Effort Attributions in Indonesian Efl Classrooms

Atribusi Usaha dalam Kelas Bahasa Inggris sebagai Bahasa Asing di Indonesia. Kajian ini meneliti penggunaan pelatihan atribusi bernama promoting students' effort attributions (Dornyei, 2001) dan secara khusus menyelidiki atribusi dari dua puluh sembilan mahasiswa Indonesia dari kelas berbicara dan menulis Bahasa Inggris sebagai Bahasa Asing di Program Studi Pendidikan Bahasa Inggris, Universi­tas Dunia Indonesia (ED-DU), sebelum dan sesudah mereka menyelesaikan pelatihan tersebut. Kajian ini juga memperinci USAha yang mahasiswa lakukan di kelas sebagai bagian dari pelatihan tersebut. Untuk mencapai tujuan ini, saya membagikan angket pada awal dan akhir semester dan meminta para mahasiwa untuk menulis jurnal refleksi mingguan sepanjang 150-200 kata yang menjelaskan secara lengkap tan­tangan berkaitan dengan tugas Bahasa mereka, strategi untuk menghadapi tantangan tersebut, dan hal yang mereka dapat pelajari dari pengalaman tersebut. Analisa data nampak mengindikasikan bahwa keberhasil­an pelatihan atribusi hanya terjadi pada mahasiswa di kelas menulis, namun kajian ini tetap menegaskan pentingnya pelatihan tersebut pada pencapaian akademik para mahasiswa

Writing Grammatical Sentences: Voices of Indonesian Undergraduates in Efl Classrooms

This study aims to explore perspectives of Indonesian undergraduates on factors that conceivably help them to write grammatical English sentences. The participants of the study were 40 students in a Procedural Writing class and an Extensive Reading class, at English Language Education Study Program, Dunia University, Indonesia (ED-DU); academic year 2014/2015. The data were collected through students' written responses and interview. More specifically, the students responded to a statement asking their perspectives towards the issue. In the interview process, the researcher asked 3 participants to provide further clarification of the responses they have written. The findings provide some evidence that friends' feedback, sufficient time to practice, and lecturer's feedback are the primary factors perceived by the students. Besides, the overall results of the study would seem to indicate that possessing grammatical competence, specifically in writing the grammatical sentences, needs conscious focus on grammatical aspects through explicit learning of grammar rules and sufficient time to practice the rules, which the study posits as conceivable ways to enhance the students' grammatical accuracy. Eventually, the study proposes possible pedagogical ideas to help the students to minimize their grammatical errors, as an attempt to support their roles as a future professional English teacher and language user

Integrating Technology in Indonesian EFL Classrooms: Why Not?

The Minister of Education and Culture Republic of Indonesia, through its substantial policies, has gradually encouraged teachers in Indonesia to integrate the use of technology into their teaching practices. Responding to the policies, this paper aims to introduce Hot Potatoes, Blog, and Edmodo, as some alternative educational technology that the teachers can utilize to support their teaching practices, particularly in their English as a Foreign Language (EFL) classrooms. The paper addresses technological potentials of the technology for teaching and learning, such as for accessing information about the language, providing exposure to English, publishing learner work, interacting with other learners, managing, and organizing learning. The paper also explains possible challenges in utilizing the technology specifically in EFL teaching contexts. The discussions are supported with my reflective experience in utilizing the technology, related research findings, and literature. This paper provides insights into alternative educational technology that the teachers can use. Additionally, the paper can encourage the teachers to begin utilizing the technology to support their teaching practices and help students achieve learning objectives in their EFL classrooms

Motivational Factors in the Indonesian Efl Writing Classroom

Despite the essence of motivation as one of primary determinants for students\u27 learning achievement, issues of factors influencing students\u27 motivation in learning a particular subject, particularly English as a Foreign Language (EFL) writing with regard to Indonesian university students, have not been discussed sufficiently. The study reported in this paper aims to explore motivational factors perceived by Indonesian university students in their EFL writing classroom. The participants of the study were 19 freshmen at Creative Writing Class F within the English Language Education Study Program, Faculty of Language and Literature, Satya Wacana Christian University (ED-SWCU), academic year 2014/2015. Data was collected through reflective journals in which the participants wrote their reflections dealing with the issues. The data analysis appeared to prove that positive teacher\u27s performance, inspiring classmates, motivational parents, and positive classroom atmosphere were primary factors influencing the students\u27 learning motivation in their classroom. Finally, the present study would seem to indicate the importance of constructive collaboration among teachers, students, and parents in determining the students\u27 learning motivation and academic achievement in their EFL writing classroom

Digital video presentation in an EFL writing classroom / Yustinus Calvin Gai Mali

This qualitative study delved into students’ perspectives on the practices of a digital video presentation project in their English as a Foreign Language (EFL) writing class at an English Language Education Program of a private university in Central Java, Indonesia. Twenty-five students participated in this research by submitting their reflective journals that responded to five guiding questions. The study indicated some successes as well as challenges in the implementation aspects of the project. Implications for the integration of technology into EFL teaching and learning practices were also discussed in the paper

Integrating Technology in Indonesian EFL Classrooms: Why Not?

The Minister of Education and Culture Republic of Indonesia, through its substantial policies, has gradually encouraged teachers in Indonesia to integrate the use of technology into their teaching practices. Responding to the policies, this paper aims to introduce Hot Potatoes, Blog, and Edmodo, as some alternative educational technology that the teachers can utilize to support their teaching practices, particularly in their English as a Foreign Language (EFL) classrooms. The paper addresses technological potentials of the technology for teaching and learning, such as for accessing information about the language, providing exposure to English, publishing learner work, interacting with other learners, managing, and organizing learning. The paper also explains possible challenges in utilizing the technology specifically in EFL teaching contexts. The discussions are supported with my reflective experience in utilizing the technology, related research findings, and literature. This paper provides insights into alternative educational technology that the teachers can use. Additionally, the paper can encourage the teachers to begin utilizing the technology to support their teaching practices and help students achieve learning objectives in their EFL classrooms

MEMENANGKAN BEASISWA DIKTI-FUNDED FULBRIGHT: TUJUH PETUNJUK PRAKTIS

This article reports a community service activity that shares my practical tips specifically for lecturers and students about how to win a DIKTI-Funded Fulbright scholarship to study for a Ph.D. in the United States. This community service was conducted in one online synchronous session on Zoom on October 10, 2021. In the Zoom session, the author shared seven practical tips for the participants: (1) have supportive friends, (2) visit the American Indonesian Exchange Foundation (AMINEF) website, (3) review the scholarship requirements, (4) fill in the application form, now, (5) have some publications, (6) tell “real” contributions you can make, and (7) ask people to read and give feedback to your study objectives and personal statement. This article might interest those who are planning to apply for the same scholarship

EFL STUDENTS’ EXPERIENCES IN LEARNING CALL THROUGH PROJECT BASED INSTRUCTIONS

Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these issues, this qualitative study delves closely into students’ perspectives on the implementation of Project Based Learning (PBL) activities in an Introduction to Computer Assisted Language Learning (ICALL) course. Thirty students participated in the study by submitting reflective notes that answer four questions concerning the implementation of PBL in the course. Approached through the lens of content analysis paradigms, the data analysis results showed the students’ positive responses to the employment of PBL in exploring potential technology for language teaching and learning purposes. Implications for ICALL course designs particularly in English as a Foreign Language (EFL) higher education context and directions for further research were also discussed.Â