Indonesian Journal of EFL and Linguistics
Indonesian Journal of EFL and Linguistics encompasses research articles, original research report, reviews, and scientific commentaries in education, literature, and ELT, including: English Language Teaching English as a Foreign Language Language and Linguistics Morphology Phonology Syntax Semantics Pragmatics Discourse Analysis Critical Discourse Analysis Socio-linguistics Psycholinguistics Literature
Articles
242 Documents
<![CDATA[External Request Modifications in Yemeni Arabic as Used by Male-Male and Male-Female Interactions ]]>
<![CDATA[Yahya Mohammed Al-Marrani]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(1), May 2018 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v3i1.63
<![CDATA[The current study explores the types and frequency of external request modifications in Yemeni Arabic as produced by male speakers the study participants were 336 undergraduate students (168 male participants and 168 female participants) from Sana’a University, aged 20-23. All of the participants are relatively homogeneous in terms of their cultural background. The data were collected by using Discourse Completion Test (DCT).The analysis of the data is based on Blum-Kulka et al’s (1989) CCSARP (Cross Cultural Speech Act Realization Project) coding scheme. The results of the study showed that the male speakers generally showed greater use of external request modification to mitigate their requests. Seven external request modifications were identified in the data of the present study in M-M, M-F interactions. However, in M-M interactions, the number of external request modifications, which were identified in the data, was 2006. On the other hand, in M-F interactions the number of external request modification was 2016. The results revealed that Yemeni males showed greater use of the external request modification when interacting with females more than to males.]]>
<![CDATA[Deixis in Judith McNaught’s Night Whispers Novel ]]>
<![CDATA[Witri Afrilian]]>;
<![CDATA[Diana Rozelin]]>;
<![CDATA[Awliya Rahmi]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 4(1), May 2019 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v4i1.100
<![CDATA[This paper aims to examine the types of deixis, the meaning of deixis, and the position of deixis in novel entitled Night Whispers written by Judith McNaught. The authors applied theory of deixis from Levinson (1983) and theory of meaning by Chaer (2013). The analysis of this research uses distributional and referential identity method by Sudaryanto (1993). The results show that there are five types of deixis which is found in the novel with the most-found type is person deixis and the fewest-found type is social deixis. The meanings of the deixis are referred to the speaker herself which is named Sloan, Sloan’s friend named Sara, the time when Sloan uttered the utterance, the span when Sloan lived as police officer, Sloan’s father’s house, Apparition, the thought of Sloan of a group of girl, the thing Sloan wanted Paris to remember, and Sloan’s great-grandmother. The position of the deixis is as Noun, Pronoun, Adjective, and Adverb.]]>
<![CDATA[Mass Media Construction of Irwan Prayitno’s Leadership: A Critical Discourse Analysis ]]>
<![CDATA[Hetti Waluati Triana]]>;
<![CDATA[Martin Kustati]]>;
<![CDATA[Ilham Muhammad]]>;
<![CDATA[Reflinaldi Reflinaldi]]>;
<![CDATA[Awliya Rahmi]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 5(1), May 2020 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v5i1.207
<![CDATA[This study aims to investigate Irwan Prayitno's characters that were constructed by the mass media and the construction patterns used by each of the mass media. The study applied a descriptive model by applying mixing methods; qualitative and quantitative. The research data were obtained from Padang Ekspress, Singgalang, and Haluan print media. Following the research orientation, the data were collected from the August-November 2015 issues. Various characteristics of Irwan Prayitno’s leadership were reported with different patterns in each mass media. The differences were influenced by the practice of discourse and social practices that underlie the emergence of news. From the perspective of discourse practice, although each editor in chief emphasized the independence of media in politics, they did not deny that the owners of each media had a close relationship with certain political figures, including Irwan Prayitno. This created a high quantity of news framing the political figure. Still, the news was reported and issued following the applicable standards and procedures in the company. From a social practice perspective, information related to Irwan Prayitno was influenced by the situation and atmosphere of the West Sumatra gubernatorial election in 2015. Each of the media covered events related to Irwan Prayitno intending to capitalize on influence through reporting and advertising campaigns.]]>
<![CDATA[The Effect of Graphic Organizers on ELT Students’ Writing Quality ]]>
<![CDATA[Erlik Widiyani Styati]]>;
<![CDATA[Lulus Irawati]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 5(2), November 2020 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v5i2.283
<![CDATA[Graphic organizers are used in ELT classroom to help the students learn better. It refers to the way the students use graphic organizers in writing. The purpose of this study is to investigate the effect of graphic organizers on ELT students’ writing quality. This study was a quasi-experimental research design. The experimental group was taught by using graphic organizers. The control group was administered by using conventional strategy. The participants of the research were the second semester students of English Department, in one of the private universities in Madiun. The data were analyzed by utilizing independent t-test and one-way ANOVA based on the level of significance at .05. The result of the study shows that there is a significant difference between the mean scores of the students in the experimental and control groups. The students who are taught by using graphic organizers are better than the students who are taught using conventional strategy. The students in the experimental group perform better on writing quality in terms of content, vocabulary, and mechanics than those who do in the control group. It can be concluded that graphic organizers have a significant effect on ELT students’ writing quality. It is effective to be used in order to help the students write better. The students are successful in generating the ideas of writing and it can create a social community. We recommend for the future researchers to realize other various graphic organizer models into research.]]>
<![CDATA[Difficulty Index and Cognitive Skills of English Textbook for Senior High School ]]>
<![CDATA[Muslih Hambali]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Nandang Heryana]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v6i1.331
