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All Journal Lingua Scientia IJEE (Indonesian Journal of English Education) Ahmad Dahlan Journal of English Studies IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature SASINDO Lingua Franca: Jurnal Bahasa, Sastra, dan Pengajarannya Ranah: Jurnal Kajian Bahasa EDUVELOP (Journal of English Education and Development) Jurnal Bahasa Lingua Scientia Indonesian Journal of English Language Teaching and Applied Linguistics Adabiyyat: Jurnal Bahasa dan Sastra QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT JOURNAL OF APPLIED LINGUISTICS AND LITERATURE ESTETIK : Jurnal Bahasa Indonesia MABASAN English Language Teaching Educational Journal PROJECT (Professional Journal of English Education) UAD TEFL International Conference Journal Corner of Education, Linguistics, and Literature Kibas Cenderawasih : Jurnal Ilmiah Kebahasaan dan Kesastraan Indonesian Journal of EFL and Linguistics Studies in English Language and Education Sasindo : Jurnal Pendidikan Bahasa dan Sastra Indonesia ADJES (Ahmad Dahlan Journal of English Studies) Indonesian Journal of English Language Teaching and Applied Linguistics
Ikmi Nur Oktavianti
Universitas Ahmad Dahlan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Representation of Peace Values in an Indonesian EFL Textbook: A Critical Discourse Analysis Pasha, Nariza Ayu; Oktavianti, Ikmi Nur; Muslim, Muzni
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1984

Abstract

Violence, bullying, and crime in schools have become prevalent issues in Indonesia, with the government and educational institutions actively working to prevent these behaviors. Peace values, which can be taught through textbooks, play a crucial role in this effort. Despite the implementation of Kurikulum Merdeka, no research has explicitly examined the representation of peace values in the English textbooks published by the Indonesian Ministry of Education and Culture, Research, and Technology. The study investigates the representation of peace values in the English for Nusantara textbook for Junior High Schools. Using Critical Discourse Analysis by Fairclough, the study found that the textbook represents three types of peace values, textually and visually: inner peace, social peace, and peace with nature. However, these values are still represented disproportionately. In practice, this research can be used for English teachers in selecting, designing, and evaluating learning materials which represent the peace values suitably to students. Apart from that, it could be a reference for book authors to develop materials which are balanced in presenting peace values according to Indonesian students' requirements. In addition, this study can be an alternative for the government in curricula design and evaluation.
Investigating the Use of Corpus-Informed Grammar Materials in Indonesian EFL Classrooms Oktavianti, Ikmi Nur; Eriani, Efit; Rolyna, Ifa; Prayogi, Icuk
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1415

Abstract

Despite the growing recognition of corpus in language teaching and learning, the importance of teaching materials informed by corpus investigation has not been widely acknowledged, especially in the EFL context. In teaching grammar, it is essential to provide authentic materials for the learners indicating both grammaticality and appropriateness. This study investigates students’ perceptions of the use of corpus-informed grammar materials and the strengths and drawbacks of these materials. The participants were 40 Basic Structure students at their first-year university level. The data were collected using questionnaires and interviews after the participants attended seven meetings with Real Grammar as the book used in the classroom. The data were then coded, categorized, and analyzed to describe how the students perceived the materials. The present study showed that most students have a positive attitude toward the corpus-informed grammar book since it enables them to know the appropriate context of use related to the register (spoken or written). Corpus-informed materials have several strengths, such as describing the register-specific and frequency information, improving language learning awareness, learning motivation, critical thinking, and many more. However, corpus-informed materials should not be the only thing to rely on, so lecturers or instructors should provide adequate explanations for the materials and corpus research. These results show that it is necessary to promote the use of corpus-informed materials in EFL classrooms, including grammar classes. However, the teachers should also be trained on how corpus works, and corpus-related terms and the use of corpus-informed materials should be reconsidered for the lower level of learners.
Necessity and Obligation Modals in English Academic Discourse: A Corpus-Based Analysis Oktavianti, Ikmi Nur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i1.312

Abstract

Modals are linguistic units that seem to be ubiquitous in nearly all genres and text categories. However, there are some tendencies in which some modals are more likely to occur in a particular text category than the others. It is said that modals are less frequent in academic texts compared to fiction and news. This paper then aims at describing the modals, focusing to those expressing necessity/obligation, by using corpus-based analysis. This study uses a general reference corpus, Corpus of Contemporary American English, and compiled the data from the academic subcorpus. The results show that statistically the usage frequency of necessity and obligation modals is negligible; however, no matter how small it is, it still purports to mark something. Among the modals in the same category there are some tendencies, e.g. modal should is the most frequent of all, followed by must, have to, shall, be supposed to, and have got to. The collocate analysis focuses on should and must and found out that the most frequent verb type following these two modals belong to thinking verbs (e.g., consider, learn, understand). However the most frequent modal constructions are should have and must have enabling a slightly different interpretation. Besides, due to the nature of language in an academic setting, it is thus predictable that the use of the core modals (e.g., should, must) is more frequent than the quasi-modals (e.g., have to).
Co-Authors Abd. Rasyid Syamsuri Adityas, M Tolkhah Adnan, Asmad Aisyah, Shifak Akhofullah Al Faridhi, Dio Fahmi Ani Susanti Anis Etikasari Arilia Triyoga Astari, Melya Putri Atmantika, Zanuwar Hakim Aziz, Roslina Abdul Badli Esham Ahmad Bambang Widi Pratolo Dwi Apcita Estorina Efit Eriani Eriani, Efit Fidyaningsih, Adhes Icuk Prayogi Ifa Rolyna Irawan, Azzam Firdausi Irfan Suryana irwan suswandi Japen Sarage Leky, Abdul Majid S Lestari, Esti Sapta Muslim, Muzni Novi Retno Ardianti Pasha, Nariza Ayu Radzuan, Noor Raha Mohd Rolyna, Ifa Subangun, Rohmat Surono Surono Surono Suswandi, Irwan Tri Rina Budiwati Triyoga, Arilia Vicky Hidantikarnillah Wardah, Wulan Setia Zanuar Anggun Pramesti Zanuwar Hakim Atmantika