Articles
223 Documents
<![CDATA[Interruptions and Silences in Conversations: A Turn-Taking Analysis ]]>
<![CDATA[Lestary, Agustina]]>;
<![CDATA[Krismanti, Ninuk]]>;
<![CDATA[Hermaniar, Yulieda]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Volume 7 Number 2 October 2017 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v7i2.64
<![CDATA[This study is set to investigate the purposes behind interruptions and the meanings of silences in conversations. The data are taken from three casual conversations among friends. To analyze the data, the recorded conversations are first transcribed based on Jefferson’s the Glossary of Transcript Symbols (Jefferson, 2004). The transcribed conversations are analyzed using turn-taking approach in Conversation Analysis. To interpret the results of analysis, inferential method is applied. As the findings, the writers find that speakers interrupt for two purposes: to complete turns and to cut them. To go deeper, speakers interrupt when they have shared knowledge and/or similar perspective on something. In terms of silence, the meanings behind it are highly dependent on what are uttered prior to or after the occurrence of silence. Silences can indicate topic switch, speaker’s wish to continue the same topic, and disagreement. In a conversation, silences lead to awkward situations among speakers and show troubles in conversation flows.]]>
<![CDATA[Evidence in Primary Correspondence of Cognate in Indonesian and Madurese Language ]]>
<![CDATA[Akhmad Sofyan]]>;
<![CDATA[Agustina Dewi Setyari]]>;
<![CDATA[Dewi Angelina]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Volume 9 Number 2 October 2019 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v9i2.124-134
<![CDATA[Cognate languages will have similarities and resemblances in sound systems that are manifested in the form of phonological correspondence. Indonesian language formed from Malay has a kinship relationship with the Madurese language. Relationships of these languages will certainly present many similarities. The method used to analyze the data in this paper is a comparative method, that is comparing the BI sound system and the BM sound system. The primary correspondence between the sound system of the Indonesian language and the Madurese language includes: (1) [i]/[I]>[ε], (2) [u]>[כ], (3) [a]>[â], (4) [w]>[b], (5) [t#]>[?], dan (6) [h]>[Θ].]]>
<![CDATA[ANALYTIC CAUSATIVES IN JAVANESE: A LEXICAL- FUNCTIONAL APPROACH ]]>
<![CDATA[Agus Subiyanto]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Volume 3 Nomor 2 Oktober 2013 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v3i2 Okt.20-28
<![CDATA[Analytic causatives are the type of causatives formed by separate predicates expressing the cause and the effect, that is, the causing notion is realized by a word separate from the word denoting the caused activity. This paper aims to discuss the forms and syntactic structure of analytic causatives in Javanese. To discuss the syntactic structure, the theory of lexical functional grammar (LFG) is employed. The data used in this study is the „ngoko‟ level of Javanese of the Surakarta dialect. By using a negation marker and modals as the syntactic operators to test mono- or bi-clausality of analytic causatives, the writer found that analytic causatives in Javanese form biclausal constructions. These constructions have an X-COMP structure, in that the SUBJ of the second verb is controlled by the OBJ of the causative verb (N)gawe „make‟. In terms of the constituent structure, analytic causatives have two kinds of structures, which are V-cause OBJ X-COMP and V-cause X-COMP OBJ. Kausatif analitik adalah tipe kausatif yang dibentuk oleh dua predikat atau dua kata terpisah untuk mengungkapkan makna sebab dan akibat, yakni makna sebab direalisasikan oleh kata yang berbeda dengan kata yang menyatakan makna akibat. Tulisan ini membahas bentuk dan struktur sintaksis kausatif analitik dalam bahasa Jawa. Untuk menjelaskan struktur sintaksis digunakan teori Tata Bahasa Leksikal Fungsional. Data yang digunakan dalam penelitian ini adalah bahasa Jawa dialek Surakarta ragam ngoko. Dengan menggunakan alat uji pemarkah negasi dan penggunaaan modalitas, penulis menemukan bahwa kausatif analitik dalam bahasa Jawa membentuk struktur biklausa. Konstruksi ini memiliki struktur X-KOMP, yakni SUBJ dari verba kedua dilesapkan dan dikendalikan oleh OBJ dari verba kausatif (N)gawe „membuat‟. Dalam struktur konstituen, analitik kausatif memiliki dua macam bentuk, yakni V-kuasatif OBJ X-COMP and V-kausatif X-COMP OBJ.]]>
<![CDATA[Investigating Students’ Attitude and Motivation in Learning English as a Second Language among Four Higher Institutions in Malaysia ]]>
