English Learners In Indonesia Research Articles

THE INVESTIGATION OF PRESENT CONTINUOUS TENSE DIFFICULTIES AT NINETH JUNIOR HIGH SCHOOL

English learning in Indonesia, especially at the junior high school level has various obstacles. One of these obstacles is that students find it difficult in learning present continuous tense because students think that present continuous tense is similar to present tense. The aimed of this research is to describe students' difficulties in learning present continuous tense. This type of research is descriptive qualitative. The research subjects of this study were 4 students consist of 2 female and 2 male nineth grade students of Al-Fattah Junior High School, Jember The instruments used include observation, interview and document review. The data obtained were analyzed using source triangulation and technique triangulation methods. The results of this study show that students have difficulty in making example sentences using the present continuous tense, difficulty in understanding the meaning of the present continuous tense pattern.

An Analysis of Students’ and Teachers’ Needs of Microlearning-Based Learning Materials for English in Senior High School

The purpose of this research is to determine the students' requirements for microlearning-based English teaching materials for grade 12 senior high schools and to discover what the teacher demands on microlearning-based English teaching materials in senior high schools. This research goal was due to the COVID-19 pandemic that had a tremendous influence on Indonesian education, necessitating adaption and the use of technology. Various variables contributed to learning loss among 12th-grade students. Based on explanation above, the respondent of this research consists of 203 12th-grade students and 84 English teachers in Senior High School located mainly in West Jakarta.  A need analysis is required because adequate teaching materials are critical for effective English language acquisition. For first research instrument, writer use questionnaire with Likert Scale to ensure trustworthiness and data reliability and conducting interview for second research instrument. This research uses descriptive qualitative method to analyze the demands of students and teachers for microlearning-based learning materials in senior high school English, emphasizing the potential of microlearning for English language instruction. Providing concentrated information that can improve learning and fulfil the requirements of students, which also critical to improve English learning in Indonesia's 2013 curriculum

An Analysis of Students’ and Teachers’ Needs of Microlearning-Based Learning Materials for English in Senior High School

The purpose of this research is to determine the students' requirements for microlearning-based English teaching materials for grade 12 senior high schools and to discover what the teacher demands on microlearning-based English teaching materials in senior high schools. This research goal was due to the COVID-19 pandemic that had a tremendous influence on Indonesian education, necessitating adaption and the use of technology. Various variables contributed to learning loss among 12th-grade students. Based on explanation above, the respondent of this research consists of 203 12th-grade students and 84 English teachers in Senior High School located mainly in West Jakarta.  A need analysis is required because adequate teaching materials are critical for effective English language acquisition. For first research instrument, writer use questionnaire with Likert Scale to ensure trustworthiness and data reliability and conducting interview for second research instrument. This research uses descriptive qualitative method to analyze the demands of students and teachers for microlearning-based learning materials in senior high school English, emphasizing the potential of microlearning for English language instruction. Providing concentrated information that can improve learning and fulfil the requirements of students, which also critical to improve English learning in Indonesia's 2013 curriculum

Beyond the Mainstream: English Camp's Strategies for Enhancing English Proficiency of High School Students in Indonesia

<p style="text-align: justify;">One of the problems of English learning in Indonesia is the low effectiveness of formal instruction in secondary schools. This study investigates how an extracurricular program (namely English Camp) conducted by an Islamic State School based in a rural area in Riau province, Indonesia, was managed to enhance their students' English proficiency. We collected our qualitative study's data through a semi-structured interview with the English Camp initiator and analysis of a webinar conducted by the Ministry of Religious Affairs of the Republic of Indonesia and recorded on YouTube. We analyzed our data inductively and thematically to recognize major themes that will later enable us to answer our research questions. We found that the English Camp had comprehensive course contents covering the four English skills. In terms of learning methods, it applied some 'out of the box' strategies that are inspired by a contextual approach to learning. The school decided to go beyond the normal mainstream national curriculum practiced in such a state Islamic high school. Among the featured programs of the English Camp are taking the pledge (collective commitment) for English use, English Zone, weekly roleplay performances, and public speaking exams with university lecturers. Based on our findings, we suggest that other schools study the school's breakthroughs, especially with their "out of the box" and contextual programs to help students develop their English skills.</p>

