The Teaching of Efl Vocabulary in the Indonesian Context: The State of the Art

Abstract

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.

The Effects of Reading Habit and Vocabulary Mastery towards Students’ Listening Skill at State Senior High Schools in East Jakarta

“…Most Indonesian universities require their students to take English courses focusing on improving students' English competence to comprehend academic disciplinary texts. Non-English department students usually take a subject called English for Academic Purposes (e.g., English for Law, English for Economics, and English for Medicine) once or twice a week for two semesters (Cahyono & Widiati, 2008). Classes typically involve text discussion with the most focus on reading.…”

The Contribution of Adversity Quotient dan Working Motivation to Teachers’ Performance

“…Before conducting the hypothesis testing through simple linear regression test and multiple linear regression test, the pre-requisite analysis was first carried out using normality test, linearity test, multicollinearity test and heteroscedasticity test. The normality test was conducted using Kolmogorof -Smirnov test technique with the test criteria, if the maximum value is | FT -F S | ≤ value in the Kolmogorof -Smirnov table, then the data categorized as normally distributed [31]. The adversity quotient normality test, working motivation and teachers' performance are presented on Table 4.…”

INVESTIGATING LEARNERS’ OBSTACLES IN SECOND LANGUAGE READING COMPREHENSION

“…He further added that another reason why the students faced difficulties was the students did not have sufficient background knowledge to understand the texts, the lessons had not been learnt properly and/or they had never read a similar text before (Fahmi, 2003). In line with this, the students faced difficulties in reading because they had not mastered a wide range of vocabulary and grammar and did not have good understanding about the different types of reading comprehension questions (Cahyono & Widiati, 2006). On the other hand, Accordding to Lie (2007), the other one of the issues that potentially appears English reading comprehension problem in learning process is the number of students which is reduces the chances for students to gained facilitation for their teachers.…”

“…This learning condition may also become a problem that influences students in learning English reading comprehension skills. In addition, Cahyono & Widiati (2006) appear that the students are poor in recognizing the types of reading comprehension question because the teacher did not teach them about the different types of reading comprehension questions. Because of these problems, the students failed the reading comprehension test.…”

“…On the other hand, Natsir & Anisati, (2016) remark that there are still many students who have less comprehension on English reading texts, then teachers are demanded to set and apply the appropriate teaching strategies to enhance the students' reading skills (Fitrisia, Tan, & Yusuf, 2015;Mistar, Zuhairi, & Yanti, 2016). As many teachers who still have deficiency of theoretical foundations to apply in their classroom practices (Cahyono & Widiati, 2006;Lie, 2007). Another issue in teaching reading is that the less of reading practice which is can help students to achieve their reading comprehension skill (Rochman, 2017).…”