english proficiency index
Recently Published Documents


TOTAL DOCUMENTS

7
(FIVE YEARS 6)

H-INDEX

0
(FIVE YEARS 0)

Author(s):  
Nelly Rosaline ◽  
I ketut Setiawan

Indonesia is ranked 74 out of 100 countries and is in the low category in the EF EPI 2020 (Education First English Proficiency Index). Grammar and tenses are the basic components in English. This study aims to design, create, and implement learning 16 English tenses for college students. The learning media will provide tables and explanations of 16 tenses in English, sentence examples and exercises in the form of quizzes equipped with pronunciation sentences to practice listening skills. The data collection methods used were interviews, questionnaires, documentation and literature. The application is made based on Android that can be downloaded on Google Play. Based on the results of 50 college students’ evaluation, it stated that in terms of material, 91,9% was easy to understand, while in terms of UI, 97.6% was interesting to use, and in terms of UX, 90,8% was easy to use. Based on the interview results of 3 English lecturers in this study, it can be concluded that 83,7% of the material is suitable for the college student level, while in terms of UI, 86.7% is Demandia, Vol. 06 No. 02 (September 2021) 278 interesting to use, and in terms of UX. 91.7% is easy and recommended to be used as a supporting media for learning English at STMIK STIKOM Indonesia. Keywords: Learning media, English Tenses, Android application


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gatot Soepriyanto ◽  
Sienny Tjokroaminoto ◽  
Arfian Erma Zudana

Purpose This study aims to examine the association between annual report readability and accounting irregularities in Indonesia. Using 967 firm-year observations over the 2014–2017 period, this paper unable to find evidence that annual report readability is associated with accounting irregularities. The results are robust after using alternate measurements of accounting irregularities proxies and readability indexes. This paper also finds that the corporate governance mechanism and foreign shareholder structure did not moderate the association between annual report readability and accounting irregularities. Design/methodology/approach The study uses an archival method with cross-sectional regression of 967 firm-year observations over the 2014–2017 period to investigate an association between annual report readability and accounting irregularities in an emerging market setting. To check the robustness of the results, this paper conducts a battery of robustness tests. Findings This paper finds evidence that annual report readability is not associated with accounting irregularities in Indonesia. The results are robust after using alternate measurements of accounting irregularities proxies and readability indexes. This paper also finds that the corporate governance mechanism and foreign shareholder structure did not moderate the association between annual report readability and accounting irregularities. This implies that the readability of annual reports does not have the ability to predict the likelihood of accounting irregularities in Indonesia. It is possible that firms with accounting irregularities will be inclined to voice simpler stories which can counteract the tendency of lies to be linguistically more complex. Indeed, according to the Education First English Proficiency Index, Indonesia is categorized at a low proficiency level. Furthermore, this paper also discovers that the average readability of the management discussion and analysis (MD&A) of Indonesian public listed firms is at an ideal score by having a Fog Index of 13.32. The findings provide valuable insights for stakeholders in using annual reports for their decision-making, especially in an emerging market setting and non-English speaking countries. Research limitations/implications It is important to interpret the findings in the context of the limitations of the readability index the authors used. It is argued that Fog Index, Flesch-Kincaid and Flesch Reading Ease have their own limitations as considered inadequate to be used in the context of business and accounting narratives that are adult-oriented and specialist in nature (Jones and Shoemaker, 1994; Loughran and McDonald, 2014). Another caveat relates to the use of proxies for accounting irregularities. The M-Score and F-Score have some limitations in which, among others, were determined without considering the normal level of accruals or period where manipulations were absent (Ball, 2013). Practical implications One reason underlying the result is that Indonesian firms, in general, do not consider the complexity of the annual report, particularly MD&A disclosures, as a tool to mask financial reporting irregularities. It is also possible that firms with accounting irregularities will incline to voice simpler stories because it is difficult to be untruthful (Lo et al., 2017). Indeed, according to Education First English Proficiency Index, Indonesia was categorized in low proficiency level and ranked 61st out of 100 countries being surveyed (Education First, 2019). As policymakers, locally and globally, are calling for more simplified reports including a plain English approach, the study can be insightful to their deliberations. It suggests that policymakers need to consider a country’s English proficiency, writing skills, regulatory environment and corporate policy on shaping the complexity and narrative of a firm’s communications. Originality/value The study contributes to a scarcity of research that investigates English-written annual reports in non-English speaking countries (Jeanjean et al., 2015; Lundholm et al., 2014). As such, the study findings provide insights related to MD&A in an under-researched area and contribute to improving MD&A not only in Indonesia but also in neighbor countries that share similar social, political and economic characteristics. Also, this study is important for foreign institutions or individuals investing on Indonesian-listed firms. According to Candra (2016), approximately 60% of companies listed in the Indonesia stock exchange are owned by foreign individuals or institutions. They rely greatly on the English texts of annual reports to understand the companies’ financial performance. Moreover, La Porta et al. (2002) asserted that firms with a majority of foreign shareholders (dominantly owned by foreign investors) are more likely to face information asymmetry, primarily due to geographical factors and language barriers.


