racelis & Matsuda, 2013;Tardy, 2017Tardy, , 2019Triastuti & Riazi, 2020). In Indonesia, the 2013 Indonesian EFL Curriculum has required Indonesian EFL teachers to teach several genres, as explicitly stated in the formulations of the basic competences of the curriculum, while integrating the mandated contents, consisting of character values, higher order thinking skills (HOTS) and the 21st century learning skills, including 4Cs (communication, collaboration, critical thinking and creativity), into their instruction.…”

Section: Introductionmentioning

confidence: 99%

“…This unclear direction is evident in teachers' confusion in putting GBT into practice since the inclusion of GBT in the 2006Curricula (Departemen Pendidikan Nasional, 2004Kemendikbud, , 2016. Teachers' GBT practices within these last two EFL curricula have indicated the partial implementation of GBT in which genres and the following text types, and the GBT methodology are used as the venue for mainly teaching micro and macro skills of English, and mismatches between the GBT methodology and other influencing methods collide (Kartika-Ningsih & Gunawan, 2019;Triastuti & Riazi, 2020). This condition, therefore, suggests the provision of a GBT model for guiding teachers to properly enact GBT practices within the GBT methodology.…”

Section: Introductionmentioning

confidence: 99%

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Triastuti

Madya

Chappell³

2022

Indonesian J. Appl. Linguist.

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This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum.

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“…Researchers in language education are interested in factors that promote the development of language skills in general (e.g., [26,27]), and life skills in particular (e.g., [28]). Project-based learning could be one of these factors as, according to social constructivist theory, learning a language is a social and dynamic process that emphasizes the occurrence of learning when learners interact with each other.…”

Section: Project Based Learning In the Language Classroommentioning

confidence: 99%

The Role of Project-Based Language Learning in Developing Students’ Life Skills

et al. 2021

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Project-based learning is suggested for independent and collaborative learning that could positively impact students’ learning. This study aimed to identify the role of project-based language learning in developing life skills of students through studying a case of a language class that included 80 students in two grade 6 classes in a private school. The study attempted to answer the following question: What is the role of project-based learning in developing students’ life skills in an Arabic language class? To answer this question, we adopted a theoretical framework that included the following categories of life skills: personal and collaborative skills, self-orientation skills, and collective responsibility. The following three data collecting tools were used during the study: observation, semi-structured interviews, and the teacher and students’ documents. Data collection lasted for two months from late September 2019 to December 2019. Data analysis followed the thematic analyses framework, by categorizing data into themes. The research results indicated that project-based learning helps to improve language students’ personal and cooperative skills through developing their communication skills between themselves or with their teacher. In addition, project-based learning developed language students’ mutual respect, their confidence, and their self-regulation of learning the Arabic language.

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Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching

Cited by 4 publications

References 16 publications

Text-Based Language Teaching in the New-Normal Era to Achieve Communicative Competence: Challenges for EFL Teachers

Text-Based Language Teaching in the New-Normal Era to Achieve Communicative Competence: Challenges for EFL Teachers

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

The Role of Project-Based Language Learning in Developing Students’ Life Skills

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