<![CDATA[Zulida binti Abdul Kadir]]>;
<![CDATA[Rosmahalil Azrol bin Abdullah]]>;
<![CDATA[Sarala @Thulasi Palpanadan]]>;
<![CDATA[Siti Sara binti Zainal Abidin]]>;
<![CDATA[Siti Salmiah binti Muhammad]]>;
<![CDATA[Abdullah Adnan bin Mohamed]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Vol 10, No 1 (2020): Volume 10 Number 1 April 2020 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v10i1.72-79
<![CDATA[The aim of this study is to examine the students’ motivation and attitude towards learning English as a second language from four Malaysian higher institutions. A random sampling of 471 respondents participated in this study. Using 28 items instrument, adapted from Gardner’s Attitude/Motivation Test Battery (AMTB), an online questionnaire was distributed in getting the data. Students’ motivational level is found to be high with (M=6.37, SD=0.77, M=6.10, SD=0.82). Additionally, the respondents are having positive attitudes in learning English (M=4.07, SD=0.48). With the findings, it is a hope that this can be a guidance for instructors to design a suitable lesson and approach to be used in the class. ]]>
<![CDATA[Stance Taking and Identity in Classroom Interactions: A Small Scale Study ]]>
<![CDATA[Mukhlash Abrar]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Vol 10, No 1 (2020): Volume 10 Number 1 April 2020 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v10i1.22-35
<![CDATA[This present article is mainly concerned with the nature of stance-taking and identity in classroom interaction. The data of the research were taken from the interactions in an English Foreign Language class. Going through the framework of stance triangle (Du Bois, 2007), the author explored the features of stances that are frequently taken in foreign language classroom interactions and the identities enacted from the interactions. The finding of the research suggested that epistemic stance was dominantly taken in the interactions, especially by the students. This unequal distribution of stance-taking is likely to occur due to the teacher’s teaching style and students’ lack of evaluation skill. In addition, the finding indicated that both teacher and students, when they take stances, constructed diverse discourse identities, including speaker, answerer, and evaluator. These diverse identities show that the classroom interactions between teacher and students is fairly communicative and dynamic.]]>
<![CDATA[The Students’s Learning of English Sonnets’ Structures and Sounds ]]>
<![CDATA[Ariya Jati]]>;
<![CDATA[Wulandari Retno]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Vol 10, No 1 (2020): Volume 10 Number 1 April 2020 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v10i1.80-86
<![CDATA[This paper describes English sonnets’ structures and sounds discussed in lectures. The scarcity of a practical reference for the study of this distinctive poetic expression in English literature underlies the need for this research. The long-term objective of this research is the availability of a study plan regarding the structures and sounds, with a specific one in the form of teaching material about the English sonnets’ elements. The method used in this study is classroom action research, with the data collecting using classroom observation, and the data processing using qualitative data analysis. The research activities include direct observation of the learning; questionnaire distribution; and data processing. The analysis produces the stages in discussing the sonnets’ structures and sounds. These stages can be developed into a teaching material, which will be useful for the learning of English literature, especially English poetry.]]>
<![CDATA[In-Service Training for Secondary English Teachers of Bangladeshi Madrasahs: Investigating Adequacy and Effectiveness ]]>
<![CDATA[Muhammed Rukan Uddin]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Vol 10, No 1 (2020): Volume 10 Number 1 April 2020 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v10i1.36-45
<![CDATA[In-service training (INSET) is crucial for language teachers who play instrumental role for effective curriculum implementation of any educational programme. Bangladesh Madrasah Teachers Training Institute (BMTTI) is the only government training institute which provides both pedagogical and administrative trainings to 1, 38, 775 madrasah teachers (BANBEIS, 2018). The question which motivated the study was whether the secondary English teachers—6553 as of 2018 (BANBEIS, 2018)—got adequate and effective pedagogical training from the institute. Having adopted the mixed-method-approach, the author administered questionnaires to 20 teachers, interviewed the three English language trainers of the institute, and