IJET Indonesian Journal of English Teaching最新文献_第6页

Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching 本族语(?!):(再)考虑英语教学领域的关键镜头和相应的含义

IJET Indonesian Journal of English Teaching Pub Date : 2019-10-31 DOI: 10.25170/IJELT.V14I2.1464

Nathanael Rudolph

{"title":"Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching","authors":"Nathanael Rudolph","doi":"10.25170/IJELT.V14I2.1464","DOIUrl":"https://doi.org/10.25170/IJELT.V14I2.1464","url":null,"abstract":"Within English language teaching (ELT), critical scholarship has paid ever-increasing attention to identity, experience and (in)equity, and thus to privilege-marginalization: where it comes from, how and why it manifests, who (potentially) experiences it, and what might be done to address inequity in (and potentially beyond) the profession. This dialogue is intertwined with broader attempts in the field to account for the complexity of identity and interaction in settings around the globe. In this article, I discuss how categorical apprehensions of identity, experience and privilege-marginalization, and approaches to (in)equity, have framed discourse within critical scholarship. I then survey how more recent work has called into question many of the critical “assumptions” (Pennycook, 2001) both shaping and shaped by such theory and inquiry. This scholarship contends that critical lenses predicated upon categories of being, while calling attention to idealized nativeness embedded in ELT, fail to account for the contextualized, sociohistorical negotiation of privilege-marginalization within and transcending communities around the globe. Next, in order to contextualize and unpack these divergent lenses, I provide a review of critical dialogue attending to Japan, both in and beyond ELT, noting in conclusion how privilege-marginalization within ELT is intertwined with the sociohistorical negotiation of “selfhood” and “otherness” pertaining both to Japanese society and Japan and “the world beyond.” I close by briefly commenting on future directions for critical scholarship in ELT, and the challenges facing, and yet to be faced by, its stakeholders.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72640630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Considering the reality of hegemonic tendencies: English and linguistic diversity 考虑霸权倾向的现实:英语与语言多样性

IJET Indonesian Journal of English Teaching Pub Date : 2019-10-31 DOI: 10.25170/IJELT.V14I2.1466

M. Mantero

引用次数: 0

“I’m like kentang”: Bilingual Indonesians construction of identity in the era of transnationalism “我像肯当”:跨民族时代印尼双语人的身份建构

IJET Indonesian Journal of English Teaching Pub Date : 2019-10-31 DOI: 10.25170/IJELT.V14I2.1468

Helnywati Helnywati, C. Manara

引用次数: 2

The use of video-based reflection to facilitate pre-service English teachers’ self-reflection 利用视频反思促进职前英语教师的自我反思

IJET Indonesian Journal of English Teaching Pub Date : 2019-10-31 DOI: 10.25170/IJELT.V14I2.1467

Indriretno Setyaningrahayu, Pramusita Raring Widhi, Elisabet Titik Murtisari

引用次数: 5

QUESTION-ASKING EXPOSURES FOR AUTISTIC JUNIOR HIGH SCHOOL STUDENTS’ ENGLISH PRODUCTION 初中自闭症学生英语写作的问题暴露

IJET Indonesian Journal of English Teaching Pub Date : 2019-07-26 DOI: 10.15642/ijet2.2018.7.2.187-196

N. Sari, Maria Mintowati, O. Purwati

引用次数: 0

The Use of Gallery Walk in Teaching Descriptive Text to Promote Higher Order Thinking Skills for 7th Graders 运用廊走教学法在描述性文字教学中提升七年级学生高阶思维能力

IJET Indonesian Journal of English Teaching Pub Date : 2019-07-26 DOI: 10.15642/ijet2.2019.8.1.81-89

U. Khasanah, O. Purwati, A. Munir

{"title":"The Use of Gallery Walk in Teaching Descriptive Text to Promote Higher Order Thinking Skills for 7th Graders","authors":"U. Khasanah, O. Purwati, A. Munir","doi":"10.15642/ijet2.2019.8.1.81-89","DOIUrl":"https://doi.org/10.15642/ijet2.2019.8.1.81-89","url":null,"abstract":"The purpose of this research was to analyze the use of Gallery Walk in teaching reading descriptive text and how it promoted higher order thinking skills for 7th graders. The subject of the research was the teacher of Junior High School in Surabaya. In finding the sample of the research, the participant was the 7th grade students of Junior High School. The data of the research was the teacher and to gain the detail data and information, the researcher gathered the data by using two techniques, they were observation and documentation in four meetings in the classroom. The teacher used Gallery Walk method in teaching descriptive text and to promote the students’ higher order thinking skills the teacher implemented the step of the lesson plan, such as Grouping, distributing material, students’ presentation, sharing knowledge, collective reflection and conclusion. The result of the data showed that the use of Gallery Walk in teaching reading descriptive text can promote higher order thinking skills of 7th graders, especially in level C3 to C5 (Applying, Analyzing and Evaluating). Connected to the result, the writer suggests teachers to practice teaching using this method to promote students’ higher order thinking skills as mentioned in k13 Curriculum.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45658577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Implementation of Dialogue Journal in Teaching Writing Descriptive Text 对话日记在描写性文本写作教学中的实施

