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INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 12 Documents
 1   2 
Search results for , issue "Vol 3, No 2 (2017)" : 12 Documents clear
DISSOCIATING REALITIES AND TRANS-FORMING SELF IN DAVID EBERSHOFF’S THE DANISH GIRL Kamelia Talebian Sedehi; Tay Lai Kit
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.669

Abstract

Since its film debut in 2015, The Danish Girl has garnered major attention on the novel which was originally published in 2000 by David Ebershoff. As portrayed evidently in both mediums, Einar Wegener is depicted as a transgendered individual who suffers from gender identity disorder. However, this paper intends to argue that Einar could potentially suffer from Dissociative Identity Disorder (DID), or more commonly referred to as multiple personality disorder. To specify, the current paper contends that Einar dissociates himself from the reality he is grounded in and becomes another character upon any overwhelming situation. Dissociation happens when the subject is subjected to extreme reality and breaks under pressure, thus, creating another persona as an act of self-protection to defend himself from the situation. As such, this article will shed light on the issue by providing textual evidences which helps in reading Einar as a patient of DID instead of being a transgender. Keywords: dissociation, dissociative identity disorder, multiple personality disorder, the danish girl, alter
RELATING TEACHER’S ORAL CORRECTIVE FEEDBACK TO YOUNG LEARNERS’ UPTAKE: A CASE STUDY IN A YOUNG LEARNER EFL CLASSROOM Elis Homsini Maolida
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.665

Abstract

This study explores various types of oral corrective feedback in relation to learners’ uptake in a young learner EFL classroom in Indonesia. It employed a qualitative research design embracing the characteristics of a case study. The data were mainly collected from 540 minutes video recording and observation to capture types of teacher’s oral corrective feedback and learners’ uptake in the classroom interaction. Teacher’s lesson plans were also analyzed to look at possible contribution on teacher’s choice of corrective feedback and learners’ uptake. The first finding reveals that the teacher employed seven types of oral corrective feedback; recast, elicitation, clarification request, explicit correction, repetition, metalinguistic feedback, and paralinguistic signal. As result, the students responded by various types of uptake such as repair and need repair. The distribution of learners’ uptake following different types of oral corrective feedback shows that output prompting feedback strategies tend to be more successful in encouraging learners’ uptake than input provided by feedback strategies. It is also noteworthy that elicitation and repetition led to be the highest number of repair. The fact that input providing feedback strategies result in fewer uptakes, however, tends to be resulted from the teacher’s choice to continue the topic in a certain context which shows the influence of learning contexts and teacher’s objectives on the choice of teacher’s corrective feedback and the occurrence of uptake.Keywords: oral corrective feedback, learners’ uptake, young learner

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