Articles
<![CDATA[Exploring Indonesian Teachers' and Students' Perceptions and Practices of Translanguaging and Trans-Semiotizing in EFL Classrooms ]]>
<![CDATA[Ronald Maraden Parlindungan Silalahi]]>;
<![CDATA[Wulandari Santoso]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.10199
<![CDATA[The current trend of dynamic multilingualism in the field of applied linguistics has triggered the emergence of pedagogical approaches that aim to support and legitimate multilingual language practices. Translanguaging and trans-semiotizing are among the terms that have been widely used to describe the dynamic flows of discursive practices that involve one’s full semiotic repertoire to communicate and construct knowledge, which still remains unexplored in this context. This study aimed to investigate both university teachers and students’ perceptions of translanguaging and trans-semiotizing in English classrooms. Using observation, semi-structured interviews to five teachers and focus group discussion to seven students, the results of thematic analysis demonstrated that while the teachers seemed to expect the implementation of monolingual instruction, the students had a more positive view towards the utilization of multiple languages and semiotic signs in the classroom. It was also found out that translanguaging and trans-semiotizing served numerous pedagogical functions in enhancing students’ comprehension of the materials. Nevertheless, the ability to translanguage and trans-semiotize was not seen as a multilingual competence, but as a manifestation of one’s linguistic deficiency. This study suggests that translanguaging and trans-semiotizing should not merely be seen as a pedagogical tool, but these practices should also be legitimated and valued.]]>
<![CDATA[The Role of School Principal Leadership Style, Work Environment and Family Support on PAUD Teacher Performance ]]>
<![CDATA[Safrida Safrida]]>;
<![CDATA[Ronald Maraden Parlindungan Silalahi]]>;
<![CDATA[Hendy Tannady]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 7, No 3 (2023) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v7i3.4259
<![CDATA[Teacher performance is an important part of achieving the goals of an educational institution. The good or bad of an educational institution or school can also be seen from the level of teacher performance. To avoid the bad side of teacher performance, a comfortable work environment, the right leadership style and support from the family are needed so that performance can be more optimal. This research intends to analyze the performance of teachers in PAUD in Cengkareng District, West Jakarta, which is affected by the work environment, leadership style and family support. Questionnaire data as primary data and school IKP and EKI documents as secondary data. There were 22 respondents in this research who were sampled. Multiple linear regression analysis as data analysis and t-test as a hypothesis test were all processed through SPSS version 26. The results of this research describe that performance is not partially affected by the work environment. Meanwhile performance is significantly affected positively by leadership style. Furthermore, performance is significantly positively affected by family support. Other test results, performance is significantly positively affected by the work environment, leadership style and family support simultaneously.]]>
<![CDATA[Wordwall on Mastery of Vocabulary in English Learning ]]>
<![CDATA[Syamsidar Syamsidar]]>;
<![CDATA[Ronald Maraden Parlindungan Silalahi]]>;
<![CDATA[Ana Rusmardiana]]>;
<![CDATA[Fida Febriningsih]]>;
<![CDATA[Mujahid Taha]]>;
<![CDATA[Erniwati Erniwati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.3466
<![CDATA[This study aims to analyze the effectiveness of wordwalls on vocabulary mastery in learning English. The research method used is quantitative with a one-shot case study, namely grade 8 junior high school. Data was collected through a questionnaire with a Likert Scale. Data analysis techniques use techniques to determine effectiveness and percentages. This study concluded that on the pronunciation indicator, as many as ten students stated that they strongly agreed, and only 1 student stated that they did not agree with a percentage of 74.3%. Furthermore, in the spelling indicator, as many as seven students stated that they strongly agreed, and 2 students stated that they did not agree with a percentage of 72.1%. Furthermore, the indicator of meaning, as many as 8 students stated that they strongly agreed and 2 students stated that they did not agree with a percentage of 74.3%. Thus, an effective wordwall improves vocabulary mastery by 73.5% or is effective in learning English.]]>