English learning strategies among senior high schools in Yogyakarta

In a Foreign Language setting, the target language is not used widely in the society. It is mostly learnt and used in the classroom contexts. Consequently, learners do not have sufficient language input. As a result, learners are mostly reluctant in using their foreign language which leads to their language acquisition. One of possible strategies lays on the learners themselves in their target language learning strategies. The similar condition fits perfectly to English learners in Indonesia. This research aims to identify the language learning strategies the secondary schools’ students in Yogyakarta. The survey inventory of language learning (SILL) version 7.0 covering six categories’ strategies namely Memory, Cognitive, Compensation, Metacognitive, Affective, and Social is used to investigate the English language learning of the current research participants. The data taken from the secondary schools in Yogyakarta. This study focused on the most frequently used strategy by the secondary school students and describe their difference of strategy in learning the language.  From six categories of language learning strategy, there were no strategy used in the high level. As the analysis resulted on the Medium used (M between 2.5 to 3.4). This score indicated that all six of learning strategies are normally used by the students. In addition, the most frequent strategy used by the secondary students is the metacognitive strategy

STRENGTHENING ISLAMIC LITERATURE IN THE INDONESIAN ENGLISH LANGUAGE TEACHING

The emerging interest in using literature to teach English has not yet highlighted the significance of Islamic literature within Indonesian educational context. This article presents the portrayal of Islamic literature in English language teaching (ELT) study area and offers a possible conceptual model of integrating Islamic literature into ELT. Following a library research method, with the corpus consisting of fourteen stories and one poem derived from fifteen books, the findings of this study show that: most works of Islamic literature are designed for fluent readers; the presentation of Islamic literature is dominated by Middle East and Western writers; and the Western writers are not always sensitive to the symbols glorified by Muslim English learners in Indonesia. As to deal with the above findings, this study proposes a conceptual model consisting of input, process, and output elements. Not only does the proposed model strengthen the position of Islamic literature, but it also integrates the Islamic literature into English language teaching so that it could reach both fluent readers and beginning readers. The output of the proposed model, abridged and unabridged texts of the Islamic literature, can be utilized to teach vocabulary, grammar, the four basic skills of language, and Islamic values. 

Language Identities of Multilingual College English Learners in Indonesia

College learners with their youthfulness are in a crucial phase of transition, which is often associated with a search of identity. Since language is a fluid identity marker, an investigation of language use to represent identity is challenging, especially when the speakers are multilingual. This article explores the linguistic identities of English college learners in Indonesia and offers an approach of English instruction in its tertiary education context which can accommodate their language identity representation. Through observation, a survey of 173 students of the English Literature Study Program, and in-depth interview with 13 representatives selected by purposive convenience sampling technique, this study found that other than identities related to their language inheritance, their closeness to English as their major of study and to digital media bring out other forms of identity as English Department students, youth, and millennial generation. However, this variety confirms monocultural rather than multicultural identity since they are deeply rooted in their local culture. Using the lingua franca approach, this work proposes a local-oriented English instruction to facilitate them to promote their local culture to international audiences.

COMPUTER MEDIATED COMMUNICATION (CMC) DALAM PEMBELAJARAN BAHASA INGGRIS

The Industrial Revolution 4.0 has produced many breakthroughs especially the appearance of communication platforms that gave colour to English learning in Indonesia. Therefore computers are very useful in language class, although basically computers are only tools for mediating student’s communication in English learning. This paper describes Computer Mediated Communication (CMC) in English learning.

USING NURSERY RHYMES TO ENHANCE VOCABULARY AMONG YOUNG ENGLISH LEARNERS IN INDONESIA

This research is being conducted to examine and explain the results of using nursery rhymes in improving vocabulary skills among young English learners in Indonesia. This study focuses on whether the use of nursery rhymes in English teaching will significantly improve vocabulary mastery among Indonesian elementary learners. Two English teachers and eighty students from two elementary schools in Depok-Sleman, Yogyakarta, Indonesia who are in third grade and aged between eight and nine years participated in this report. The theoretical basis of this current study is based on the concrete theory of learning by Ausubel, the theory of social constructivism by Vygotsky and the theory of second-language acquisition by Krashen. This research employs the quasi-experimental approach, the experimental group was taught English using nursery rhymes and the control group was taught over a span of eight weeks using traditional method. Pre-test and post-test instruments were used to collect data for the analysis. The results suggest that the use of nursery rhymes substantially improved average vocabulary scores for the students. Students from the experimental group also performed significantly better in matching the vocabulary with the correct image, matching the English vocabulary with its synonyms in Bahasa Indonesia and filling in the blanks with the right choice of English vocabulary compared to their counterparts in the control group. This study asserts that the use of nursery rhymes can significantly enhance the awareness of vocabulary among students. This research also has significant pedagogical implications and developments on the use of nursery rhymes to teach English vocabulary. Hopefully the Indonesian Ministry of Education and Teacher Education Division will train teachers to use nursery rhymes to develop English vocabulary for young learners.

