Articles
<![CDATA[The acquisition of WH-questions: A simple case in Indonesian children ]]>
<![CDATA[Fauzi, Iwan]]>
<![CDATA[ Journal on English as a Foreign Language (JEFL) Vol 2, No 1 (2012): JEFL ]]>
Publisher : <![CDATA[IAIN (State Islamic Institute) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v2i1.45
<![CDATA[In the first stage of language acquisition, children do not give any question word markers to their utterances. The questions without an interrogative word can be thought of yes/noâ nucleus, where the yes/no marker is expressed as rising intonation. The most common wh question forms in children are some version of Whatâs that? and Where Nounphrase (go)? and What Nounphrase doing? This study discusses the typical forms of WH-question construction in Bahasa Indonesia acquired by Indonesian children in the early stage of their language development.]]>
<![CDATA[ENGLISH BORROWINGS IN INDONESIAN NEWSPAPERS ]]>
<![CDATA[Fauzi, Iwan]]>
<![CDATA[ Journal on English as a Foreign Language (JEFL) Vol 4, No 1 (2014): JEFL ]]>
Publisher : <![CDATA[IAIN (State Islamic Institute) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v4i1.71
<![CDATA[This study represents a corpus-based study of English loan words in Bahasa Indonesia used by three foremost newspapers in Indonesia (Kompas, Koran Tempo, and Media Indonesia). There are 19,494 loan tokens of 3,538 loan types extracted from 3,671 texts published online on those media during around three months ranging from 1 April to 24 June 2012. This study compares two basic typologies of borrowingâestablished and non-established loans. Attestations are looked into in this study proving the evidence that the borrow ability of nouns is higher than otherword categories, linguistic typology of borrowing motivates linguistic adaptation, and word categories give a significant contribution to motivate linguistic adaptation as well.Keywords: sociolinguistics, borrowing, loanwords, morphological integration, linguistic adaptation]]>
<![CDATA[The Variability in Phonology of Indonesian Learner’s Interlanguage: A case study on English marked-fricatives ]]>
<![CDATA[Fauzi, Iwan]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 4, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i4.19468
<![CDATA[Interlanguage is the most fruitful issue in the field of second language acquisition. In the interlanguage phase, Indonesian learners of English tend to alternate between two forms of language features to express the same language function where a variation of language forms will be exhibited to mark the variable of linguistic function. Variability in phonology of interlanguage is the most interesting subject to investigate based on markedness differential hypothesis theory. This study is aimed at finding out (1) marked sounds of English fricatives: [θ], [ð], [ʃ], and [ʒ] which are indicated as interlanguage variants; and (2) how interlanguage sound variants emerge based on surround the varying element. There were 30 college students of English study purposively selected to become respondents in this research representing advance and intermediate proficiency of English speaking. The data were taken from two types of task namely word list reading and sentence reading. There were 600-word tokens containing target marked sounds of fricative [θ], [ð], [ʃ], and [ʒ] obtained from the data collection. The analysis was done quantitatively to find the percentages of non-interlanguge sounds and interlanguge ones produced by respondents. The result showed that fricatives such as [θ], [ʃ], and [ʒ] have phonological variations in interlanguage with certain positions of word being pronounced. These phonological variations emerge due to the generalization of pronunciation by similar-ending sounds, the certain vowel sound preceding marked sounds, and the absence of consonant clusters in learners’ native language which bears the variation of certain marked fricatives of English.]]>
<![CDATA[TEACHING ENGLISH USING WHATSAPP DURING LEARNING FROM HOME: IMPACTS TO STUDENTS AND IMPLICATION TO TEACHERS ]]>
<![CDATA[Iwan Fauzi]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 11, No 2 (2021) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v11i2.4918
<![CDATA[This research departed from the result of training on the development of online learning design for secondary school teachers before the pandemic. On that training, WhatsApp is the best choice to be implemented by the teachers. In this research, WhatsApp-based learning design is chosen to facilitate English teachers during learning from home. As a result, the impact for students is that their learning outcomes were positively correlated to their perception, knowledge, motivation, and attitudes during learning from home using WhatsApp. Then, the implication of this research is that English teachers have competitiveness and also competence in the utilization of digital technology, especially in developing English learning designs while they taught from home.]]>
<![CDATA[English Borrowings in Indonesian newspapers ]]>
<![CDATA[Iwan Fauzi]]>
<![CDATA[ Journal on English as a Foreign Language Vol 4, No 1 (2014): March ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v4i1.71
<![CDATA[This study represents a corpus-based study of English loan words in Bahasa Indonesia used by three foremost newspapers in Indonesia (Kompas, Koran Tempo, and Media Indonesia). There are 19,494 loan tokens of 3,538 loan types extracted from 3,671 texts published online on those media during around three months ranging from 1 April to 24 June 2012. This study compares two basic typologies of borrowing—established and non-established loans. Attestations are looked into in this study proving the evidence that the borrow ability of nouns is higher than otherword categories, linguistic typology of borrowing motivates linguistic adaptation, and word categories give a significant contribution to motivate linguistic adaptation as well.]]>
<![CDATA[The acquisition of WH-questions: A simple case in Indonesian children ]]>
<![CDATA[Iwan Fauzi]]>
<![CDATA[ Journal on English as a Foreign Language Vol 2, No 1 (2012): March ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v2i1.45
