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All Journal Indonesian Journal of Applied Linguistics (IJAL) LLT Journal: A Journal on Language and Language Teaching Tarbawi : Jurnal Ilmu Pendidikan Studies in English Language and Education
Juliana Othman, Juliana
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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MUTUAL INTELLIGIBILITY OF MALAY- AND SWEDISH-ACCENTED ENGLISH: AN EXPERIMENTAL STUDY Jeong, Hyeseung Jeong; Thorén, Bosse; Othman, Juliana
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6857

Abstract

In using English as an international language (EIL), one important issue is mutual intelligibility among EIL speakers from different language backgrounds. The present study investigates the cross-linguistic intelligibility of Malay-accented English and Swedish-accented English, regarding the three phonetic features – word stress pattern, consonant clusters, and long vowel in particular. We prepared 15 English statements that are evidently true or false if understood, and examined to what extent the three phonetic features are related to 30 Swedish and 38 Malaysian listeners’ understandings of the statements read by a speaker from the other language group. We compared the Malaysian and Swedish listeners’ answers given with understanding as well as processing time to respond. The listeners’ own accounts of their struggles in understanding the speakers’ pronunciations were also analyzed. Results show that Malaysian listeners easily understood Swedish-accented English, while Swedish listeners struggled to understand Malay-accented English. The difference between the two groups of listeners seems to be closely related to the degree of the realization of the three phonetic features by the speakers as well as to the degree of the use of these features as perceptual cues by the listeners. Based on the findings, we discuss potential phonetic core features of EIL for intelligibility and some pedagogical implications for teaching English pronunciation to the learners of the language.
THE PRONUNCIATION COMPONENT IN ESL LESSONS: TEACHERS’ BELIEFS AND PRACTICES Shah, Shanina Sharatol Ahmad; Othman, Juliana; Senom, Fatiha
Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i2.4844

Abstract

Research has shown that teachers’ beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers’ beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers’ beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers’ classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers’ beliefs on the focused areas of pronunciation and the stated curriculum specifications.  Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum.
PRESERVICE TEACHERS’ BELIEFS AND PRACTICES IN TEACHING ENGLISH TO YOUNG LEARNERS Othman, Juliana; Kiely, Richard
Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i1.2661

Abstract

This paper explores ESL preservice teachers’ beliefs regarding teaching English to young learners, and examines the interplay between their beliefs and instructional practices. Seventy ESL preservice teachers at a university in Malaysia participated in the study. Data is drawn from semi-structured interviews and lesson plan analysis. The results indicated that the preservice teachers’ classroom practices did not often reflect their stated beliefs about young learners language learning. Although there was a strong consensus that English should be taught communicatively, the preservice teachers also employed structural based approach when teaching grammar. Contextual factors hindering this consistency were attributed to exam focused instruction and time constraints. Thus, this paper argues that reform in language teacher education need to address factors that hinder preservice teachers from implementing instructions which aligns with the theoretical beliefs espoused by their teacher training program.
The use of metadiscourse in academic writing by Malaysian first-year ESL doctoral students Lo, Yueh Yea; Othman, Juliana; Lim, Jia Wei
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25069

Abstract

Metadiscourse refers to linguistic items, which functions to establish a connection with imagined readers of a text (Hyland, 2004). The use of metadiscourse has received much attention in various contexts, yet, little works are focusing on disciplinary metadiscourse, that has been carried out. To address this gap, this study explored, described, and compared the use of disciplinary metadiscourse by eight Malaysian first-year ESL doctoral students across four areas of study in education. The study reported in this article focuses on development or changes in writing over time. This study is quantitative in nature with a corpus-based approach utilizing AntConc (3.4.4) to examine the frequency of three dimensions of academic discourse in their writing, namely textual, engagement, and evaluative The results of this analysis show that (i) the engagement dimension (3.1%) was the lowest of all three dimensions in written work, reinforcing the argument that first-year ESL doctoral students are less experienced at using textual metadiscourse resources, and (ii) frequency of all three dimensions of academic discourse in their writing differs across time between first written drafts to the final written drafts. These are first-year ESL doctoral students, who are writing in different fields of educational research. The implication is that teaching and learning of disciplinary metadiscourse should involve explicit explanation, demonstration, and practice of its use, and development in the academic writing process.Academic writing; corpus analysis; ESL doctoral students; metadiscourse
ENHANCING ESL NOVICE TEACHERS’ PROFESSIONAL DEVELOPMENT: ROLES OF PEERS IN OBSERVATIONAL LEARNING THROUGH PEER MENTORING Hamdan, Norhaiza; Othman, Juliana; Lo, Yueh Yea
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.8411