<![CDATA[Investigating English as Lingua Franca in the Indonesian multilingual context: Perceptions of English learners at the university level ]]>
<![CDATA[Wulandari Santoso]]>;
<![CDATA[Ronald Maraden Parlindungan Silalahi]]>;
<![CDATA[Bertaria Sohnata Hutauruk]]>
<![CDATA[ International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 1 (2023) ]]>
Publisher : <![CDATA[Universitas Veteran Bangun Nusantara ]]>
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DOI: 10.32585/ijelle.v5i1.3679
<![CDATA[The phenomenon of English as Lingua Franca (ELF) in Indonesia's multilingual pedagogical context is fascinating to study because the linguistic ecology in Indonesia is multilingual and multicultural. ELF reflects the spirit of learning open to various linguistic variations and focuses on the ability to communicate in diverse sociocultural contexts. The ideology of ELF in English Language Teaching (ELT) can be seen from the openness to use various variations of English outside of the native to be applied in the classroom to build cross-cultural communication competence. This study aims to analyze the perceptions of English learners (English Department) towards ELF and to find its relevance for future learning development. This research is quantitative-qualitative (Mixed-Method) with 130 English department student respondents from several campuses in Indonesia. Triangulation was carried out with seven students with different specializations (Linguistics, Literature, translation, and teaching). This research clearly shows the rejection of ELF in Indonesia's learning context and emphasizes the influence of native speakerism ideology. Even so, it is hoped that this research can still be developed in other studies in the future because multilingual pedagogical contexts are very diverse and can be seen from various perspectives.]]>
<![CDATA[ChatGPT in Language Education: Perceptions of Teachers - A Beneficial Tool or Potential Threat? ]]>
<![CDATA[Nugraheni Widianingtyas]]>;
<![CDATA[Thomas Wahyu Prabowo Mukti]]>;
<![CDATA[Ronald Maraden Parlindungan Silalahi]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i2.20326
<![CDATA[The burgeoning advancement in artificial intelligence, particularly ChatGPT, has increasingly drawn attention among specialists and practitioners. This study investigates the perceptions of language teachers in Indonesia regarding ChatGPT's potential as a language learning tool and the concerns associated with its deployment. A quantitative approach was adopted, utilizing an online questionnaire comprised of 18 items rated on a four-point Likert scale and three open-ended queries. The sample included 100 educators, spanning English, Indonesian, and Mandarin language teachers and lecturers. Findings indicate that a significant proportion of respondents are familiar with internet-based artificial intelligence and recognize the applicability of ChatGPT in pedagogical contexts. Notably, 87% of language educators endorse initiatives to enhance understanding and integration of Artificial Intelligence in Education (AIEd) to bolster instructional efficiency and efficacy. Consequently, a majority concur that ChatGPT can aid language learners in honing vocabulary, grammar, oral and written competencies. Based on these insights, it is imperative for educational stakeholders to strike a judicious equilibrium between the deployment of AI tools and a pedagogical paradigm that emphasizes student engagement and critical cognitive development.]]>
<![CDATA[PENYULUHAN PENTINGNYA PEMASARAN DIGITAL PADA KELOMPOK PENJUAL BUNGA DI RAWA BELONG ]]>
<![CDATA[Michael Christian]]>;
<![CDATA[Ronald Maraden Parlindungan Silalahi]]>;
<![CDATA[Glisina Dwinoor Rembulan]]>;
<![CDATA[Liem Bambang Sugiyanto]]>
<![CDATA[ Jurnal Abdimas Ilmiah Citra Bakti Vol. 4 No. 4 (2023) ]]>
Publisher : <![CDATA[STKIP Citra Bakti ]]>
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DOI: 10.38048/jailcb.v4i4.2278
