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Langkawi: Journal of The Association for Arabic and English
Published by Institut Agama Islam Negeri Kendari
ISSN : 24602280     EISSN : 25499017     DOI : http://dx.doi.org/10.31332/lkw.v0i0
Core Subject : Education,
Languange, Linguistic, Communication & Media
Langkawi: Journal of The Association for Arabic and English, invites scholars, researchers, and students to contribute the result of their studies and researches in Arabic and English with linguistic studies, both in micro and macro terms, such as applied linguistics, philology, script studies, including Arabic and English language education.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 185 Documents
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Online English Grammar Instruction Using Polysynchronous Approach During Pandemic Times Nina Inayati; Suparto Suparto; Dwi Mawan Karifianto
Langkawi: Journal of The Association for Arabic and English Vol 8, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.3350

Abstract

The purpose of this study is to report the best practices in online grammar learning through the polysynchronous learning model, as well as to explore students' perceptions of such learning model. This study is a descriptive case study covering the design of an online course carried out during the Covid-19 pandemic as the research object. The data processed were in the form of teacher reflections, documents of teaching materials and activities in the Learning Management System (LMS), and an open survey to explore students’ perceptions. The findings from this study indicate that the online grammar learning carried out had sufficient relevance to the concept of polysynchronous learning, which is considered appropriate to be implemented during and after the Covid-19 pandemic. For students' perceptions, in general, they expressed appreciation for the learning process, especially in terms of the personal touch and the teaching style carried out by the teacher, the learning activities, and the teaching materials. Furthermore, some constructive suggestions were also given by students, for example, in the area of overcoming technical problems and learning management. The practices presented in this paper are expected to be useful for other foreign language teachers and lecturers as a form of collective sharing to face the challenges of the online grammar learning process during and after the pandemic.
EFL Students’ Perceptions of TPACK Implementation in a Hybrid Classroom Radiah Zakiyati Alim; Nur Alim
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.3833

Abstract

Although a growing body of research examines Hybrid Learning, little attention has been paid to analyzing the students’ perceptions toward implementing the TPACK framework as an instructional reference in hybrid EFL classroom settings. To fill this void, this research intended to explore the EFL students’ perceptions regarding implementing TPACK in hybrid EFL classrooms in the context of a private Islamic senior high school. The study used a quantitative approach adopting a survey method with an online distributed form. Data were collected through a survey questionnaire, and semi-structured open-ended questions were descriptively analyzed and thematically coded. The TPACK survey revealed 77.8% of the respondents agreed that the EFL teacher had successfully integrated technology into practice. However, with 54.58% valid responses in the open-ended data, the EFL teacher implemented technological adaptation to facilitate classroom meetings by alternating to virtual modes but failed to explore and recognize the individual EFL learning needs of the students. The study concluded that the respondents’ perception toward implementing TPACK in hybrid learning was positive in that it granted easy access to classroom documents and resources, supported multiple modes of material delivery, valued connectivity and interactivity, and provided flexible scheduling. This study addressed some issues regarding the advantages and disadvantages of a technology-equipped classroom in a hybrid context. The issues foretell the EFL teachers never to limit their attention to physical preparations and necessities.
The Representation of Citizenship Values in Arabic Textbooks: Marrying Delanty and Hopkins Concepts St Kuraedah
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.3927

Abstract

Although research on citizenship values in language textbooks has been widely documented, little is known about citizenship values in Arabic textbooks at Indonesian Islamic Junior High Schools. To extend this scholarship, the present study examines the values of citizenship in those textbooks and how they are presented. Data collection was carried out using document analysis techniques in three textbooks. Data analysis was carried out using a combination of Delanty and Hopkins concepts of citizenship values. The findings revealed that eight aspects of civic values are found in textbooks presented in reading materials, conversations and training materials. They are honesty (1.23%), rights (6.79%), courage (8.33%), compassion (15.43%), participation (15.74%), respect (16.35%), identity (17.90%), and responsibility (18.20%). This finding implies that Arabic textbooks in Indonesian Islamic Junior High Schools should be conducted by incorporating citizenship values equally, such as honesty, rights, and courage. Since students are supposed to become the nation's successors who have allegiance to the state, nation, and religion, these values should be instilled in them from an early age.
Teachers’ Impoliteness Strategies in Providing Feedback in a Microteaching Class Rita Erlinda
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.3936