<![CDATA[In the first stage of language acquisition, children do not give any question word markers to their utterances. The questions without an interrogative word can be thought of yes/no– nucleus, where the yes/no marker is expressed as rising intonation. The most common wh question forms in children are some version of What’s that? and Where Nounphrase (go)? and What Nounphrase doing? This study discusses the typical forms of WH-question construction in Bahasa Indonesia acquired by Indonesian children in the early stage of their language development.]]>
<![CDATA[The Effectiveness of Skimming and Scanning Strategies in Improving Comprehension and Reading Speed Rates to Students of English Study Programme ]]>
<![CDATA[Iwan Fauzi]]>
<![CDATA[ Register Journal Vol 11, No 1 (2018): REGISTER JOURNAL ]]>
Publisher : <![CDATA[IAIN Salatiga ]]>
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DOI: 10.18326/rgt.v11i1.101-120
<![CDATA[This research was aimed to know the effectiveness of skimming and scanning strategies to improve students’ reading ability indicated by their competence to comprehend texts and their performance in the speed of reading. Pretest-posttest control group design was used in this research. Third year students of English Study Programme of FKIP of Palangka Raya University were taken to the reasearch subject. There were 54 students taken which were equally in number grouped into an experimental group and a control group. Both groups were considered to be equal in reading performance with regard to the result of pretest carried out before the experiment. Experimental group was the class where the researcher supervised it, and control group was a group where he did not supervise it with the experiments. The result showed that scores of reading tasks given to the experimental group were significantly different with the control group in which t-value was 9.928 with the significance (2-tailed) value was p0.05. Meanwhile, the speed of reading rates of the experimental group was also significantly different with that of in the control group where t-value was 9.325 with the significance (2-tailed) value was p0.05. Either comprehension or speed rates performed by experimental group showed more excellent than its counterpart. Based on these findings, skimming and scanning strategies were undeniably effective to improve students’ comprehension in reading and efficient to boost their reading speed.Keywords: Reading comprehension; Reading speed; Skimming; Scanning]]>
<![CDATA[THE USE OF LISTENING LOGS THROUGH WHATSAPP IN IMPROVING LISTENING COMPREHENSION OF EFL STUDENTS ]]>
<![CDATA[Iwan Fauzi]]>;
<![CDATA[Putri Angkasawati]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 4, No 1: February 2019 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v4i1.6773
<![CDATA[The objective of this study is to find out the effect of using listening logs through WhatsApp on listening comprehension of EFL students in the Department of English Education of Palangka Raya University. The listening comprehension of students is categorized low which hampers their proficiency in English. Then an experiment is done to improve students’ comprehension in listening skill by using listening logs through WhatsApp application on smartphones. The experiment treated in this study was to make a learning group of WhatsApp by inviting the students joining the group. The experiment was held for three weeks which practiced four aspects of listening comprehension: (1) identifying main ideas or main gists, (2) identifying supporting details, (3) identifying moods of message, and (4) developing new vocabularies. There were 40 students (24 females and 16 males) fulfilling the sample of the study taken from the second year EFL students of English study program at Palangka Raya University. The method used in this study was pre-experimental design by choosing the type of one group pretest-posttest design. The pretest and posttest evaluation results were analyzed using non-parametric test of Wilcoxon Signed-ranks by two-related samples statistical analysis to find out the significance of the experiment given. The study concludes that the practice of listening through listening logs in WhatsApp gives significant improvement in listening comprehension to EFL learners.Keywords: listening logs, WhatsApp, EFL students]]>
<![CDATA[English Borrowings in Indonesian newspapers ]]>
<![CDATA[Iwan Fauzi]]>
<![CDATA[ Journal on English as a Foreign Language Vol 4, No 1 (2014): Issued in March 2014 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v4i1.71
<![CDATA[This study represents a corpus-based study of English loan words in Bahasa Indonesia used by three foremost newspapers in Indonesia (Kompas, Koran Tempo, and Media Indonesia). There are 19,494 loan tokens of 3,538 loan types extracted from 3,671 texts published online on those media during around three months ranging from 1 April to 24 June 2012. This study compares two basic typologies of borrowing—established and non-established loans. Attestations are looked into in this study proving the evidence that the borrow ability of nouns is higher than otherword categories, linguistic typology of borrowing motivates linguistic adaptation, and word categories give a significant contribution to motivate linguistic adaptation as well.]]>
<![CDATA[The acquisition of WH-questions: A simple case in Indonesian children ]]>
<![CDATA[Iwan Fauzi]]>
<![CDATA[ Journal on English as a Foreign Language Vol 2, No 1 (2012): Issued in March 2012 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v2i1.45
<![CDATA[In the first stage of language acquisition, children do not give any question word markers to their utterances. The questions without an interrogative word can be thought of yes/no– nucleus, where the yes/no marker is expressed as rising intonation. The most common wh question forms in children are some version of What’s that? and Where Nounphrase (go)? and What Nounphrase doing? This study discusses the typical forms of WH-question construction in Bahasa Indonesia acquired by Indonesian children in the early stage of their language development.]]>