analysed the training module. Findings show that INSET facilities for madrasah English teachers are clearly insufficient, and the trainings do not deliver expected outcomes due to at least four reasons: (a) inadequacy of the institute’s logistics to conduct training sessions for the required number of English teachers every year; (b) absence of permanent and professional trainers; (c) lack of motivated trainee teachers; and (d) ineffective training modules. The study implies that the madrasah education, though runs parallel with the mainstream education system in Bangladesh, has not been given required attention so far as INSET for English teachers is concerned. Since teacher training is an integral part of continuing professional development (CPD), inadequate training facilities will certainly affect CPD for the madrasah teachers which will ultimately encumber curriculum implementation. The study will have substantial impact on the future policy making with regard to the appropriateness and effectiveness of training sessions for the secondary English teachers of Bangladeshi madrasahs. ]]>
<![CDATA[Back Matter Parole Volume 10 Number 1 April 2020 ]]>
<![CDATA[Alfarisy, Fitri]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Vol 10, No 1 (2020): Volume 10 Number 1 April 2020 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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<![CDATA[Enhancing the implementation of bilingual education at university through practice: Analysis of CLIL trial lessons by an ESP teacher ]]>
<![CDATA[Candela Contero Urgal]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Vol 10, No 1 (2020): Volume 10 Number 1 April 2020 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v10i1.46-61
<![CDATA[University teacher training specialised in bilingual education is spreading around Spanish universities. Particularly in Andalusia, where our research originates, universities are searching for systematised methods to train their future bilingual teachers in Content and Language Integrated Learning (CLIL). This paper presents the case of the University of Cadiz, where this study was carried out. This university followed a new training formula led by an ESP (English for Specific Purposes) teacher who performed the role of CLIL teacher trainer. Based on AUTHOR’s (2017) description of the aforesaid CLIL teacher training scheme known as “CLILUT courses” (that is to say, CLIL Training or University Teachers), this study focuses on an in-depth analysis of CLIL trial lesson plans elaborated within such a peer-teacher environment. The present study is then aimed at examining the data obtained through in-class direct observation of 68 CLIL trial lessons which were created from 2010 to 2014 at the University of Cádiz and analysed with the help of rubrics created upon Nunan’s theory (1989). Results show that ESP teachers can offer substantial help for new CLIL university teachers who might face specific foreign language-related problems when starting to take part in bilingual programmes.]]>
<![CDATA[Problem-Based Learning (PBL) Awareness among Academic Staff in Universiti Tun Hussein Onn Malaysia (UTHM) ]]>
<![CDATA[Najah Ramlan]]>;
<![CDATA[Zulida Abdul Kadir]]>;
<![CDATA[Hani Suraya Aziz]]>;
<![CDATA[Iza Nurhidayah Ismail]]>;
<![CDATA[Nurul Sabrina Zan]]>;
<![CDATA[Khairul Firhan Yusob]]>;
<![CDATA[Ahmad Nazri Jelani]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Vol 10, No 1 (2020): Volume 10 Number 1 April 2020 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v10i1.9-13
<![CDATA[The present study was conducted to determine whether the academic staff in UTHM was aware of Problem-based Learning (PBL) as an instructional approach. It was significant to identify if the academic staff in Universiti Tun Hussein Onn Malaysia (UTHM) had the knowledge about PBL. It was also crucial to know if the academic staff was aware of PBL as a method of teaching their courses in class as this could give the feedback to the university on the use of PBL among academic staff and measures to be taken to help improve their teaching experience. A workshop could also be designed if the academic staff in UTHM was interested to know more about PBL and how it could be used in their classroom. The objective of this study was to identify the awareness of PBL among academic staff in UTHM. This study was conducted via a quantitative method using a questionnaire adapted from the Awareness Questionnaire (AQ). 100 respondents were involved in this study. The findings indicated that the awareness of PBL among UTHM academic staff was moderate. In conclusion, the academic staff in UTHM has a moderate level of knowledge about PBL as a teaching methodology.]]>
