cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Didi Sukyadi
Contact Email
dsukyadi@upi.edu
Phone
-
Journal Mail Official
dsukyadi@upi.edu
Editorial Address
-
Location
Kota bandung,
Jawa barat
INDONESIA
Indonesian Journal of Applied Linguistics (IJAL)
Published by Universitas Pendidikan Indonesia
ISSN : 23019468     EISSN : 25026747     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
A Journal of First and Second Language Teaching and Learning
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 1, No 2 (2012): Volume 1 No. 2 January 2012" : 10 Documents clear
A DESCRIPTIVE STUDY ON THE TEACHER TALK AT EYL CLASSROOM Setiawati, Liani
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.83

Abstract

Abstract: The use of constructive teacher talk (TT) is very important and effective in scaffolding young learners to improve their skill in target language. Nevertheless, there is an argument that too much teacher talk can even decrease students’ motivation. The present study tries to reveal the suitable amount and the students’ perception of teacher talk. Apart from that, there is an attempt to find out the features of teacher talk, the frequency of either display and referential questions or teachers’ assessments and ways in giving feedback. This descriptive study is conducted to find out how teachers make use of their teacher talk naturally in classroom settings. To gain deeper insight and understanding, both qualitative and quantitative research design were employed. The qualitative data were obtained through direct observation and teachers – students’ interview. Moreover, the teachers – students’ questionnaire, video recording and field notes also added significant value towards the findings of this study. Quantitative data, on the other hand, were gained from the calculation of students’ questionnaire scores which are represented in percentage. Both qualitative and quantitative data were coded, categorized, interpreted, descriptively described and finally displayed in the form of tables. The research findings show that despite the teacher talk’s capability to be good model for young learners,  most students found the class more motivating, interesting, and challenging when the teachers minimized their teacher talk  and made use not only more constructive teacher talk but also  interesting activities. In conclusion, since teacher talk serves not only as a medium to achieve young learners’s learning objectives but also as a tool to build better dynamic interaction between teacher and students in classroom settings, it is advisable for all EFL teachers to improve their effective constructive talk towards their students.   Key words: SLA, TT (Teacher Talk), TTT (Teacher Talk Time), discourse Analysis, code switching, conversational analysis, ST (Students Talk) , STT (Student Talk Time)
CONVERSATIONAL IMPLICATURE OF THE PRESENTERS IN TAKE ME OUT INDONESIA Nanda, Sheila; Sukyadi, Didi; Ihrom, Sudarsono Muhammad
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.89

Abstract

Abstract: In the past few years, game shows such as Take Me Out Indonesia were quite popular in Indonesian television. These game shows were quite interesting to study because they were not only involving many participants, but also requiring the settings in which politeness and implicature needed to be used to keep the communication flows smoothly. This paper is a pragmatic study that aims at investigating conversational implicature that the presenters of Take Me Out Indonesia operate within their utterances along with the possible implications that lie behind the implicature[AJ1] . The episode XXII of the show was chosen purposively as the sample. Qualitative method was employed in processing the transcription of the 204 recorded implicature data. The intended features were identified, classified, calculated and then separately analyzed based on conversational implicature theory proposed by Grice (1975). The result shows that the presenters tended to use generalized conversational implicature (59, 8%) rather than the particularized (40,2%). Based on the functions, inferences or motive it contains, generalized conversational implicature can be classified into ten categories implying: (1) the presence of the opposition, (2) the invalidity of the expressions or events at the time of speaking, (3) “not all”, (4) events that have not yet occured, (5) the actual position, (6) persons or things having similararity, (7) “not completely”, (8) further actions, (9) the others of the similar kind, and (10) the opposite of the real situations. The needed inferences fall into two classifications: (1) the show’s settings inferences and (2) general knowledge inferences. Based on the objectives, particularized implicatures are used to ensure: (1) the effectiveness of a polite criticism, (2) maximum efficiency of communication, (3) minimum degree of an imperative’s imposition, and (4) alleviation of other’s self offensiveness. This study concludes that various types of implicature were used in informal game show conversation to make interaction flows smoothly.   Key words: conversational implicature, maxims, inference, meanings, game show s.                      
TRACES OF CULTURES IN ENGLISH TEXTBOOKS FOR PRIMARY EDUCATION Hermawan, Budi; Lia, Noerkhasanah
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.84