Abstract

The transition from pre-service training to real-world classrooms can be daunting for novice English as a Second Language (ESL) teachers. A qualitative multiple-case study approach was employed to determine the impact of peer mentoring on ESL teachers’ professional development through mutual classroom observations. Specifically, peer mentors’ guidance on novice ESL teachers in developing effective instructions was appraised by applying Lortie’s (1975) apprenticeship of observation. The data were collected through interviews with three novice ESL teachers from public primary schools who participated in peer mentoring partnerships, classroom observations, and participants’ personal journal entries. Thematic analysis was performed, which demonstrated that peer mentoring facilitated a) enhanced instructional practices, b) a shift in the novices’ mindset and c) a collaborative interaction in the professional learning community. The findings posited that peer mentoring provided an alternative observational learning approach for novice ESL teachers in terms of effective instructional strategies from colleagues while obtaining specific feedback on professional development. Resultantly, a nuanced comprehension of the approach employed by novice ESL teachers to enhance instructional expertise via peer support was provided. Practical implications were contributed to existing ESL training programs, novice ESL teachers, and educational institutions.
Students’ Perspectives on the Writing Supervisory Feedback in Indonesian and Malaysian Academia Sujarwati, Iis; Othman, Juliana; Harahap, Alamsyah; Yueh Yea, Lo
Tarbawi : Jurnal Ilmu Pendidikan Vol. 20 No. 2 (2024): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v20i2.4229

Abstract

The study investigated the crucial role of supervisory feedback in academic supervision from students' perspectives in two distinct English-speaking university contexts: EFL and ESL. The research included the participation of 59 students and relied on a comprehensive methodology, utilizing a combination of questionnaires and semi-structured interviews for data collection. In analyzing the data, the study employed simple statistics to measure frequency and mean, while interview data were subjected to thematic analysis. The study's findings revealed that students in both Indonesian and Malaysian university contexts reported similar experiences concerning supervisory feedback. Specifically, their supervisors were found to provide comprehensive feedback and consistently engage in regular face-to-face meetings. However, the study identified a notable disparity in the preferred types of supervisory feedback between Indonesian and Malaysian students. Indonesian students preferred oral feedback, while Malaysian students leaned towards written feedback. These findings have important implications for academic supervision in Indonesian and Malaysian contexts. By shedding light on the differences in student feedback preferences, the study aims to increase awareness and provoke discussions about how supervisory feedback is administered. This, in turn, could potentially lead to positive changes in how academic supervision is conducted in these contexts. Ultimately, by exploring students’ perceptions of supervisory feedback, the study functions as a valuable resource that can inform the refinement of current feedback approaches to better align with the needs of students, thus enhancing the quality of academic supervision and the overall educational experience.
Foreign teachers translanguaging beliefs and practices in English-medium classrooms at a Chinese international school Wu, You; Othman, Juliana
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.39830

Abstract

The rise of English-medium instruction (EMI) can disadvantage students when it is limited to monolingual approaches. Translanguaging, which leverages students full linguistic repertoire, has emerged as a promising alternative. While research supports its benefits, the translanguaging practices of foreign teachers in EMI contexts remain under investigation. This case study explores foreign teachers translanguaging beliefs and practices in an international school across diverse subjects in mainland China. Focusing on a Pakistani embassy school in Beijing with a multinational student body, the study employs semi-structured interviews and classroom observations with teachers. Findings reveal mixed teacher attitudes towards translanguaging, mirroring existing research. While some embrace its potential, others demonstrate resistance, possibly due to dominant monolingual ideologies or the complex linguistic landscape. Uniquely, teachers prioritised spatial arrangements and communication strategies over students first languages (L1s) to support struggling learners. Observations and interviews suggest foreign teachers used L1s less frequently than bilingual teachers in prior studies. However, they fostered student-led translanguaging through group discussions and peer support, promoting comprehension and expression. Additionally, teachers employed various linguistic modalities during instruction yet faced inclusivity challenges due to the diverse student body. This study contributes to the under-researched area of translanguaging in EMI classrooms with foreign teachers. It highlights the varied perspectives on translanguaging and the importance of student-driven practices in such settings.
Co-Authors Alamsyah Harahap, Alamsyah Hamdan, Norhaiza Iis Sujarwati Jeong, Hyeseung Jeong Lim, Jia Wei Lo, Yueh Yea Richard Kiely, Richard Senom, Fatiha Shah, Shanina Sharatol Ahmad Thorén, Bosse Wu, You Yueh Yea, Lo