Abstract

The study discusses the impoliteness strategies used by the lecturers when giving feedback to the student-teachers in Microteaching classes. This study adopted a qualitative approach with a documentary analysis design. Data were gathered through recorded classroom interaction from eight microteaching classes when the lecturers gave comments and feedback to the student-teachers. Data were analyzed by using the theory of linguistic impoliteness strategies proposed by Culpeper (2005, 2011). This study's findings show that the lecturers employed positive, negative, and off-record impoliteness strategies when they give comments and feedback on student-teachers’ teaching performances. The significant findings of this study show three types of impoliteness strategies employed by the lecturers. Firstly, a positive impoliteness strategy was manifested in three strategies: using inappropriate identity markers, seeking disagreement, and using a derogatory name to call the hearer’s name. Secondly, the negative impoliteness strategy was realized in three strategies, such as frightening-instill a belief that action detrimental to others will occur, condescending, scorn, or ridicule in three forms, by emphasizing power, using diminutive to hearer's position, and by belittling, and explicitly associating hearer with negative aspects. Lastly, off-record politeness was found in two different strategies: criticizing-dispraise hearer and hindering-deny turn. This study demonstrates that the lecturers need to consider their utterances in giving comments and feedback to student-teacher because they can impact unpleasant feelings on the lecturers personally and demotivate the students to gain teaching skills better.
The Construction of Pre-service English Teachers’ Identity: Attitudes toward Indonesian English Sri Imelwaty; Riang Abrit; Edwar Kemal
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5294

Abstract

Drawing from World Englishes (WE) perspective, English language learners need to agree with the varieties of English. This study investigates the attitudes of pre-service English teachers or students majoring in English Education study programs in Indonesia and its relation to their identity construction in English Language Teaching (ELT). Survey research was conducted, and the data were quantitatively collected with an online questionnaire completed by 198 respondents. The findings showed the positive attitudes of pre-service English teachers toward Indonesian English and their interest in incorporating Indonesian norms and culture into ELT. However, most pre-service English teachers wanted to sound like Native Speakers of English (NSE) even though having positive attitudes toward Indonesian English, and they wanted to be taught by teachers from both Indonesia and native speakers. The findings suggest the importance of raising the agreement of WE by reforming ELT pedagogically in contexts where local varieties of English are emerging
Modern Standard Arabic and Yemeni Arabic Cognate: A Contrastive Study Darsita Suparno; M Azwar; Abdulkhaleq Al-Rawafi; Minatur Rokhim; Nofry Angga; Aqidatul Izzah Chairul
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.4240

Abstract

This study aims to investigate identical word pairs, word couples that have a phonemic correspondence, and the sound shift in phonological differences, sound variation, sound addition, and lenition. The study uses empirical data collected from 2 Yemeni college students who studied in Indonesia. Two hundred seven of Swadesh's basic vocabulary was used as the standard procedure for collecting data. The results indicated the relationship between form and meaning as a whole, a different pattern.  Specifically, the three dimensions - cognate, phonemic correspondence, and a pair of words contain a different pattern, sound-change, phonological, and morpheme contrast in Modern Arabic Standard, Sana’a Yemeni Arabic (YEMS), Dhamar Yemeni Arabic (YEMD). The other sound change in the form of metathesis exposes that there are six rules: five kinds of word syllable systems and dissimilation, three forms of sound addition, and four types of sound loss. This study focuses on sound correspondence in three Arabic languages that influence more variations of Arabic. MSA, YEMS, and YEMD represent a case where two distinct language varieties exist in Yemen. It is anticipated that the findings of this study will help college students and lecturers to understand a phenomenon in Arabic-speaking communities and the significant impact it has on arranging Arabic teaching materials. The value of this research work is evident from the fact that the Arabic language teaching model has neglected the teaching of Arabic variation even though they are essential.
Arabic Slang Language Use in Pesantren: An Interpretive Case Study Batmang Batmang
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.4558

Abstract

Although research on the use of slang language has been widely studied, there is a paucity of studies that specifically looks at Arabic slang language among santri community in Indonesia. To fill such a void, the present study aims at examining the use of Arabic slang language among santri community in a modern pesantren in Southeast Sulawesi Province, Indonesia, and the factors that influence the use of such a language. Nested in an interpretive case study with data analyzed using Allan and Burridge’s (2006) slang language framework, the findings of this study suggest emerging types of slang used among the santri, which are in the forms of overlapping, clipping, acronyms, word-for-word translation, and the addition of local enclise elements. Such a language use was exclusively influenced by habits, creativity, and simplification in communication. Implications of the study show that the use of certain Arabic vocabulary can signal how a foreign language is acquired outside of the class
Teachers’ Beliefs and Practices Towards Language Assessment in an Indonesian Islamic University Muhammad Nur Akbar Rasyid
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.4475