Developing a Web-Based Vocabulary Size Test for Indonesian EFL Learners

One important aspect of English language learning is vocabulary. However, the availability of vocabulary proficiency tests, both manual and computer-based, is still limited. Almost all currently existing vocabulary tests are monolingual and have not accommodated the needs of EFL learners. The objective of this study was to develop a web-based vocabulary size test for English learners in Indonesia. It consisted of 6 stages, namely: (1) needs analysis; (2) corpus selection and corpus data analysis; (3) sampling to select words from corpus data; (4) generating test items; (5) developing a web-based version of the test and pilot study; and (6) reflection and evaluation. Pilot study involved having a sample group of English learners in Indonesia try out the designed vocabulary size test. A paired-samples t-test was then used to determine whether there was a significant difference between the learners’ scores on the designed test and those on a free online vocabulary size test not specifically designed for Indonesian test takers. The t-test indicated that there was a significant difference between the designed test scores (M=6433, SD=1169) and free online test scores (M=5700, SD=1616); t(35)=-3.597, p = 0.001. The identifiable factors which seemed to contribute to this difference were different corpus data (COCA vs. BNC), different varieties of English (American vs. British), and different formats (bilingual vs. monolingual). Despite the difference, there was a positive correlation between the two tests (Correlation = 0.657) meaning that higher scores on one of the tests equals higher scores on the other. 

Muslim Students’ Attitudes and Motivations towards English Learning in Indonesia: Highlights on Cultural Teaching

Muslim Students’ Attitudes and Motivations towards English Learning in Indonesia: Highlights on Cultural Teaching

Conversational implicature comprehension strategies used by English learners in Indonesia

Conversational implicature comprehension strategies used by English learners in Indonesia

Local Characteristics Content: An Analysis of ELT Textbook for Young Learners

The purpose of this study was to analyse the media used in ELT textbook for beginners based on local characteristics of students by showing the data from analysed textbook, which is inappropriate for the the young learners in Indonesia, and this media made the teaching learning process ineffective and inefficient. Descriptive research design was applied in this study. The technique for collecting the data was quantitative approach. There were three (3) textbooks commonly used in primary level grade 4 in Indonesia. Those three were analyzed based on the local characteristics of students using demographic analysis. The result shows that only 5.6% of the media was related to local characteristics of students since the rest were to related general and foreign characteristic which reached 49% and 45.4% respectively. Therefore, the reason why the Englishlearners in Indonesia particularly on primary level grade 4 could not reach the standard of English Learning was because the media was 94.4% not related to the local characteristics of students.

Psychological Factor Affecting English Speaking Performance for the English Learners in Indonesia

In every learning situation or environment, human psychology plays a significant role. English speaking is a language skill that is highly affected by human psychology. This research aimed at describing the psychological factor that affects negatively the English speaking performance for the English learners in Indonesia. A descriptive qualitative design was used to conduct this research. The research was consisted of theoretical review, field notes, observations, and unstructured interviews. The participants were 20 students. The data were analyzed using the interactive analysis technique developed by Miles and Huberman (1994). The results of the research reveal that the psychological factor truly affects negatively the students' English speaking performance. Although most of the students think that they have good level of English vocabulary and grammar, they are insecure while speaking English. Most of the problems were (1) Fear of making mistakes (2) Feeling shy (3) Feeling hesitated (4) lack of confidence while speaking English. Finally, some suggestions expected to be significant remedies to overcome the problem were proposed by the researcher.

TOP-DOWN AND BOTTOM-UP PROCESSING IN LISTENING. WHICH ONE IS PROBLEMATIC?: A CASE OF UNIVERSITAS PGRI SEMARANG

To enhance students’ ability in listening skill, the lecturer needs to understand what problems faced by their students. Since listening is still a big issue for English learners in Indonesia, so the processing of Top Down and Bottom Up need to be figured out. Top-Down processing refers to the use of schemata or knowledge of learners to understand the information received, while the Bottom-Up processing refers to the process of understanding the information through the analysis of sound, sense of the word, and grammar. This study wanted to investigate what problems do students have in learning listening since the observation result showed that students’ listening grade is low. A case study research design was applied in this study. Thirty students of first semester of Universitas PGRI Semarang in the academic year 2015/2016 became the sample of this study. The data were collected through observation, questionnaire, and interview. The result showed that 90% of the students found that Bottom Up processing is more problematic than Top Down processing (10%). The interview result showed that 44% students have difficulty in vocabulary and 56% in pronunciation. Those problems make them difficult to catch what the speaker says. It leads to another problems that is Top Down processing which needs Bottom Up as the basic competence. Therefore, it suggests to lecturer that Bottom Up, which involved vocabulary and pronunciation, is matters for students to achieve the listening competence well. 