Abstract

Abstract: The inseparability of language and culture has become a rich source of investigation in the field of English Language Teaching. Possible topics may be focused among others, on how culture is packaged and presented, whose culture is disseminated, is there, if any, local culture preserved and disseminated in textbooks which often serve as the main English language learning material. Learning material can often carry cultural content (see McGrath: 2002) which can refer to Source Cultures, Target Culture, or International Target Culture (Cortazzi and Jin 1999). Culture is often about wisdoms and worldview of the country and textbooks can be a good source for students to learn and adopt these wisdoms and worldview, and develop their cultural awareness and identity. Relying on this, the present study investigates whose culture the textbooks investigated disseminate, how culture is disseminated in the textbooks, and whether local culture is also preserved and disseminated. The study is descriptive qualitative in nature. It employs a systematic technique for analyzing message content and message handling. Element of quantitative in the form of how the data are recorded in percentages has also been used. The data for this study are collected from three English textbooks for primary schools entitled “Grow with English”, book four to six published by Erlangga. The data for the study are in the form of written texts and illustrations that may accompany the reading passages. The reading passages are categorized and analyzed based on the framework of Culture in Four Senses proposed by Adaskou, Britten, and Fahsi (1990). The study finds that Target Culture is more salient and disseminated in the textbooks, while Local Culture when present is presented in the form of, among others, names chosen for the characters, places and locations discussed in reading passage, and rituals.   Kata kunci: Culture, Cultural awareness and identity, Four sense of culture, Textbooks.  
TWO FACES OF MASCULINITY IN AXE CHOCOLATE ADVERTISEMENT Ririn, Bernadeta; Amalia, Lulu Laela
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.90

Abstract

Abstract: An advertisement has never been departed from an ideology. Although it occurs implicitly, an ideology in an advertisement is able to make someone believe in particular value of life. This study tries to reveal the ideology both in positive meaning as a belief system which marks certain group and in negative meaning as a false consciousness. Besides that, this study also tries to reveal the way of illustrating the ideology that lies within the Axe Chocolate advertisement. In order to obtain the ideology, each scene in the Axe Chocolate advertisement is analyzed based on Barthes’ model of sign. Then, to find the way of illustrating the ideology, the connotative meaning of mass media codes applied in the advertisement, i.e. fashion codes, color codes, non-verbal codes and technical codes is analyzed. The result of this study shows that masculinity appears as the negative and positive ideology because masculinity is not contradictory with Indonesian culture. However, the value of masculinity shown by the advertiser is narrowed down into the area of sexuality only. In addition to this, the way of illustrating the ideology of masculinity in sexuality area also gives negative stereotype to women, for instance by showing women as figures who like to advertise their body through wearing fashion which exposes women’s body.   Keywords: ideology, advertisement, semiotics, mass media codes
THE METAFUNCTIONS REVEALED: EFL LEARNERS’ EXPERIENCE IN MAKING SENSE OF THE TEXT Bumela, Lala
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.88

