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INDONESIA
IJEE (Indonesian Journal of English Education)
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 90 Documents
THE EXPRESSIONS OF EXCLAMATION: A CROSS-CULTURAL ANALYSIS IN AUSTRALIAN ENGLISH AND BAHASA INDONESIA Adrefiza, Adrefiza
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.1 | 2014
Publisher : IJEE (Indonesian Journal of English Education)

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Abstract

This study investigated and compared exclamatory expressions performed by native speakers of Australian English and Bahasa Indonesia. Three different contexts and situations were selected as the prompts for the respondents to express their exclamations: (a) surprise; (b) enthusiasm; and (c) annoyance. Based on data from 36 respondents of both languages, the findings revealed that both Australian English and Bahasa Indonesia were likely to utilize different types of exclamatory words, phrases or expressions of surprise, enthusiastic and annoyance. Te expressions seemed to be systematic in their constructions and the selection of words or phrases remained personal and indicated the speakers‟ feeling, attitude, and emotion. In expressing surprise and enthusiasm, in particular, the selection of words or phrases by both language communities tended to use positive and socially acceptable exclamatory expressions. However, when they turned to express annoyance, most of the words, phrases, or expressions used were often taboo and socially unacceptable.
SCHEMA THEORY IN READING CLASS Fahriany, Fahriany
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.1 | 2014
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Comprehension is making a sense out of text. It is a process of using reader’s existing knowledge (schemata) to interpret texts in order to construct meaning. Many reading experts agree that the schema theory is one of the reasonable theories of human information processing. Schemata, the plural of schema, are believed to be the building blocks of cognition. This paper discusses the role of readers’ preexisting knowledge on linguistics code as well as readers’ knowledge of the world (schema), which for the case of reading has similar importance of the printed words in the text. It is argued that the more non visual information the reader posses, the less visual information is needed. For teaching and learning, teachers are expected to use different strategies in order to deal with different students’ preexisting knowledge and schema to maximize students’ learning.
AN INVESTIGATION OF INDONESIAN STUDENTS’ ABILITY IN PRODUCING THE THIRD PERSON SINGULAR /S/ IN SPEAKING Fitriah, Fitriah
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.1 | 2014
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This study examined the ability of Indonesian students in producing the third person /s/ in speaking. Seven respondents were presented with two speaking tasks and questions related to their daily activity and picture descriptions. Overall, results showed that the majority of the respondents were able to produce agreement in speaking, although only five respondents could produce agreement correctly above 30%. Therefore, the study suggested that strategies other than speaking should be examined if they could better facilitate students’ production of the third person singular /s/.
UNDERSTANDING AND REFLECTION OF ISSUES IN LANGUAGE EDUCATION RESEARCH Jazadi, Iwan
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.1 | 2014
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This article discusses issues in social sciences research which serveas an introductory framework of understanding and reflectionespecially for beginning researchers in the field of English languageeducation. It commences by addressing choices, decisions andfactors involved when doing research. These include such variablesas power relations, ethical issues, research design, claims to truth inresearch, and methodological considerations in research. The articleends with the reflection on these issues for carrying out research inIndonesian English language teaching context.
TEACHING WRITING THROUGHT DICTOGLOSS Dewi, Ratna Sari
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.1 | 2014
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The objective of this study is to help students in developing their ideas in writing due to their difficulties to arrange ideas. Although they do have ideas, they cannot structure their ideas well in their papers. Several factors could cause this problem such as lack of vocabulary and knowledge or strategies in arranging ideas in papers. Another factor is unclear explanation and insufficient guidance from the teachers. Based on literature review, dictoglos can be a guide for students to develop their ideas in writing. It is a teaching technique which incorporates various activities such listening, taking notes, discussing, and reconstructing which have some standard procedures and variations.
