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IJoLE: International Journal of Language Education
ISSN : 25488457     EISSN : 25488465     DOI : -
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
Arjuna Subject : -
Articles 70 Documents
REMEDIAL AND CORRECTIVE FEEDBACK STRATEGIES FOR IMPROVING STUDENTS’ ENGLISH LANGUAGE PROFICIENCY Maawa, Paul Kharlo L.; Ortega-Dela Cruz, Ruth
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (638.509 KB) | DOI: 10.26858/ijole.v1i1.7794

Abstract

The study used descriptive research design to evaluate the use of remedial and corrective feedback strategies in improving students’ English language proficiency. Purposive sampling of English teachers and secondary students were surveyed and interviewed to address the research objectives. Descriptive statistics were used to analyse the data gathered using researcher-made instrument. Findings show that peer support program and handling students’ behaviour problems were the most commonly used remedial strategies by the English teachers whereas, explicit correction, clarification request, recast, elicitation and paralinguistic signal were the commonly used corrective feedback strategies in teaching English. Cross-examination in the students’ grades indicates positive effect of remedial and corrective feedback strategies in improving the English language proficiency of the students. The teachers know well how to use corrective feedback strategies although some might not be aware that they are using it. Corrective feedback should also come first since it can be incorporated in the remedial teaching strategy while the teacher is conducting remedial classes. This will further enhance their teaching while providing concrete ways to help improve the students’ English language proficiency.
LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES Begum, Jahanara
International Journal of Language Education Vol. 3, No. 1, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (680.235 KB) | DOI: 10.26858/ijole.v1i1.6397

Abstract

Abstract: In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher’s preparation, students’ reluctant attitude, suitability for different disciplined students and class timing.
THE DEVELOPMENT OF ENGLISH LEARNING MODEL BASED ON CONTEXTUAL TEACHING AND LEARNING (CTL) IN JUNIOR HIGH SCHOOLS Munir, Munir; Nur, Riola Haya
International Journal of Language Education Vol. 2, No. 1, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v2i1.4326

Abstract

Specific targets of this research are: (1) Lesson Plan (RPP) for junior high school students, (2) Student Worksheet; and CTL-based student books. The long-term goal to be achieved is the occurrence of a CTL-based English language learning process that can improve the English language skills of junior high school students in South Sulawesi. The method used to achieve the purpose of this research is Research and Development (R & D) by studying a number of models of learning device development, to further select and apply the device development model by the characteristics of subjects and background of psychology development of junior high school students. Repeated trials of instructional devices were conducted to obtain the best prototype learning tools that meet the needs of junior high school students in South Sulawesi. The results of data analysis show that (1) one way to improve students' communication skill and their critical thinking ability is by developing learning tools based on CTL English; (2) the factors that affect the inability to communicate in English is not the occurrence of English learning process that provides opportunities for students to use English maximal in the classroom. This is in contrast to the learning process undertaken with CTL-based learning where students have the opportunity to speak and think critically to discuss the real problems faced in front of their classmates to maintain the results of the projects they report. In addition, with the learning tools based on CTL, it was also found that the ability to interact in English students with classmates as well as to teachers also seemed to increase.
NEGOTIATING CONFLICTS OF NEEDS IN DESIGNING TEACHING ENGLISH FOR MIDWIFERY STUDENTS Sujana, I Made; Hanafi, Nurachman; Wilian, Sudirman; Syahrial, Edy; Fitriana, Eka
International Journal of Language Education Vol. 3, No. 2, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v3i2.10657

Abstract

As an international lingua franca, English plays an important role for students of health for both academic and career success; however, it is often neglected in its planning and implementation. The present study aims at redesigning the teaching of English for midwifery students using an ESP approach by analyzing present situations (PSA), target situations (TSA), and learning situations (LSA) as the basis for designing English programs. The research was conducted at Midwifery Department, Polytechnic of Health (Politeknik Kesehatan henceforth POLTEKES) Mataram, Indonesia involving students, English lecturers, subject specialists, and management. Data were collected using triangulation techniques -- ECSCS Test, questionnaires, interviews, Focus Group Discussion (FGD), and documentation ? and were analyzed qualitatively and quantitatively based on the characteristics of data. The research found that (i) the students? level of English was still low (84.6% in Basic); (ii) the target needs (necessities) are to be able to communicate both spoken and written in carrying out the duties in workplaces and professional development; (iii) from those results mentioned above, there were conflicts among aspects of needs in designing courses, that is, the high target does not correspond to entry behavior, the number of credits allocated, and facilities. Considering the results of NA, it is suggested that the English programs can be designed using Necessities (TSA)-based Approach, PSA-based Approach, or Mixed Approach with its own advantages and disadvantages
NOTE-TAKING OF ENGLISH LESSONS AT TERTIARY LEVEL: A CONTEXT OF BANGLADESH Islam, Farzana Sharmin Pamela
International Journal of Language Education Vol. 1, No. 2, 2017
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.4314