Abstract

Abstract: This study was primarily intended to capture the English as foreign language learners’ (henceforth EFL learners) experience in making sense of the text: to what extent the meaning-making elements of the texts are comprehended and interpreted by EFL learners as readers.  The investigation itself was centered around the notion of metafunctions – ideational, interpersonal, and textual – of the text for several reasons.  This study tries to reveal how EFL learners make sense of the two selected articles taken from “The Jakarta Post” entitled “Australia Stops Some Cattle Exports to Indonesia” and “Australia’s ban on Cattle Exports to RI Political”.  The two articles were downloaded from thejakartapost.com in June 2011.  The main reason why newspaper articles were chosen was because, as Lehtonen (20006) puts it, “newspaper descriptions of reality are always produced from a certain perspective”.  In the context of this study, the two groups of respondents were involved: two respondents who have not taken Functional Grammar class (group one) and two respondents who have attended functional grammar class (group two).  The four respondents are English Department students at one private university in Kuningan, West Java.  The study shows  that reading is not simply a matter of recognizing the alphabetical orders of the texts.  Reading is, in fact, a discursive activity which is influenced by the previous textual experiences.  The quality of interpretation is always affected by the background knowledge of readers, the ability in recognizing the features of the texts, and, of course, the ability to identify the metafunctions of the texts.  An interaction with a discourse will automatically generate a new discourse.  The reading of particular texts will in turn trigger the reading (and the discussion and analysis) of the other texts.   Key words: metafunctions, meaning making, metacognitive system, subculture
A PORTRAIT OF THE ENGLISH COURSE AT A FACULTY OF EDUCATION IN SUMATERA Petrus, Ismail
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.85

Abstract

Abstract: English is one of the compulsory courses taught in tertiary education in accordance with Paragraph 2 Article 37 of the National Education Law No. 20/2003 and Paragraph 2 Article 9 of the Government Regulation No. 19/2005 on national standards of education. Some people believe that college English may not be taught as English for General Purposes, but it should be designed on the basis of needs analysis. As the students have learnt the basic knowledge and skills of English at secondary schools, college English should aim at building study skills or developing professionalism and specification of the students? choice. This paper depicts the existing conditions of the English course at the Faculty of Teacher Training and Education of a University in Sumatera. The portrait of the course was described in terms of such aspects as institutional goals, class management, instructional materials, instructors, teaching methodology, and evaluation. This paper was based on a study involving 378 second-semester students of 7 study programs, 10 instructors, 7 heads of study programs, 2 heads of departments, 2 faculty?s heads, and the head of the university?s language institute. The research data were collected through (a) a questionnaire given to the students, (b) interviews with the instructors, the heads of departments/study programs, the faculty?s heads, the language institute head, (c) observations in the classroom, and (d) a review of the documents. The methods of data analysis were both quantitative and qualitative. The quantitative method of analysis was first used for assessing the responses obtained; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures and insights gained from the interviews, observations, and review of the documents. The results of the research showed that: (a) the English course at the faculty could be considered as General English, (b) there was no needs analysis conducted, (c) half of the instructors had master?s degrees in accordance with the Law No. 14/2005 on teachers and lecturers, (d) the teaching and learning activities were mostly lectures and question-answer sessions in the theatre seating arrangement, (e) there was no course evaluation, and (f) there was no collaboration among the study programs, instructors, and language institute in designing the course. The findings of this research would be useful for the coordinator of the English course to redesign the syllabus for a better instruction.   Key words: English course, needs analysis, English for Specific Purposes
RAISING LEARNER AWARENESS OF LOCAL WISDOM IN TOUR-RELATED PROJECT TEACHING Sa-ngiamwibool, Amporn
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.659

Abstract

Abstract: This study investigated how CLT (Communicative Language Teaching) and awareness-raising enhanced Thai learners’ awareness of their local wisdom in a tour-related project work with three specific purposes, which were to explore how the learners interacted with textual representations of their local wisdom to create their project, what extent CLT and awareness-raising tasks developed their communicative competence of the target language, and what object of awareness that the tasks could help the learners realize while working on their projects. This study was triangulated. The elicitation instruments were project instructions, CLT and awareness-raising tasks, pretests and posttests based on TOEIC (Test of English for International Communication), learner logs, interviews, and observation notes. The study revealed that, first, on the awareness of local wisdom in a tour-related project work, the learners interacted with textual representations of their local wisdom through theme-centered learning process. Second, on the enhancement of CLT and awareness-raising, CLT allowed the learners to deal with interactive, spontaneous, and more meaningful communication actively while awareness-raising helped the learners consciously focus on semantic, linguistic, and pragmatic aspects of the target language. Lastly, on object of awareness, CLT and awareness-raising tasks could lead the learners to realize these objects of awareness: nature of experiential learning, subject content, and skill content. For pedagogical implications, project-based teaching with the support of CLT and awareness-raising tasks can raise learner awareness of local wisdom in tour-related topics effectively. Pedagogical implications illustrated some practical applications of CLT and awareness-raising tasks for enhancing learner awareness in ESP project work in a Thai classroom. Future inquiry should replicate this study or apply to business or other ESP project instructions.  Keywords: tour-related project work of local wisdom, communicative language teaching (CLT) or communicative language learning (CLL), awareness-raising or consciousness-raising (C-R)
AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT Maasum, Tengku Nor Rizan Tengku Mohamad; Maaruf, Nooreiny; Yamat, Hamidah; Zakaria, Effandi
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.86

