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All Journal Journal of English Language Teaching and Learning (JETLE) Lingua Pedagogia
Rahma Fitriana
Universitas Negeri Yogyakarta
Languange, Linguistic, Communication & Media

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The influences of cultural characteristics in writing English: Perspectives from multilingual learners Rahma Fitriana
Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v4i2.20679

Abstract

Research studies have discussed about potential influences of the learners’ cultural characteristics on writing in the first language to writing in English. However, only limited bodies of literature highlighted the phenomenon from the learners’ perceptions and experiences. Using a case study approach, the current study interviewed two ESL writing students who come from Indonesia and went to Australian high schools. The audio-recorded interviews were analyzed using thematic content analysis. Findings of the study show that writing in their first and additional languages as well as writing in English do not have significant differences, despite a few difficulties dealing with English grammar. There were several other factors which could also determine students’ performance in writing classes, such as teachers’ instruction, teachers’ feedback, classroom environment, and home literacy practices. The participants’ experiences have demonstrated that intercultural rhetoric (IR) better approached ESL writers as it views culture in complex and dynamic perspectives, and acknowledges learners’ different cultural backgrounds. The learners expect that the writing teachers aware of potential cultural differences in their writing and provide more intercultural opportunities. This article also highlights the IR-informed pedagogical approach which can potentially utilize the strengths of multicultural and multilingual writers in ESL classrooms.
Critical discourse analysis of Donald Trump’s tweets: An authentic teaching material for critical reading Rahma Fitriana
Lingua Pedagogia Vol 5, No 1 (2023): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lingped.v5i1.59935

Abstract

EFL learners need to develop their critical literacy when they are dealing with texts. By looking at the texts critically, students did not only comprehend the content of the text but also could train their language sensitivity, which examines whether the use of language is appropriate for the intended purposes, and could enhance their higher-order thinking capacity. Learners can practice their critical thinking by immersing themselves with Critical Discourse Analysis (CDA) activities, which enable the learners to examine linguistic units, social contexts, and the writer’s ideology behind the texts. The study attempts to analyze the ideology and framing strategy in a series of tweets posted by the former President of the United States of America, Donald Trump (@realDonalTrump) on the issue of immigrants, national security, and travel ban. It employed a textual analysis using Huckin’s framework (1989) model of CDA and collected the tweets from @realDonaldTrump account, which talked about, or had direct relations with, those three interrelated issues. The findings showed that most of his tweets framed certain groups of people badly using provocative words, images, and videos. A critical reading task is possible to do by adopting critical analysis of these Twitter posts, where EFL readers are trained to be aware of the linguistic and multimodal elements in the tweets and make a link of those elements with textual features and the broader social contexts.
The influences of cultural characteristics in writing English: Perspectives from multilingual learners Rahma Fitriana
Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v4i2.20679

Abstract

Research studies have discussed about potential influences of the learners’ cultural characteristics on writing in the first language to writing in English. However, only limited bodies of literature highlighted the phenomenon from the learners’ perceptions and experiences. Using a case study approach, the current study interviewed two ESL writing students who come from Indonesia and went to Australian high schools. The audio-recorded interviews were analyzed using thematic content analysis. Findings of the study show that writing in their first and additional languages as well as writing in English do not have significant differences, despite a few difficulties dealing with English grammar. There were several other factors which could also determine students’ performance in writing classes, such as teachers’ instruction, teachers’ feedback, classroom environment, and home literacy practices. The participants’ experiences have demonstrated that intercultural rhetoric (IR) better approached ESL writers as it views culture in complex and dynamic perspectives, and acknowledges learners’ different cultural backgrounds. The learners expect that the writing teachers aware of potential cultural differences in their writing and provide more intercultural opportunities. This article also highlights the IR-informed pedagogical approach which can potentially utilize the strengths of multicultural and multilingual writers in ESL classrooms.
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