Abstract

Note-taking is a common and an important classroom activity. Notes that students create in class while listening to the lectures given by lecturers, or while they review course material, become an important means of learning. It is a general perception of many learners and many of their instructors as well that note-taking is a common manifestation and intuitive skill to have, yet a few considers differently and encourage best practices for better performance. Unfortunately, many students are unaware of its benefits and so fail to appreciate that effective note-taking contributes to a great extent to their learning, and so the importance of cultivating their note-taking skills in course of their education period. This paper based on qualitative analysis provides an overview of how Bangladeshi students follow different strategies to take down notes in lecture sessions at tertiary level. The primary data for this paper has been collected from 35 students? paragraph writing on a topic ?How to take notes in a lecture? in which the students were asked to reflect on their own note-taking strategies, how they get benefit from their notes, and their subsequent retrieval of information from the notes later on. The participants were from a ?Basic English? course as well as from English core courses at a highly rated private university in a metropolitan city in Bangladesh.  This case study evolves around four aspects of note taking: firstly, the principal functions of note-taking; secondly, the main strategies students used for note-taking; thirdly, the benefits that the students derive through various approaches to note-taking; and lastly, the initiatives to improve the art of note taking as a successful tool in learning target subject matter. While some of the findings are in line with earlier studies, a few of them have their own uniqueness.
NOTE-TAKING OF ENGLISH LESSONS AT TERTIARY LEVEL: A CONTEXT OF BANGLADESH Islam, Farzana Sharmin Pamela
International Journal of Language Education Vol. 1, No. 2, 2017
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v2i1.4309

Abstract

Note-taking is a common and an important classroom activity. Notes that students create in class while listening to the lectures given by lecturers, or while they review course material, become an important means of learning. It is a general perception of many learners and many of their instructors as well that note-taking is a common manifestation and intuitive skill to have, yet a few considers differently and encourage best practices for better performance. Unfortunately, many students are unaware of its benefits and so fail to appreciate that effective note-taking contributes to a great extent to their learning, and so the importance of cultivating their note-taking skills in course of their education period. This paper based on qualitative analysis provides an overview of how Bangladeshi students follow different strategies to take down notes in lecture sessions at tertiary level. The primary data for this paper has been collected from 35 students? paragraph writing on a topic ?How to take notes in a lecture? in which the students were asked to reflect on their own note-taking strategies, how they get benefit from their notes, and their subsequent retrieval of information from the notes later on. The participants were from a ?Basic English? course as well as from English core courses at a highly rated private university in a metropolitan city in Bangladesh.  This case study evolves around four aspects of note taking: firstly, the principal functions of note-taking; secondly, the main strategies students used for note-taking; thirdly, the benefits that the students derive through various approaches to note-taking; and lastly, the initiatives to improve the art of note taking as a successful tool in learning target subject matter. While some of the findings are in line with earlier studies, a few of them have their own uniqueness.
AUTHENTIC MATERIALS FOR TEACHING WRITING: A CRITICAL LOOK Setyowati, Lestari -
International Journal of Language Education Vol. 3, No. 2, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v3i2.9609

