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All Journal Journal of Language and Literature Studies in English Language and Education
Maria Fe Suganob Nicolau
Binus School Simprug
Arts Humanities Education Languange, Linguistic, Communication & Media

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Written vs Spoken Narratives by Indonesian ESL Young Learners: A Case Study Maria Fe Suganob Nicolau; Katharina Endriati Sukamto
Journal of Language and Literature Vol 18, No 2 (2018): October
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (888.324 KB) | DOI: 10.24071/joll.v18i2.1568

Abstract

This study explores how Indonesian ESL Grade 2 elementary students studying in an international school in Jakarta produce written and spoken narratives. The stimulus material used to obtain the data was a four-panel comic strip with no written text. The findings revealed that both productions follow the basic global structure such as story elements, linearity of the storyline, and coherence. However, the written narratives contextually demonstrated formality while the spoken narratives displayed higher frequencies in using structure of discourse (e.g. hedges, contraction, repair and repetitions) and sentence complexity in T-units. Hedges were used as delaying tactics to allow more time for language processing. The use of contractions was due to the rapid production of language that constraints the ability of the students to produce syntactic richness. Repairs illustrated specificity of the chosen words, while repetition stemmed from the linguistic device like onomatopoeia that demonstrated the creative sides of the students to amplify their thoughts. Apparently, sentence complexity using the T-units demonstrated that the spoken narratives outnumbered the written mode. Nevertheless, it was apparent that the 2 T-units or 3 T-units followed a pattern (e.g. independent clause to independent clause with extension) which was a product of the participants knowledge on spellings and construction of formal and complete sentences. These results may implicate that language educators need to heighten the learners awareness of the unique linguistic features of each mode, to provide a clear understanding on how these modes work best in English language, and to attempt in establishing a balance in structure discourse and sentence complexity in T-units.Keywords: ESL young learners, written and spoken narratives, pattern of differences
Language use, language attitude, and identity: Perceptions of high school students attending an international school in Jakarta Katharina Endriati Sukamto; Maria Fe Suganob Nicolau; K.R. Vinitha Rani; Sugiyanta Sugiyanta
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.163 KB) | DOI: 10.24815/siele.v8i1.17608

Abstract

This study explores the perceptions of high school students who attend an international school in Jakarta towards language use, language attitude, and identity. One hundred sixty-five students aged between 15-18 years old participated in this study. They were divided into three categories based on their nationalities, namely (1) Indonesian students who were born and raised in Indonesia, (2) Indonesian students who were born and raised outside Indonesia, and (3) non-Indonesian students (expatriates) who were studying in Indonesia. The data were collected using a survey and in-depth interviews. The findings reveal that the majority of the students in the first and second categories were more comfortable with both oral and written English rather than their first language. However, for the expatriates in the third group, they could express themselves better when they used their first language. Generally, their attitude towards their home language was quite positive. The need to speak their first language (e.g., Korean, Hindi) was a gateway to connect with friends and relatives who did not speak English. As for the students’ identity, this study reveals that although the students were more fluent in English, they felt that they were strongly connected to their country of birth. This study draws out the pedagogical implication that the use of English as a medium of instruction can be quite critical, especially for Indonesian students, as it may have an impact on the loss of their home language.
Language use, language attitude, and identity: Perceptions of high school students attending an international school in Jakarta Katharina Endriati Sukamto; Maria Fe Suganob Nicolau; K.R. Vinitha Rani; Sugiyanta Sugiyanta
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17608

Abstract

This study explores the perceptions of high school students who attend an international school in Jakarta towards language use, language attitude, and identity. One hundred sixty-five students aged between 15-18 years old participated in this study. They were divided into three categories based on their nationalities, namely (1) Indonesian students who were born and raised in Indonesia, (2) Indonesian students who were born and raised outside Indonesia, and (3) non-Indonesian students (expatriates) who were studying in Indonesia. The data were collected using a survey and in-depth interviews. The findings reveal that the majority of the students in the first and second categories were more comfortable with both oral and written English rather than their first language. However, for the expatriates in the third group, they could express themselves better when they used their first language. Generally, their attitude towards their home language was quite positive. The need to speak their first language (e.g., Korean, Hindi) was a gateway to connect with friends and relatives who did not speak English. As for the students’ identity, this study reveals that although the students were more fluent in English, they felt that they were strongly connected to their country of birth. This study draws out the pedagogical implication that the use of English as a medium of instruction can be quite critical, especially for Indonesian students, as it may have an impact on the loss of their home language.
Co-Authors K.R. Vinitha Rani Katharina Endriati Sukamto Purwoko, Agus Sugiyanta Sugiyanta