RELC Journal ◽  
2021 ◽  
pp. 003368822199807
Author(s):  
Joseph Foley

This article discusses language teaching and the move from a predominantly psycholinguistic to a more sociolinguistic approach through Communicative Language Teaching (CLT), the Common European Framework of Reference Languages (CEFR) and English as an International Language (EIL). The context is four plurilingual and pluricultural societies in Southeast Asia and East Asia, (Thailand, Japan, Vietnam and China). These countries were chosen as they had similarities in the development of CEFR and consequently there were common factors that needed to be addressed in implementing CEFR. According to the English Proficiency Index (2020) a number of countries in the region have been described as being in the category of low or very low with regard to proficiency. To help improve such a situation, given the need for economic development, CEFR was introduced by various Ministries of Education in addition to the already existing official CLT syllabuses. English as an international language has also been widely proposed by a number of researchers, in terms of making teachers, students and educators aware of English as a world language as well as developing an attitudinal change with regard to ‘standard’ English. This article suggests that the basic principles of Communicative Language Teaching (CLT) can be best applied through scaffolding using CEFR and EIL given the reality of teaching in relatively low English language proficiency contexts.


Author(s):  
Л. Е. Бєловецька

У статті розглянуто ключові питання щодо володіння англійською мовою в Україні, акцентується увага, зокрема, на рівні володіння, який повинні мати викладачі англійської мови у ЗВО, щоби викладати англійську відповідно до CEFR. Визначено поняття рівня володіння англійською та як воно зазвичай «вимірюється», представлено деякі дані про знання англійської мови в Україні та Європі. У статті використано звіт Британської Ради щодо тестування невеликої вибірки викладачів англійської мови з використанням тесту Aptis. У роботі автор спирається на звіти EF English Proficiency Index. Сформульовано актуальність визначення рівня володіння англійською викладачами ЗВО для ефективного викладання. Оскільки багато вчителів не досягли рівня кваліфікації, який вважається достатнім для ефективного викладання, розглянуто теоретичні принципи, які можуть бути використані для розробки навчальної програми для підвищення кваліфікації вчителів. Установлено, що є нагальна потреба створити національну мережу визначення та відстеження рівня володіння англійською мовою, щоби можна було встановити відповідні стандарти для студентів та викладачів усіх рівнів освіти. Зазначено, що загальнодержавні офіційні дані про знання англійської мови викладачами в основному відсутні, а наявні дані не завжди легко інтерпретувати. Установлено, що для покращення якості викладання корисно було би розпочати зі встановлення мінімальних вимог для всіх викладачів англійської мови університетів на рівні C1 за шкалою Загальноєвропейських рекомендацій із мовної освіти. Дослідження засноване на доповідях британських експертів та сучасних наукових публікацій, представлених міжнародними дослідниками, які зосередилися на проблемах визначення рівня володіння англійською та перспективах українських університетів в аспекті вивчення англійської мови.


2020 ◽  
Vol 9 (02) ◽  
pp. 59-64
Author(s):  
Prima Ramadhayani Sandri ◽  
Anggy Trisnadoli ◽  
Erwin Setyo Nugroho

Pada masa taman kanak-kanak sudah mulai dikenalkan dengan bahasa inggris dasar. Ada beberapa cara yang bisa dilakukan oleh guru dengan anak-anak TK seperti bernyanyi, menggambar dengan media yang ada dan melakukan tanya jawab. Bahasa merupakan alat utama untuk berkomunikasi dalam kehidupan manusia, baik secara individu maupun kolektif sosial. Bahasa pada anak usia 4-6 tahun itu belum terlalu maksimal, maka peran orang tua dan guru dapat membatu anak-anak dalam berintraksi. Anak-anak TK sudah mulai dikenalkan dengan bahasa inggris dasar. Menurut EPI (English Proficiency Index), negara Indonesia berada pada peringkat ke 51 dari 88 negara yang ada di dunia pada tahun 2018. Bahasa inggris dasar pada anak di negara Indonesia termasuk kedalam kelompok kecakapan rendah, Selama ini, cara belajar mereka masih menggunakan alat peraga sebagai media pembelajaran. Oleh karena itu dibutuhkan teknologi yang dapat membantu anak-anak TK dalam belajar Bahasa Inggris dasar menggunakan objek 3D untuk materinya. Berdasarkan analisis observasi yang dilakukan ke anak- anak TK didapatkan peningkatan sebesar 32,74%. Pada analisis hasil uji blackbox, didapatkan bahwa semua fungsi pada aplikasi dapat berjalan dengan sesuai hasil yang diharapkan. Serta hasil analisis wawancara kepada guru TK yang menyatakan, bahwa game pengenalan bahasa inggris dasar ini sangat membantu untuk proses belajar mengajar.


Author(s):  
Dwi Ratnasari

Abstract:In Indonesia, English has been introduced into school curriculum since junior secondary schools at the first grade though some elementary schools have English as their local content since the fourth grade. Indonesian government has been engaged in activities for many years with the aim of improving the English competency of school graduates in the country. However, the reality has been too far from the expectation. The English skills’ output of the students is still categorized into a low proficiency level. As stated in Education First, English Proficiency Index (EPI) in Indonesia in 2018 is ranked 51 out of 88 countries in the world. Therefore, there needs to be an explanation of what makes Indonesian students’ English proficiency low and how to teach or learn English by considering language acquisition theories, namely behaviorism, innatism, and interactionism. It is the purpose of this paper to briefly explain about these issues. Keywords: behaviorism, innatism, interactionism, English, teaching, learning


2017 ◽  
Vol 2 (2) ◽  
pp. 65-74
Author(s):  
Roberto Cabardo ◽  
◽  
Jessica Avenido ◽  
Efren Barabat ◽  
◽  
...  

Sign in / Sign up

Export Citation Format

Share Document