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INDONESIA
ASIAN TEFL
Published by Pusat Pelatihan, Riset, dan Pembelajaran Bahasa Samarinda
ISSN : 25275038     EISSN : 25032569     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ASIAN TEFL; e-ISSN: 2503-2569, p-ISSN: 2527-5038; Journal of Language Teaching and Applied Linguistics, a peer-reviewed journal, is an interdisciplinary publication of original research on ELTand Linguistics. The journal aims to provide a forum for scholarly understanding and promote the process of knowledge, values, and skills. The journal encompasses research articles, original research report, reviews, and scientific commentaries in Language Learning and linguistics.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(1), 2019" : 5 Documents clear
Appraisal in Bilingual Tourism Information Media: Developing an SFL-Based Translation Model Valentina Widya Suryaningtyas; Raden Arief Nugroho; Setyo Prasiyanto Cahyono; Mangatur Rudolf Nababan; Riyadi Santosa
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(1), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (332.387 KB) | DOI: 10.21462/asiantefl.v4i1.65

Abstract

Tourism information media is aimed at giving positive image of Indonesian tourism to international tourists. In linguistics, especially in systemic functional linguistics, herewith SFL, the attempt to create positive or negative image of a text is studied through appraisal theory. It deals with how the authors position themselves and how the readers are positioned in the text. However, when dealing with bilingual texts, the meaning shift is highly likely because the translation of the source language may not have the same appraisal features, i.e. attitude, engagement, and graduation. Therefore, an SFL-based translation model is needed to accommodate this issue. As far as the authors observe, there is no SFL-based translation model accommodating tourism texts (Nugroho, Septemuryantoro, and Lewa, 2017). The purpose of this paper is to develop an SFL-based translation model by intertwining appraisal theory (Martin and Rose, 2013), translation techniques (Molina and Albir, 2002), and translation quality assessment (Nababan et al, 2012). By applying critical literature review, the authors analyzed the application of these theories in sample data taken from four information media, namely brochure, booklet, website, and book. Furthermore, by using Flesch readability test, the authors were able to select some parts of the media which are considered “hard to read”. The result of this study reveals that there is a minimum shift of appraisal features found in the bilingual tourism media. It happens because the translators mostly employ established equivalent technique to translate the texts. However, the positive result mentioned previously does not go hand in hand with the quality of the translation. Therefore, to bridge the outcome between the appraisal features of source and target languages reflected through the use of translation techniques and the assessment result of their translation quality, the authors need to generate a holistic SFL-based translation model. 
Phonological Development: Acquisition of Hausa Secondary Consonants Pronunciation by the Hausa Children Sani Dauda Ibrahim
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(1), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.288 KB) | DOI: 10.21462/asiantefl.v4i1.66

Abstract

Phonological development refers to the stages that children pass before they can correctly use and understand the sound system of their language. Inspired by Stampe’s (1969) Natural Phonology Theory, this paper examines the acquisition of Hausa secondary consonants pronunciation by the Hausa children. The paper seeks to achieve the following objectives (a) to identify the phonological processes that are operating in the production of the Hausa secondary consonants by the Hausa 2-5 years children (b) to discover the units that are more affected if certain changes occur in the production of the Hausa secondary consonants (c) to explain whether a parental behavior influence the children’s production of the Hausa secondary consonants. Four children aged between 2-5 years were purposely selected. The data were collected using a Pictorial Stimulus-Driven Elicitation. The study found that reduction, simplification, and substitution phonological processes operate in some of the children’s speech production. It also revealed that regardless of the glottal stop, the second unit of the secondary consonants is more affected and that parental behavior affects children’s speech production. The implication of this result is that it can be used by speech pathology to draw a conclusion about the Hausa children’s phonological development.
Teaching to Read Multimodal Texts at Tertiary Education: Learning about Gender and Culture with Oxfam Intermón’s Covers María Martínez Lirola
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(1), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (568.128 KB) | DOI: 10.21462/asiantefl.v4i1.67

Abstract

Using multimodal texts in a language classroom offers many opportunities for the development of multiliteracies and the acquisition of different types of competences. The study, thus, aims to deepen into the different social competences university students can acquire when multimodal texts from Non-Governmental Organizations (NGOs) are used in a language classroom. The texts selected are useful to introduce gender issues in the classroom. The methodology is qualitative.  For its framework of analysis, the study draws on the main principles of visual grammar (Kress and van Leeuwen, 2006) so that students learn how to analyse visuals. It was decided to use texts from the NGO Oxfam Intermón in which women from other cultures appeared because they allow students at tertiary level develop critical thinking and respect for cultural diversity, which will contribute to the development of social competences. The study reveals that multimodal texts from NGOs are useful to develop critical thinking, to bring cultural aspects into the classroom and to work on social competences.
The Realism of English Language Competence for Students in the Tourism Industry Nik Intan Baizura Ramsa; Rafizah binti Mohd Rawian
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(1), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (13.596 KB) | DOI: 10.21462/asiantefl.v4i1.68

Abstract

The basic requisite of employability in the workforce commenced the learning institutions to handle and supervise internship training as component of study plan. Therefore, internship training is one of the necessities for the students to be equipped with the important knowledge and skills related to the workplace and their gained experience. The study was conducted to ascertain the useful English language skills for tourism course which was from the Tourism Management course in Politeknik Sandakan, Sabah, Malaysia. The research was specifically designed to focus on students’ lacks and needs of linguistic skills in order to prepare them for occupational purposes. Good English communication practice during the study will contribute more benefits to students’ education and mastery level. This research was also conducted to investigate whether what the industry needs are aligned to the students’ needs.  Therefore, a needs analysis had to be done to recognize the needs of the students and the industry personnel representing the future employers of the students. The researcher sees the importance of needs analysis to be done as only 49.5 % of the polytechnic graduates were employed after they had completed their diploma course (Graduates Tracer Study, Malaysia Higher Education Statistics 2011: 118).
Investigating Intercultural Teaching Competence among Moroccan Teachers in Tertiary Education Mouhssine Echcharfy
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(1), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (481.783 KB) | DOI: 10.21462/asiantefl.v4i1.71

Abstract

Intercultural learning is a new pedagogy that encourages learners to establish relationships between their own culture and the other culture, managing dysfunctions and mediating differences. These skills and others will enable learners to develop intercultural competence and help them become intercultural speakers/mediators (Byram, 1997). However, learners’ intercultural competence cannot be developed without an appropriate intervention and guidance on the part of the teacher who represents a central element in the intercultural learning process. Thus, the issue at stake is the degree to which teachers demonstrate knowledge of skills and competencies they need for the development of students’ intercultural competence and awareness. In this respect, the present study is an attempt to explore the extent to which the teachers’ competencies and skills meet the specifications formulated in the literature regarding intercultural teaching competence. It included 25 Moroccan university teachers who have already taught culture at the university. In line with the objective of the study, a five-point Likert scale questionnaire was adopted as a major data collection procedure. The results revealed that the majority of Moroccan university teachers demonstrated negative attitudes towards and lack of awareness regarding the intercultural teaching competencies provided. It also turned out that the majority of teachers’ competencies do not meet the specifications formulated in the literature, regarding intercultural teaching competence. In light of the results obtained, several implications are derived from the study for decision makers and teachers.

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