RECONSIDERING SOME CULTURAL CONSTRAINTS IN THE IMPLEMENTATION OF COMMUNICATIVE ENGLISH LEARNING

English is perhaps the most important foreign language in Indonesia . It is used for communication in business with other countries and studied in schools from junior high school to university level . People in Indonesia study English for different reasons . Many of them study English because if they understand English well they will be able to improve their general knowledge . Others particularly university students and lecturers study English because English may help them develop their academic achievement . Other people who are active in tourism and hotel industries need to study English because they have to communicate regularly with people from other countries . Despite the fact that English has been extensively studied, many learners feel they cannot use it for daily communication . This brief essay attempts to explore the constraints, particularly from the cultural views, which may have reduced the success of learning English . Approaches to language learning have undergone changes. Celce-Murcia (1991 :5- 8), for example, describes the stages of 20-century approaches of language learning . In the sequence of approaches, communicative approach comes last . The origins of communicative language learning are to be found in the changes in the British language learning tradition dating from the late 1960's (Richards and Rogers, 1986 :64) which focus on the functional and communicative potential of the language . Richards and Rogers write (p .64) that with the interdependence of European countries 'the need to articulate and develop alternative methods of language learning was considered a high priority' . It seemed that since then the terms 'communicative' and also 'communication' became more and more popular (Atkinson, 1992 :6) . The implementation of communicative language learning in an EFL (English as a Foreign Language) context may cause problems . Paulston (1979 :3-4) describes the problems of non-native English teacher's imperfect proficiency, sociocultural values, class sizes, social behaviour, etc. which should all be taken into consideration . There may be constraints which reduce the effectiveness of its good values. This essay which views the possibility of implementing the communicative language learning and the likely cultural constraints in its implementation is divided into five main parts : firstly, the introduction; secondly, a glance at English learning in Indonesia; thirdly, communicative English learning ; fourthly, some constraints and how to minimize them ; and finally, the conclusion .

CULTURAL AWARENESS FOR ENGLISH LEARNERS

Abstract The purpose of this study is how to enhance cultural awareness for English learners in Indonesia. Culturally, the learners have got accustomed to using Indonesian mind set or Indonesian expression style rather than native English style. The aim of teaching learning language is that learners should have communicative competence. The communicative competence model (Celce-Murcia et al) introduces that the main competence of communicative competence is discourse competence. The discourse competence can be achieved if the learners have socio-cultural competence, linguistic competence and actional competence. It means that teaching English involves not only knowledge of linguistic aspects and speech act or rhetoric aspects but also socio-cultural aspects, certain features and characteristics of the culture. In the teaching learning process, language and culture are considered interconnected. It can be stated that a language is a part of culture and a culture is a part of a language. Language cannot be taught without reference to cultural context. By understanding socio-cultural contexts, learners can encounter the factors of cultural differences. English teachers should acknowledge English expressions to the learners in English cultural contexts. In order to help teacher in assisting learners to overcome cultural problems, some activities recommended are role plays, simulation, games, readings, watching English films, inviting native speaker to attend a classroom, giving assignment to the learners to meet native speaker, and cross cultural gathering with expatriates. Thus, the English learners are expected to be able to use English as a means of communication in various spoken and written English contexts. Moreover, the development of the learners?óÔé¼Ôäó cultural awareness leads them to more critical thinking. The learners are more creative and have a sensitivity of culture in producing English utterances. In other words, the learners should have made efforts how to use English communicatively. Pedagogical implication for teaching English as a foreign language should consider English cultural elements integrated in English teaching-learning activities in order to gain communicative competence. Regardless of different point of views, the aim of this study provides necessary information of cultural awareness for the English teachers and learners and that of teaching learning activities incorporating the target language and its culture. Keywords: ?é?ácultural awareness, communicative competence, socio-cultural competence