A STUDY OF ERRORS IN THE THIRD SINGULAR PRONOUNS OF SIMPLE PRESENT TENSE BY USING INTERLANGUAGE ANALYSIS AS AN APPROACH. A CASE STUDY Pandarangga, Salmon
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.1 | 2014
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The purpose of this study is to analyze factors contributing to errors made in learning English as a target language (TL). Employing a case study research, the participant was interviewed for approximately 30 minutes about daily activities and experiences in learning English. This research focuses in analysing the participant‟s use of third singular pronoun in simple present tense. The findings revealed that errors made by TL learners are mainly influenced by some factorsrelated to their TL‟s and native language‟s (NL) knowledge, systems and rules. These factors are coexisted and interconnected in TL learners‟ minds. This is against Robert Lado‟s argument which mentioned that learner made errors in TL learning because of the interference from NL. The study provides pedagogical implications that TL teachers should perceive errors made by the learners as a sign of language learning and development; therefore they should not be discouraged to learn. Also, TL teachers should be aware of their very important roles to help, to guide and to lead the learners‟ progress in learning the TL. The future subsequent studies should consider of involving more sample size over a longer period of time as to obtain to a more generalized finding.
CONSIDERABLE STRATEGIES OF TEACHING LARGE MULTI-LEVEL CLASSES: A NARRATIVE STUDY OF WHAT EFL TEACHERS SHOULD DO Salwa, Salwa
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.1 | 2014
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Teaching classes in which there is a uniformity of learners‟ proficiency level is the most ideal environment in language classes since it enables teachers to apply appropriate teaching and learning strategies based on the individual student‟s level. However, in EFL settings, most teachers especially in school environments have to teach classes in which the learners have multiple levels of ability, since at schools, there is no placement test on students‟ ability of English as is usually done in private language institutions. This paper provides some useful strategies which can be applied by teachers in teaching classes where true and false beginners are within the same class. Applying these strategies is expected to assist weaker students to get benefit from interacting with stronger students without holding back the strong ones.
THE ROLE OF TECHNOLOGY IN EFL CLASSROOM Haswani, Fahri
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.2 | 2014
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In  response  to  an  appeal  from  Indonesia’s  Ministry  of  Education  and  Culture  to  all universities and colleges to improve the quality of tertiary  education toward regional and international standard, language institutions are making great efforts to further promote the  foreign  language  learning  process.  In  the  last  few  years  there  have  been  dramatic changes  in  the  ways  that  languages  are  taught  by communicative  approach  and  the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become  a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into  the curriculum is not a single concept which is generated from one  single  theory  nor  does  it  give  full  guidelines  for  the  implementation  in  practical situation. This issue constitutes ideas from many different theories. This paper  discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates  the attainment of course goals.  The answer of the question will help  English  teachers  to  clarify  the  real  problems  of  the  initiative  so  that  the  innovation and possible changes can be aligned with the need of the students. However, this literature review  only  covers  limited  issues  related  with  the  role  of  technology  in  EFL  classroom. Further  discussion  from  other  different  points  of  view  is  still  needed  to  create  more complete description of conceptual foundation of the innovation.
TEACHERS’ VOICES ON THE 2013 CURRICULUM FOR ENGLISH INSTRUCTIONAL ACTIVITIES Nur, Maulidia Rachmawati; Madkur, Ahmad
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.2 | 2014
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Curriculum is undoubtedly an inseparable part of education. In Indonesia, education curriculum has already undergone several changes. Among others, the newly introduced and implemented one is called Curriculum 2013 (K-13). Involving a “scientific approach”, this curriculum is expected to answer both the needs and the challenges to improve the quality of education in Indonesia. Nevertheless, the implementation of this curriculum gives birth to some pros and cons. The present paper is aimed at providing a picture of challenges, opportunities and teachers’ perception on the use of this curriculum in English teaching. The data were collected through in-depth interview to six English teachers in six pilot schools in Bogor and Lampung. The analysis shows that most teachers accepted the curriculum. However, according to them, the curriculum should be evaluated and further developed.
RELATING EFL LEARNERS’ GRAMMAR KNOWLEDGE TO THEIR USE OF PRAGMATIC EXPRESSIONS Husna, Nida
IJEE (Indonesian Journal of English Education) IJEE | Vol. I | No.2 | 2014
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When people use language as a tool to communicate, the meaning that is conveyed or received will be more than what is heard from the explicit utterances. It is believed that the language we use as the code can be interpreted in any meaning, which interpretation becomes part of pragmatics. Grammar ability and pragmatic competence should work together to create good communication and avoid misunderstanding. This paper presents three aspects. The first aspect is the kinds of pragmatic knowledge that the EFL learners may have about their foreign language they are learning. The second aspect is how the EFL learners use their foreign linguistic expressions in a contextually appropriate manner within their daily communication. The last one is to what extent the EFL learners understand the implicit messages of expressions.