Journal of English and Education 

About: Journal of English and Education is an academic journal. The journal publishes majorly in the area(s): Vocabulary & Reading (process). Over the lifetime, 431 publications have been published receiving 1607 citations.

English As An International Language: An Overview

Abstract: As indicated in the title, this paper provides a brief overview of English as an International Language (EIL) by elaborating it as a paradigm and discussing concepts that are closely related to it. In doing so, the paper covers sections of English in relation to globalisation, linguistic imperialism, other languages, identity, its varieties, language ecology, and its impacts. Prominent theories and previous research results are presented throughout the paper. In general, EIL as a paradigm suggests that the spread of English is no longer a simple result of migration or colonisation rather it involves multiple reasons, backgrounds, and issues. In the context of communication, EIL requires appropriateness and negotiation in the use and function of English among other languages, which would ideally lead to a “contemporary global linguistic ecology” (Phillipson and Skutnabb-Kangas, p. 20).

Teachers’ voices on the 2013 curriculum for english instructional activities

Abstract: 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.

Teacher's strategies in teaching speaking to students at secondary level

Abstract: This study is aimed at portraying teacher's strategies in teaching speaking to students at secondary level and recognizing students' response towards the strategies by involving an English teacher and a class of 22 students. In collecting the data, classroom observation and interview were conducted to identify the strategies of teaching speaking, and questionnaire was administered to the students to gain the data about their response towards the strategies under the umbrella of descriptive research. The result revealed that the strategies used by the teacher were cooperative activities, role-play, creative tasks, and drilling. In the meantime, students' response towards the strategies resulted in positive attitude as they responded that the strategies helped them to speak, as well as concerned oral production of students whose participation was emphasized.

THE USE OF PROJECT-BASED LEARNING IN IMPROVING THE STUDENTS` SPEAKING SKILL (A Classroom Action Research at One of Primary Schools in Bandung)

Abstract: The paper reporst on a two-cycle action research conducted at a Year 4 class at one primary school in Bandung. This study aimed to find out whether Project-based Learning could improve young learners' speaking skill or not and what speaking aspects were improved through PBL. It also aimed to investigate what speaking activities were used in PBL to improve their speaking skill. To collect the data, participatory observation was done for eight meetings and speaking assessment was conducted three times in the first, fifth, and eighth meetings (Pre-test, Post-test 1, Post-test 2). Qualitative analysis was also used in this design of study. The findings show that PBL could improve the students' speaking skill. It was indicated by the improvement of the students' speaking aspects adapted from Harries (1984) and Brown (2004) covering comprehension, vocabulary, grammar, fluency, and pronunciation. Of all the five aspects, comprehension and vocabulary were improved most significantly. As for the speaking activities used in PBL, this study used the ones proposed by Brown (2004) and Kayi (2006). Of 21 speaking activities, nine of them were used, namely drilling, storytelling, directed response, picture-cued, translation of limited stretches of discourse, question and answer, discussion, games, and role-play. Based on this study, it is suggested that Project-based Learning is implemented in teaching speaking in primary schools.

Classroom interaction: an analysis of teacher talk and student talk in english for young learners (eyl)

Abstract: Annisa 14.00 This research-based paper presents the investigation on 1) the realization of verbal classroom interaction, 2) types of teacher talk 3) teacher talk implication on student’s motivation, 4) student talk and 5) teacher’s roles in classroom interaction. Employing a qualitative research design and case study approach , t he data for this study were collected in a classroom context where the participants were an English teacher for young leaner s and her 15 students in one private primary school in Bandung in the form of observation and interview. The result s indicate that all of the teacher talk categories of FIAC were revealed cover ing giving direction, lecturing, asking questions, using student’s ideas, praising, criticizing student’s behavior and accepting feelings. However, giving direction and lecturing were found as the most frequently used categories among all. In addition, the teacher mostly adopted a role as controller in the classroom as she frequently led the flow of interaction. In terms of student talk, student’s response and initiation were revealed in this study. It is also found that student’s initiation plays a significant part in the classroom interaction. Keywords: Classroom interaction, student talk, teacher talk, young learners. Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri","sans-serif";}