Abstract

Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy
WHAT ENGLISH COLLOCATIONS TO TEACH FIRST TO INDONESIAN PRESCHOOL CHILDREN? A MINI-CORPUS BASED RESEARCH OF INDONESIAN CHILDREN'S STORYBOOKS Maryani, Maryani
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.87

Abstract

Abstract: Frequent content words in a mini-corpus of 131 Indonesian children’s storybooks, which resulted in a corpus of 134, 320 words, were investigated. The result was used to identify what English collocations to teach first to Indonesian preschool children. The data were run through a collocation menu in MonoConc Pro, a corpus program. To identify the frequent collocations in the corpus, the preceding and following words from each frequent lemma were analyzed. All the data were calculated in terms of the whole corpus and normalized per 100,000 occurrences. The result showed that the children were already exposed to various collocations; however, it turned out that several English and Indonesian collocations were not similar in terms of syntax and morphology. Teachers cannot literally introduce those collocations to children. Key words: corpus, frequent collocation, content words
EVALUATING THE ROLE OF L1 IN TEACHING RECEPTIVE SKILLS AND GRAMMAR IN EFL CLASSES Hidayati, Istiqlaliah Nurul
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.82

Abstract

Abstract: The debate over the use of Bahasa Indonesia and English has been an unsolved issue. Some teachers still lack confidence in using Bahasa Indonesia in their teaching to promote classroom interaction. Classroom interaction is important since the more engaged the students are, the more successful the material delivery will be. Hence this study was aimed at finding out whether or not teacher’s use of Bahasa Indonesia in teaching receptive skills of language and grammar contributes to classroom interaction and investigating the benefits of the use of Bahasa Indonesia in EFL classes as perceived by the teachers and the students. Six classes of different majors and six English lecturers from a polytechnic in Bandung participated in the study. The data were collected through questionnaires, interview, and classroom observation. The findings support the idea that teachers’ use of Bahasa Indonesia judiciously promotes classroom interaction. Both students and teachers found the benefits of the use of Bahasa Indonesia in the classroom only when it was needed. However, some teachers still overused Bahasa Indonesia in the EFL classrooms. Keywords: teachers and students’ perceptions, classroom interaction, English (L2), Bahasa Indonesia (L1), English as a Foreign Language Teaching

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2012 2012


Reset
Filter By Issues
All Issue Vol 14, No 2 (2024): Vol. 14, No.2, September 2024 Vol 13, No 2 (2023): Vol. 13, No.2, September 2023 Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022 Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021 Vol 11, No 1 (2021): Vol. 11, No. 1, May 2021 Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021 Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020 Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020 Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020 Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019 Vol 9, No 1 (2019): Vol. 9 No. 1, May 2019 Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019 Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018 Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018 Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017 Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017 Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016 Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 Vol 5, No 1 (2015): Vol. 5 No 1 July 2015 Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 Vol 4, No 1 (2014): Volume 4 No. 1 July 2014 Vol 3, No 2 (2014): Volume 3 No. 2 January 2014 Vol 3, No 1 (2013): Volume 3 No. 1 July 2013 Vol 2, No 2 (2013): Volume 2 No. 2 January 2013 Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 Vol 1, No 2 (2012): Volume 1 No. 2 January 2012 Vol 1, No 1 (2011): Volume 1 No. 1 July 2011 More Issue