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All Journal SALTeL Journal (Southeast Asia Language Teaching and Learning) LINGUISTIK TERAPAN
Dian Heriani
Politeknik Negeri Sriwijaya, Indonesia
Languange, Linguistic, Communication & Media

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Identity Construction and Code Mixing on Micro Scale Business Advertisements in Medan Dian Heriani; T. Thyrhaya Zein
LINGUISTIK TERAPAN Vol 13, No 3 (2016)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v13i3.4939

Abstract

The objectives were: (1) to show the elements of print advertisements contain code mixing; (2) to show the categories of code-mixing used by advertisers/entrepreneur in print advertisements; (3) to describe the realization of identity construction in print advertisements; (4) to find out the reasons why the advertisers/entrepreneur of micro scale business use bilingual languages in marketing a product. The data were obtained from culinary products, “Burger Sumo”, “Jajanan Medan 369”,“Chicken Holic”, and “Martabak Buddy” through observation and indepth interview. The findings showed that: 1) In term of elements there were product name, subheading, slogan, headline, body copy and illustration. Some slogans used puns for more memorable and attractive for consumers; 2) Seven categories of code mixing were: isolated lexical, phrasal lexical substitution, phrasal substitution, sentential substitutions, others (trilingual), and slang; 3) Identity constructions were realized in form of code mixing Indonesian language to other language, especially English; 4) The reasons were attention getting, persuasion, innovation and creativity, prestige, technological words to fun and memorability because the owners thought that tag line/branding in Indonesian language cannot translate directly or if the discourse translate in English the message cannot deliver well to consumers because English has own term in the market/business. Keywords: advertising, language; code mixing; identity construction; print advertisements
Living Self-produced Digital Video as a Convenience for Experiential Learning in Fostering L2 Speaking Skill: A Study of Psycholinguistic from Vocational College Students View Dian Heriani
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 5 No. 1: January 2022
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v5i1.87

Abstract

Learning a language is formed as a cognition process. Ideally, L2 learner engagement and speaking competence for college-level students build 21st-century communication that needs experiential learning. Meanwhile, college students (one academic semester) actively animate them in complex projects with real speaking experiences that indicate the novice L2 learner views speaking skills in the communication context. In addition, students perform reflective activities that revive them articulate the relevance and implications of the experience for continuing learning to link the academic, employability skills and knowledge they generate through these projects. To fill this study discloses a narrative case study that investigates how vocational college students (N=55) develop their experiential learning as a cognition process in learning English and learn 21st-century communication by self-produced video as novice L2 learners. Drawing on the contribution of psycholinguistics' perceptions (cognitive theory) and language exposure of students' experiential learning, focus on speaking skills through a video project. The study concluded that creating practical activities as experiential learning helps novice L2 learners successfully communicate and be aware of a cognitive area in learning English during online learning.
Exposing EFL Students’ FLRA in Reading Section: The Case of TOEFL Course Fatin Nadifa Tarigan; Dian Heriani; Anni Alvionita Simanjuntak; Siti Aminah Hasibuan
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 6 No. 2: July 2023
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v6i2.103

Abstract

Foreign Language Reading Anxiety (FLRA) becomes increasingly crucial for EFL students since it prevents the learners' reading grasp. This study reports on college students’ reflections on reading. The study's main objective was to determine students' reading anxiety levels and discover the most potential factors contributing to students’ Foreign Language Reading Anxiety (FLRA) in TOEFL Test. It was administered to 22 students of the English Department in Universitas Pembinaan Masyarakat Indonesia using purposive sampling in the academic year 2022/2023. To achieve this purpose, this study utilized both quantitative and qualitative approaches. The data were collected using a Foreign Language Reading Anxiety Scale (FLRAS) questionnaire with five-point Likert scale participants and an interview sheet to examine the levels of their reading anxiety and its factors. The results demonstrate that the student's reading anxiety levels were 18% in the low category, 64% in the medium category, and 18% in the high category. It indicates that they experienced a medium level of anxiety while reading with unfamiliar vocabulary and unknown topics, and the fear of making mistakes was identified as the significant factor of FL reading anxiety.
Co-Authors Anni Alvionita Simanjuntak Fatin Nadifa Tarigan Siti Aminah Hasibuan T. Thyrhaya Zein