<![CDATA[Dampak perlunya untuk mengadopsi teknologi bagi suatu usaha tidak hanya akan dirasakan dalam jangka waktu dekat, tapi juga sampai pada jangka panjang. Terlebih lagi ketika pandemi COVID-19 melanda Indonesia dimana membuat hampir semua bentuk usaha mengalami keterbatasan ruang gerak dalam melakukan pemasaran maupun penjualan. Hasil analisis situasi inilah yang diangkat oleh tim Pengabdian kepada Masyarakat (PkM) melalui pengabdian kepada masyarakat pada 31 Agustus 2023 pada penjual bunga di Rawa Belong Jakarta. Metode yang dilakukan pada kegiatan ini adalah penyuluhan. Para peserta sebagai mitra kegiatan merasakan kegiatan ini memberikan manfaat yang baik kepada peserta dalam hal pemasaran digital. Respon lainnya yang dirasakan peserta yaitu kesesuaian kegiatan dengan masalah yang dihadapi mitra. Selain itu, kejelasan materi yang diberikan dan adanya keterlibatan peserta pada kegiatan meruapan manfaat-manfaat berikutnya yang dirasakan peserta. Berdasarkan umpan balik, hasil kegiatan ini menjukkan hasil yang memuaskan dimana peserta menyatakan kesetujuannya terhadap kebermanfaatan kegiatan atas masalah mitra, kesesuaian materi, kejelasan penyampaian materi, dan keterlibatan peserta dalam kegiatan. Hal ini juga sejalan dengan sasaran kegiatan yaitu menyelesaikan masalah yang dihadapi masyarakat dengan memanfaatkan keahlian sivitas akademik yang relevan, penerapan teknologi tepat guna, terjadinya perubahan sikap, pengetahuan, dan keterampilan pada masyarakat sesuai dengan sasaran program, dan dimanfaatkannya Ilmu Pengetahuan dan Teknologi (IPTEK) di masyarakat secara berkelanjutan.]]>
<![CDATA[IMPLEMENTATION OF TRANSLANGUAGING IN THE CONTEXT OF TEACHING MANDARIN IN INDONESIA IN HIGHER EDUCATION ]]>
<![CDATA[Silalahi, Ronald Maraden Parlindungan]]>;
<![CDATA[Guan, Nan]]>
<![CDATA[ Jurnal Asosiasi Program Studi Mandarin Indonesia (Jurnal APSMI) Vol 7, No 2 (2023): Jurnal Cakrawala Mandarin ]]>
Publisher : <![CDATA[Asosiasi Program Studi Mandarin Indonesia ]]>
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DOI: 10.36279/apsmi.v7i2.288
<![CDATA[As one of the many pedagogical strategies found in multilingual contexts, translanguaging can be a solution for learning foreign languages, especially Mandarin. It facilitates using multiple languages (outside the L2) for receptive and productive purposes. Its use can solve communication problems caused by students' language competence during teaching and learning. This study aims to determine the perceptions of Mandarin students at the higher education level in Indonesia regarding the application of translanguaging in class. The study was sequential explanatory design research using mixed research methods. Data collection was carried out in two stages: collecting quantitative data using a questionnaire and then collecting qualitative data through Group Interviews (GI). The distribution of the questionnaire was targeted at 100 students. GI was carried out on five students who had previously participated in filling out the questionnaire. This study shows that learning Mandarin at the tertiary level focuses on the monolingual-traditional learning model, oriented only to L2. Translanguaging is ideologically considered as a form of language incompetence. The higher the language skill, the less likely it is to find translanguaging. This study is expected to have implications for the development of learning Mandarin in a multilingual pedagogical context in Indonesia.]]>
<![CDATA[CHINESE EUPHEMISM ACQUISITION BY L2 LEARNERS IN INDONESIA ]]>
<![CDATA[Guan, Nan]]>;
<![CDATA[Silalahi, Ronald Maraden Parlindungan]]>
<![CDATA[ Bambuti Vol 5 No 2 (2023): Bambuti : Bahasa Mandarin dan Kebudayaan Tiongkok ]]>
Publisher : <![CDATA[Fakultas Sastra Universitas Darma Persada ]]>
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DOI: 10.53744/bambuti.v5i2.81
<![CDATA[As one of the most widely used communication strategies, euphemism is an important language behaviour in human society. Chinese euphemism has its unique characteristics reflecting the Chinese nation’s moderate and harmonious cultural psychology. This feature is particularly prominent in the daily communication applications of Chinese, so that it is often difficult for L2 learners to understand it. This article focuses on the acquisition of Chinese euphemism as the research object, and takes the inter-language pragmatics as the theoretical background, using the questionnaire as the main research method combining with the interview method to investigate the Chinese euphemism acquisition by the intermediate and advanced level students from the Chinese Department in a Jakarta private university. The results show that, in general, students have the awareness of using Chinese euphemism. The language level has positive correlation with euphemism acquisition. The error frequency in conventional euphemism is supreme to that in non-conventional euphemism. The euphemism used by the students has obvious inter-language characteristics in structure and speech strategies. Negative pragmatic transfer constraints students in euphemism acquisition. Insufficient language ability and cultural differences are the crucial obstacles. Some relevant suggestions from the perspectives of teacher-student interaction and textbook design are proposed to improve the euphemism acquisition for L2 learners.]]>