Abstract

Teaching writing is not easy. Writing teachers often face problems with what kind of materials suitable for the students. This paper is intended to describe 1) the theoretical relationship between Content-Based Instruction and authentic materials that can be used by language teachers to teach writing in the classroom, 2) the previous studies of authentic materials used for teaching writing, 3) the type of authentic materials which can be used for teaching writing, and 4) the advantages and disadvantages of using authentic materials for teaching writing. The method used was qualitative research focused on content analysis. The instrument used was mainly human instrument and documentation. The result of the extensive review of literature shows that 1) one of the main feature of content-based instruction is the use of authentic materials for teaching; 2) most studies in the area of authentic materials for teaching writing shows the effectiveness of authentic materials for teaching procedure texts, descriptive texts and essay writing; 3) the type of authentic materials used for teaching writing is categorized based on how it is transmitted, namely audio, visual, and printed material materials; 4) aside from having its advantages, authentic materials also give challenges for the teacher to use it for classroom teaching, among others are practicality, comprehensibility and appropriateness.
INVESTIGATING THE INHIBITING FACTORS IN SPEAKING ENGLISH FACED BY SENIOR HIGH SCHOOL STUDENTS IN SINGARAJA Suryani, Ita; Suarnajaya, Wayan; Pratiwi, Astiti
International Journal of Language Education Vol. 4, No. 1, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v4i2.10054

Abstract

This study had purposes of exploring the factors inhibiting the students in speaking English and knowing teachers perception toward the factors inhibiting the students in speaking English as a foreign language. It was done to overcome students problems in learning the target language ans solve students problems in learning to speak. Descriptive qualitative research was chosen as a research design in conducting this study. It also invloved students and teacher as the subjects of this study. This study proposed twelve factors inhibiting the students in speaking derived from two main factors such as affective and cognitive factor. Shyness, lack of motivation, self-confidence, self-esteem, feeling toward interlocutor, feeling toward topic, and self-concsiousness were the sub-factors under affective factor. Grammar, pronunciation, vocabulary, familiarity of the genre, and knowledge of the topic were considered as cognitive factor. The result of the study showed that the two main factors, affective and cognitive factors, appeared to inhibit the students in learning to speak English as a foreign language. All of the sub-factors categorized as affective factor had revealed to be the factors inhibiting the students in speaking. The result also found that grammar, pronunciation, and knowledge of vocabulary were the factors inhibiting the students in speaking. In addition, the students also got more influence from affective factor as the first main factor inhibiting the students in learning to speak English. The result also showed that the teacher had positively agreed that the inhibiting factors as mentioned earlier also inhibited the students in learning to speak English as a foreign language. In the end, the teacher should also consider the result of the research as the consideration in designing the activity in the process of learning to speak English as a foreign language which would help the students to overcome their speaking problems.
TPACK MODEL BASED INSTRUCTION IN TEACHING WRITING: AN ANALYSIS ON TPACK LITERACY Ammade, Salasiah; Mahmud, Murni; Jabu, Baso; Tahmir, Suradi
International Journal of Language Education Vol. 4, No. 1, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v4i2.12441

Abstract

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage of developmental research is assuming important as basic data for further steps in designing TPACK model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the lecturers will complete the data needed in this study. This paper presents an analysis of Technological Pedagogical and Content Knowledge (TPACK) literacy among lecturers at Universitas Muhammadiyah Parepare, Indonesia. In finding the data, the TPACK survey of Schmidt, Baran, Thomson (2009) was applied by having little modification on it. The main points on the survey were about Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and TPACK. In gaining the data, the questionnaire as the research instrument was distributed to lecturers in the English Education Department, and their responses were analyzed quantitatively. This research was conducted at Universitas Muhammadiyah Parepare, South Sulawesi province, Indonesia. The questionnaire results showed that the lecturers? levels of literacy on technology, pedagogy, content knowledge, and TPACK are on moderate stage.  They can be categorized as good level on overall TPACK literacy, but need to improve in order to achieve better results by having more practice or learning workshops.
COLLABORATIVE TEACHING CULTURES OF ENGLISH LECTURERS IN INDONESIAN POLYTECHNICS Rosmaladewi, Rosmaladewi; Abduh, Amirullah
International Journal of Language Education Vol. 1, No. 1, 2017
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.2868

Abstract

This paper aims to explore collaborative culture in three polytechnics in South Sulawesi. This study applied an interpretive qualitative case study of nine English lecturers using interviews, documents and observations. Drawing from Hargreaves and Fullan?s (2012) collaborative cultural concept, this study finds that contrived collegiality is more dominance rather than genuine collaborative learning culture. This finding suggests that collaborative culture is structured formally and bureaucratically. This impact on the way lecturers perform their teaching, norms and their values.