IJET Indonesian Journal of English Teaching Pub Date : 2019-07-24 DOI: 10.15642/ijet2.2019.8.1.90-104

Jauhar Helmie

{"title":"Implementation of Dialogue Journal in Teaching Writing Descriptive Text","authors":"Jauhar Helmie","doi":"10.15642/ijet2.2019.8.1.90-104","DOIUrl":"https://doi.org/10.15642/ijet2.2019.8.1.90-104","url":null,"abstract":"Dialogue Journals Writing (DJW) or Written Dialogue Journals are written dialogues or conversations between students and teacher kept in a personal journal book over period of time on a particular topic preferred by both the students and the teacher (Peyton and Reed, 1990; cited from Collin (2003). This study explored the implementation of dialogue journal as media in teaching writing descriptive text. The subjects of this study were students at Eleventh Grade of vocational high school. This study is qualitative case study which conducted in three meetings. The data were obtained from classroom observations, documentations from the learners and questionnaire. The result of document analysis showed that the students’ writing was poor. It can be seen from the students’ writing performance which was analyzed based on the writing indicator by Brown and Abeywiakram (2010). However, from the students’ dialogue showed that the students could understand the content of their friends’ writing. Also from the students’ dialogue, they could express their feelings toward their friends’ writing. While the result of classroom observation showed that the implementing of DJW brought new atmosphere for the students during learning activity. They could enjoy the learning while writing descriptive text through DJW. Meanwhile the result of questionnaire showed that students gave positive response toward implementing DJW. As the suggestions, the use of Dialogue Journal can be solution for the students who lack of practice writing. Moreover, it can build their writing habit. Thus, the teacher can use Dialogue Journal in learning activity.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43344719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Developing E-Writing Materials for The Junior High School Students 初中学生电子写作教材的开发

IJET Indonesian Journal of English Teaching Pub Date : 2019-07-24 DOI: 10.15642/ijet2.2019.8.1.23-32

Khoiriyah Fathur

{"title":"Developing E-Writing Materials for The Junior High School Students","authors":"Khoiriyah Fathur","doi":"10.15642/ijet2.2019.8.1.23-32","DOIUrl":"https://doi.org/10.15642/ijet2.2019.8.1.23-32","url":null,"abstract":"This study aims at developing appropriate e-writing material to meet the needs of the students of MTs Negeri Kota Pasuruan. The teaching materials were developed to facilitate students’ psychological aspect and achieve their pedagogical goal. These materials which are based on the English Curriculum standard of content were developed in the form of interactive CD-ROM. It provides scaffolding flowing from fully guided, partly guided, to fully free learning. The study employs a design and development model of Richey and Klein (2007) with three main stages: identifying research problem phase realized through needs analysis, model development research, and model validation research for both internal and external validation. The result of the data from the students shows that the final product can be regarded as an appropriate e-writing material for the students. The data are supported by the result obtained from English teachers; these materials reflect constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. Therefore, these materials which reflect Contextual Teaching and learning (CTL) are categorized as a very good material and no revision needed. ","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41567383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Contrastive Analysis Between English and Indonesian Kinds of Sentences 英语和印尼语类句的对比分析

IJET Indonesian Journal of English Teaching Pub Date : 2019-07-24 DOI: 10.15642/ijet2.2019.8.1.54-61

L. J. Uktolseja, Hamim Sujaja, Mario Fridolin Matinahoru

引用次数: 13

British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships 英国人还是美国人？伊朗英语学习者对英语重音的感知：探索可能的关系

IJET Indonesian Journal of English Teaching Pub Date : 2019-07-23 DOI: 10.15642/ijet2.2019.8.1.9-22

H. Weisi, A. Raygan, F. Bakhtiari

{"title":"British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships","authors":"H. Weisi, A. Raygan, F. Bakhtiari","doi":"10.15642/ijet2.2019.8.1.9-22","DOIUrl":"https://doi.org/10.15642/ijet2.2019.8.1.9-22","url":null,"abstract":"Native English accents (British and American) are known as highly favored and accepted varieties compared to other existing accents in English as foreign language (EFL) context. Notwithstanding the research accomplished on EFL learners’ attitudes toward either of the accents (British or American), studies are still scant regarding the investigation of their perspectives in detail toward one of the accents specifically within the context of Iran. The aim of this study is to examine the Iranian EFL learners’ attitudes toward the two major known English accents (British and American. Additionally, the study highlights the major factors contributing to the learners’ preferences toward either of the accents (British or American). To that aim, a developed and validated questionnaire was distributed among 108 EFL learners selected from two of the major EFL contexts (universities and private institutes). The results indicated that the majority of the learners preferred American over British English accent. Besides, factor analysis revealed that American English exposure, lack of guidance, and lack of reinforcement toward British accent were among the mentioned factors accepted by learners for their preference of American. Finally, the study concludes with interpretations regarding the learners’ decision making issues in either of the two major accents, and recommendations are provided for revisiting the EFL learners’ attitudes and insights toward native English accents.","PeriodicalId":34238,"journal":{"name":"IJET Indonesian Journal of English Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46193009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0