<![CDATA[English as a Lingua Franca in an Indonesian Multilingual Setting: Pre-Service English Teachers’ Perceptions ]]>
<![CDATA[Silalahi, Ronald Maraden Parlindungan]]>;
<![CDATA[Santoso, Wulandari]]>;
<![CDATA[Hutauruk, Bertaria Sohnata]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 5 No. 2 (2023): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v5i2.13611
<![CDATA[The notion of English as Lingua Franca (ELF) has challenged the English as a Foreign Language (EFL) paradigm, which mainly aimed to attain native-like competence. Generally, ELF-informed teaching promotes creative use of English in a multilingual environment to meet communication needs. It also emphasises intelligibility in ELF spoken communication rather than pursuing standard English only. This study aimed to examine the perceptions of Indonesian pre-service English teachers regarding ELF. Using the sequential explanatory design, this study distributed close-ended questionnaire items to 150 participants in the first stage of data collection, followed by Focus Group Discussion (FGD) with five participants in the second stage. Descriptive statistics and thematic analyses were used to explore the research data quantitatively and qualitatively. The results of this study demonstrated that the participants still favoured the English native-speaker model in teaching English. They believed that students should imitate English native speakers in communication. The findings of the qualitative data analysis, however, showed that their perceptions towards ELF were still constrained by the ideological rankings between native English and other varieties of English. This study suggests that ELF-informed teaching should be introduced and reflected in teacher preparatory programmes, so that it could develop future English teachers’ awareness of the importance of implementing the principles of ELF in the Indonesian educational setting.]]>
<![CDATA[Program Belajar Intensif Berbasis Tutorial Digital Sebagai Solusi Melemahnya Sektor Usaha Berbasis Pendidikan Non-Formal Di Masa Pandemi Covid-19 di Banten ]]>
<![CDATA[Silalahi, Ronald Maraden Parlindungan]]>;
<![CDATA[Santasa, Modena]]>
<![CDATA[ Journal Pemberdayaan Masyarakat Indonesia Vol 5 No 2 (2023): Jurnal Pemberdayaan Masyarakat Indonesia (JPMI) ]]>
Publisher : <![CDATA[Pusat Pengabdian kepada Masyarakat (PPKM) Universitas Prasetiya Mulya ]]>
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DOI: 10.21632/jpmi.5.2.105-116
<![CDATA[The role of foreign languages (especially English) which is very fundamental in the era of globalization has implications for the high interest in learning English in both formal and informal contexts. However, teaching English in a formal context is often not able to answer the expectations of language learners for quality. Therefore, non-formal learning through foreign language institutions is an option. On the one hand, this need has an impact on the proliferation of language institutions in the last few decades. The Covid-19 pandemic in the last two years has had an impact on the weakening of this non-formal sector. Community service activities in the Serang and Serpong areas are directed to provide answers to the complexity of this problem. Through an enrichment program carried out in 4 stages (initiation, planning, execution and implementation), a solution was found that the development of a private tutor program could be one solution to the weakening of the non-formal education sector during the pandemic. Through an enrichment program focusing on three themes (needs analysis, selection of teaching materials, and making syllabus), language institutions at the two implementation locations are directed to be able to form private programs within the framework of appropriate and efficient management. Most of the agencies that run feel the most impact when the program is implemented. However, other enrichment activities are still needed to be able to monitor and improve the quality of language institutions and have economic value.]]>