Abstract

In recent decades, assessment design and implementation issues have been a severe concern in teaching and learning English as a Foreign Language (EFL). Language assessment, which is inextricably linked to EFL teachers' conceptions and education, influences students and their learning. This case study investigates teachers' underlying beliefs concerning EFL assessment as well as their practices in the classrooms of Indonesian Islamic universities. The study engaged ten university EFL teachers who work in an Indonesian Islamic Higher Education institution. The participants were recruited using the purposive sampling technique. Semi-structured interviews were used to determine teachers' beliefs about language assessment. Thematic analysis was used to transcribe, code and segment data to establish themes, categories, and subcategories that depict participants' beliefs regarding EFL assessment. The findings revealed that the participants used various terms to describe assessment, providing an exciting background to their practices. They also believed in language assessment's varied purposes, including administrative and pedagogical purposes. Most participants conceived assessment as an extension of EFL classroom teaching and learning, thus significantly impacting student learning and approaches to learning. Therefore, considering how assessments enhance student learning would influence teachers' decision-making. This paper also describes the implications of these findings for better governance of institutional systems for assessing English as a Foreign Language
Beveragraphy: Revisiting the Typology of Food Writing from the Perspective of Culinary Linguistics Yustin Sartika; Luthfie Arguby Purnomo; Lilik Untari; Lukfianka Sanjaya Purnama
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.4154

Abstract

From the perspectives of culinary linguistics, food writing typology, as proposed by Gerhardt, circumnavigates around food recipes, restaurant menus, and food labeling. This study attempts to propose the fourth food writing type, beveragraphy, which deals with beveragraphs or writings on drinking wares and the drink or liquid itself. This phenomenon of beveragraphy has caught Indonesian coffee shops by storm. To prove the existence of beveragraphy, we investigated this type of food writing by visiting 20 coffee shops, examined 60 beveragraphs, and interviewed the coffee shop managers, baristas, and customers. To prove that beveragraphy deserves a scholarly attention in the studies of food writing, we attempted to reveal its characteristics and functions by implementing the theory of food writing by Gerhardt, text typology by Reiss, meta-narrative loss in food discourse by Srinivas, and archetype theory in brand setting by Mark and Pearson. The findings indicate that beveragraphy is characterized by spatial restrictive writing and it functions as narrative and archetype synchronization. Future studies might employ the findings as a point of departure in food writing discourse.
An Analysis of Metadiscourse and Pragmatic Hedges in Fred Rogers’ Commencement Speech Intan Mustika Sari
Langkawi: Journal of The Association for Arabic and English Vol 9, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5423

Abstract

The research on metadiscourse formerly examined the language tools used to construct a speech without looking further at the contextual-related resource. This study aims to investigate the textual and interpersonal meanings of Fred Rogers' commencement speech in Hyland's metadiscourse by examining interactive and interactional metadiscourse resources combined with Salager-Meyer's pragmatic hedges categorization. This present qualitative study adopted Bogdan et al. (1975) research design. The data were taken from Marquette University website on April 9th, 2022, and validated through documentation and audit trails. Afterward, they were identified and analyzed using Hyland's metadiscourse and Salager-Meyer pragmatic hedges framework in the interactive data analysis model proposed by Miles and Huberman which consists of data reduction, data display, and conclusion. The results revealed that self-mentions are the most significant interactional resource, reaching 47.39% of the total metadiscourse found in Fred Rogers' speech, and 30.33% are transition markers from interactive resources. In addition, the most significant hedge categories are shields and approximators that share the same accumulation at 35.29%. It showed that most words represent the speaker's intention to attract the audience's attention and emphasize his message by portraying the speaker's identity, attitude, and personal doubt. These results contribute to an understanding of metadiscourse markers and pragmatic hedges used for involving the speaker as the major constructor of discourse produced through the selection of markers in his utterances. The implications of this study can be a reference in selecting the linguistic markers to build effective communication for engaging the audience through discourse.

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