<![CDATA[This study explored the difficulty index, the terms for the category for reading text level, and cognitive levels of reading texts in the English textbook, Interlanguage, for Senior High School grade 12. The primary aim was to determine the extent to which the degree of the available different categories of reading text levels included the cognitive level of questions. Through the readability test formulas for difficulty index and a checklist based on revised Bloom Taxonomy for cognitive skills, 11 reading texts completed with 56 reading comprehension questions were analyzed. The result revealed that the Interlanguage textbook contained four different categories of reading level such as difficult, fairly difficult, plain, and fairly easy to read. The textbook had in the average category of fairly difficult to read for difficulty index and contained fewer HOTS–based questions than LOTS ones (34% < 66%). Besides, higher reading text levels included fewer HOTS-based questions than those of lower ones. This means a higher level of cognitive skill of questions may appear in any text with a different level of difficulty index. This suggests that the English textbook should be revised to have more HOTS-based question items for developing the students’ high cognitive levels.]]>
<![CDATA[Investigating Ideological Factors in Family Language Policy ]]>
<![CDATA[Rani Septi Sapriati]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Sary Silvhiany]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v6i1.395
<![CDATA[A family has a role in supporting bilingual or multilingual children. In acquiring English for instance, family language policy is likely to shape the development of children bilingualism or multilingualism. Through a qualitative study in a case study design, the language ideologies of two bi-/multilingual families in Palembang were investigated and explored. The participants of this study were the Zahra and the Najwa families who brought up their children in more than one language including English. The data were collected through ethnographic interviews with the parents, grandmother, and children. Thematic analysis was used in analyzing the data of this study. The raw data were coded and classified into categories to derive big major themes regarding ideological factors that shaped language policy. The derived themes were then interpreted descriptively. The results indicated that there were some ideological factors found that contributed to the shaping of the language policy of those two families, such as social values, economical values, political values, cultural values, parents' knowledge toward language acquisition, and bi-/multilingualism. The findings of this study suggest that families need to provide support for their children in their bilingual or multilingual journey. Furthermore, stakeholders and professionals should play a role in the choice of language used in education as well as provide considerable support and assistance for language policy in family domain]]>
<![CDATA[The Implementation of British Parliamentary Debating in Mulawarman Debate Society (MDS) ]]>
<![CDATA[Lely Agustina]]>;
<![CDATA[Bahrani Bahrani]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 1(1), May 2016 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefll.v1i1.6
<![CDATA[In English debate, the students will be exposed to the real problems facing a society or a nation. The students are required to be able to give a strong and reasonable statement and solution so that they can practice English and convince the public that their idea will be expressed freely. This study found that there were some differences related to the implementation of British Parliamentary debating system, such us the differences of the amount of debater and adjudicator and length of speech. Those differences actually did not give bad effect significantly during the observation because of during observations, each member acted his or her role as well as the regulation of British Parliamentary debating system. It can be said that they had fulfilled their role fulfillment as debater, time keeper or the speaker and as adjudicator in every single debating practice. Beside the differences mentioned above, everything related to the implementation of British Parliamentary debating system in Mulawarman Debating Society were the same as the standard regulation of the British Parliamentary Debating System. For instance, there was case building for fifteen minutes before debating, the debater delivered POI, both accepted and declined it, and in the debate practice of MDS, the adjudication was also done by the adjudicator through giving verbal adjudication and ranking the team. The motion was also given by the adjudicator in the debate practice of MDS.]]>
<![CDATA[CALL in Post-Method Era ]]>
<![CDATA[Hussien M. Abdo Almaktary]]>;
<![CDATA[Abdu M. Talib Al-Kadi]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 2(2), November 2017 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefll.v2i2.33
<![CDATA[This paper touches on the influx of technology in language learning and teaching with a focus on the post-method era. Scrutinizing this phenomenon within the framework of Computer-Assisted Language Learning (CALL) shows how technology has stimulated a transformation of language pedagogy from the traditional teacher-centered and text-bound classrooms to student-centered and interactive paradigms. While the former paradigm is based on methodology, the latter is guided by principled eclecticism in which teachers make use of a set of macro-strategies so as to make decisions while teaching, instead of reliance on methods that dictate ‘how to teach’. The teaching principles capitalize on teachers’ sensitivity to local contexts rather than general methods. Though CALL has been mooted as panacea for ELT flaws in the method and post-method eras, it is not a one-size-fits-all model. Due to changeable and diversified technological innovations, it is impractical to adopt an electronic device or application for all contexts. Accordingly, the post-method pedagogy puts the onus on language teachers to make informed choices that best fit the particularity of their teaching situations. ]]>
<![CDATA[Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course ]]>
<![CDATA[Veronica Esti Nugrahani]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(2), November 2018 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v3i2.79
<![CDATA[As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation.]]>
<![CDATA[Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context ]]>
<![CDATA[Suci Nugrah Amalia]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Sri Marmanto]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics INDONESIAN JOURNAL OF EFL AND LINGUISTICS, 4(2), NOVEMBER 2019 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v4i2.167
<![CDATA[The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.]]>
