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ASIAN TEFL

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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 50 Documents

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Individual with Visual Impairment and Translation: A Case Study of Visually Impaired Translator in Translating News Text of TVKU Valentina Widya Suryaningtyas; Setyo Prasiyanto Cahyono
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(2), 2018
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This article is of specialized translation study. It discusses a translation activity conducted by a visually impaired translator. The study focuses on the translation techniques, methods, and ideology which are carried out by the translator. Using qualitative descriptive method, the authors are able to identify that the translator uses five translation techniques. Four (addition, reduction, adaptation, and generalization) are target-language-oriented techniques and one technique is source-language-oriented one (borrowing). In translating TVKU news text, the subject of the study applies four translation steps. To conclude, the translator’s cognitive concept affects his decision to translate the text.

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

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

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

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

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

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.

Promoting Values of Religious Tolerance through Moroccan ELT Textbooks Hassan Ait Bouzid
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (2), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This paper examines the religious content of three Moroccan second year Baccalaureate ELT textbooks. It studies the representation of religion as a cultural perspective in these textbooks to investigate whether they raise Moroccan learners’ awareness of other religions. It is built on the premise that the spread of religious intolerance is fueled by being insufficiently or inappropriately informed about local and foreign religions. It therefore draws the attention of ELT practitioners to recognizing the role ELT textbooks could play in reducing illiteracy about religions and fostering positive attitudes towards other religions. The study evolved within the theoretical framework of the Standards-Based Approach. It adopted a concurrent triangulation design and used mixed content analysis to analyze the data. The findings revealed that the examined textbooks do not sensitize learners about respect for diversity, tolerance and peaceful coexistence among different religions. Ultimately, some ways in which religious antagonism could be minimized are suggested.

Tutors’ Experiences and Perceptions of a Problem-based Learning Approach in an ESL Writing Classroom Muhammad Mukhtar Aliyu
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(2), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This study investigated tutors’ experiences and perceptions of using a problem-based learning approach (PBL) in an ESL writing classroom. The participants of the study are two Nigerian tutors who facilitated an intact class of 18 second-year students in an English composition course which lasted for 12 weeks. Data were collected through semi-structured interviews. The tutors were interviewed after the implementation of the PBL process. The overall findings of the study show that the tutors have positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the tutors’ positive experiences and perception of the workshop conducted prior to the PBL process, the ill-structured problems presented to the students, tutor facilitation and students’ group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach.

First Language Interference and Form Focused Instruction Shafaq Fayyaz; Suyansah Swanto; Wardatul Akmam Din
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This paper addresses EFL/ESL teachers’ beliefs and practices regarding the use of the first language in a language classroom pertaining to the Form-Focused Instruction - a grammar instruction approach. In essence, this study looks into whether the judicious use of L1 in learning the foreign or second language is effective or not. A case study strategy was deemed appropriate for this study to explore and investigate the beliefs and practices of the non-native teachers on the use of L1 in learning English as a foreign language. To this end, six English language teachers were selected from a Chinese secondary school. The data were collected through classroom observations and stimulated recall interview questions. The audio-recorded data were fully transcribed in English, and subjected to a process of interpretative analysis. The findings revealed that teachers used L1 mainly to present the target grammar topics, to explain the grammatical rules and also to encourage students for the explanation of the grammatical rules in there L1. It is therefore imperative to consider the results of this study as it may highlight some notable pedagogical implications regarding the assisted effects of the use of first language on foreign/second language learning.

Examining Teachers’ Perceived Barriers to the Integration of Critical Thinking in Moroccan High Schools Youssouf Laabidi
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(2), 2019
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Several scholars acknowledge that the ability to think critically and process new information is a skill that must be learnt in order to challenge a rapidly changing world. It is important to enhance students’ critical thinking skills to help them be successful in their upcoming life plans in numerous domains. In other words, integrating critical thinking skills in schools is not only a way to assist learners obtain favorable outcome in schools, but it is also crucial if learners are going to be able to operate in an increasingly difficult world. However ; little attention has been given to examine strategies that can help teachers incorporate critical thinking skills in education. This paper attempts to address the importance of critical thinking in education. Besides, it aims to discuss the issue of teaching critical thinking for the 21st century students learning English as a foreign language. Finally, the paper addresses elements that prevent the improvement of critical thinking in classrooms.

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