Come to an Enjoyable Class:

EFL Extensive Reading

Abstract: This paper argues that an Extensive Reading class is not a place for reading only,
where students read and, therefore, may become better readers. In fact, lots of interaction among
students, between student(s) and teacher, can happen and this happens in an EFL natural
situation. The students have something to talk about and are ready to share with the teacher and
the other students what they have read. Questions asked are real questions, not comprehension or
leading questions. Higher level questions, asking for opinions and feelingg are asked without the
students being told to askthese kinds of questions. Students' opinions and feelings are expressed
simply because they are necessary. Because of is potential aJ a place where students can exercise
sornewhat real language with little burden, if any, the writer suggests that Extensive Reading
courses be offered at all levels in the English Department, starting from the first year.

Key words: extensive reading interaction

Come to an Enjoyable Class:

EFL Extensive Reading

Abstract: This paper discusses the Extensive Reading class, where students read and, become a
better reader. Interaction between students and teachers can be happy in EFL natural situation.
Students have something to share with teachers and other students what they have read. The
question is a real question. Higher level questions are asking for opinions and feelings of
students are expressed simply. The potential and place students can practice the real language
with a little burden. The author recommends that Extensive Reading courses be offered at all
levels in the English Department, starting from the first year.
 Motivation and confidence
Of indonesian teachers
To use english as a medium of instruction

Abstract: This research paper investigates the motivation and confidence of Indonesian teachers
of non-English to learn English and to use it as a medium of instruction resulting from their
participation in a blended learning course. The purpose of the English learning for this particular
group of teachers was to enable them to create English-speaking teaching and learning
environment. Such environment is perceived as necessary to enhance English language learning
and acquisition in some Indonesian vocational schools. The levels of motivation and confidence
have been an issue because they potentially either contribute to or hinder English language
learners to learn and use English for interactions. This qualitative research was undertaken using
an interpretive research paradigm and a case study approach. Qualitative research data were
collected from multiple sources such as indepth interviews, observation notes, online interaction
script, and reflective journals of the participants. Quantitative data were collected through
surveys to add meaning to the qualitative data. The research revealed varying increase in the
levels of motivation and confidence of the participants. Transformation of extrinsic to intrinsic
motivations appeared to occur. Contributing factors to the increase of the motivation and
confidence are discussed in this paper.

Keywords: motivation, confidence, blended-learning, transformation

Motivation and confidence

Of indonesian teachers
To use english as a medium of instruction

Abstract: This research paper supports motivation and confidence of Indonesian teachers of non-
English to learn English. The purpose of English learning for these teachers is to create and
improve English-language teaching and learning environment. The level of motivation and
confidence has become a problem because they have the potential to contribute or hinder English
learners to learn and use English for interaction. This qualitative research is carried out using the
interpretative research paradigm and case study approach. Qualitative research data is collected
from various sources such as Singapore interviews, observation notes, online interaction texts,
and reflective participant journal. Quantitative data is collected through surveys to add meaning
to qualitative data. This research reveals varied improvements in the level of motivation and
confidence of the participants. The transformation from extrinsic to intrinsic motivation seems to
occur. Contributing factors to increase motivation and confidence are discussed in this paper.
 Some games Used to Teach Vocabulary to
Young Learners

Abstract: Many English classes in Indonesia are now filled with many young learners. For
example, a class may consist of 25 - 30 students. As a result, this may not be effective. The
students could feel bored, stuck, and noisy, furthermore if the class is filled by many young
learners the atmosphere cannot be supportive anymore. To overcome the problem, the English
teacher can vary his/her teaching techniques, one of which is playing games. They can
undoubtedly, entertain the students Wierus and Wierus (1994:218) said that in easy, relaxed
atmosphere which is created by using games, students remember things faster and better. This
paper discusses the benefit of using games, the approriacy of using games, and some current
games to teach vocabulary.

Key words: vocabulary games, young leamers

Some games Used to Teach Vocabulary to

Young Learners

Abstract: At present, many English classes in Indonesia are sponsored by young students. For
example, the class consists of 25-30 students. Urgently, this not be effective. Students can bored
if the class can’t support it. To overcome this, English teachers can use teaching techniques, one
of which is games. Wierus and Wierus (1994: 218) teach in a relaxed environment using games,
students who take things quickly and better. This paper explains the benefits of using games,
Consider using games, and some games now to talk vocabulary.
 EXPLORING MOTIVATIONAL STRATEGIES
OF SUCCESSFUL TEACHERS

Abstract: This multiple case study investigated how teachers implemented motivational
teaching strategies and the impact of these strategies on students’ motivation in an Indonesian
high school context. The participants were four teachers and four groups of their students. The
data were collected from teachers by conducting semi-structured interviews, classroom
observations, and stimulated recall, and from the students through focus group interviews. The
findings of the research indicated that each teacher had unique strategies to motivate their
students, and these strategies had a profound impact on students’ motivation. The students
reported that the strategies influencing their motivation could be categorized into five main
groups: teachers’ classroom behaviors, supportive classroom atmosphere, selection of learning
resources and activities, the usefulness of English, and the way feedback was given. These
findings suggest that teachers of English in an Indonesian high school context can influence their
students’ motivation by understanding the effect of motivational teaching strategies on students'
learning and behaviors.

Keywords: motivational teaching strategies, students’ motivation, EFL

EXPLORING MOTIVATIONAL STRATEGIES

OF SUCCESSFUL TEACHERS

Abstract: A case study that discusses about implemented motivational teaching strategies and the
impact of these strategies on students’ motivation in an Indonesian high school context. The
participants were four of their teachers and four groups of students. Data was collected from the
teacher by conducting semi-structured interviews, classroom observations, and memory
stimulation, and from students through focus group interviews. Strategies to motivate students
can be categorized into five main groups: class, teacher, class, selection of resources and learning
activities, the usefulness of English, and how feedback is given. This finding shows how students
interact with students in secondary schools.
 TEACHING ENGLISH AS A FOREIGN LANGUAGE
IN INDONESIA: THE URGE TO IMPROVE
CLASSROOM VOCABULARY INSTRUCTION

Abstract: This article addresses some important issues regarding the teaching of foreign
vocabulary. It draws on the literature reviews in this field and is also based on personal
reflections and experiences of the writer. This article critically highlights the teaching of English
vocabulary in Indonesian schools and universities. More particularly, it discusses issues dealing
with curriculum, teaching techniques, instructional media, and vocabulary assessment. Finally,
this article provides recommendations for the improvement of the teaching of English vocabulary
in the Indonesian context.

Key words: English as a foreign language, English vocabulary, vocabulary

instruction

Abstract: This article discusses important relating to the teaching of foreign vocabulary in
schools and universities in Indonesia, referring to literature reviews and also based on personal
reflection and the author's experience. In particular, discuss issues related to the curriculum,
teaching techniques, learning media, and vocabulary assessment. This article provides
recommendations for improving the teaching of English vocabulary in the context of Indonesian.