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<![CDATA[The impact of synchronous collaborative writing and Google Docs collaborative features on enhancing students’ individual writing performance ]]>
<![CDATA[Husam Masaoud Alwahoub]]>;
<![CDATA[Nayef Jomaa Jomaa]]>;
<![CDATA[Mohd Nazri Latiff Azmi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46541
<![CDATA[Collaborative writing has gained researchers’ attention due to its efficiency in enhancing students’ writing abilities compared to traditional writing. More recently, more emphasis has been on computer-based versions of collaborative writing because of the introduction of Web 2.0 and other cloud-based writing tools, such as Google Docs and Wikis, especially at the tertiary level. However, there is still a dearth of research regarding synchronous collaborative writing in mainstream K-12 classes. Therefore, this quasi-experimental quantitative study aims at investigating the impact of synchronous collaborative writing on developing fourth-grade EFL students’ writing. The data were collected from the pre-tests and the post-tests of 49 students in a technology-supportive K-12 school in Riyadh-Saudi Arabia and were analyzed using independent samples t-test via SPSS version 23. The analysis of individual writing performance in the pre- and post- tests revealed that the total mean scores of the Content, Language use, and Organisation measurements have increased in both the experimental group, after experiencing collaborative writing using Google Docs, and the control group, who used traditional pen-and-paper writing. In addition, significant differences existed in the three writing tasks (Narrative, Argumentative, and Informative) in the post-test scores of the experimental group as well as in the post-test scores between the groups, with the experimental group scoring higher than the traditional writing group. However, no significant difference was revealed between the pre- and post- test scores of the control group. In addition, it was found that the task type variable plays a vital role in collaborative writing. These findings are significant for both educators and students in implementing computer-based collaborative writing in mainstream classes and for researchers who are interested in web-based education and E-learning.]]>
<![CDATA[Playing games during pandemic, why not? The IDLE upon students’ efficacy and vocabulary ]]>
<![CDATA[Muhammad Najmussaqib Diya Alhaq]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46536
<![CDATA[Advancements in the current era and challenges during the pandemic have given rise to an urgency for education practitioners and academicians to turn to informal learning outside the classroom. This is also the case with learners of English as a Foreign Language (EFL), who need to practise the language on an ongoing basis. For this purpose, they utilise the activity of digital gaming as a form of Informal Digital Learning of English (IDLE). This research examines the self-efficacy in learning English (as affective domain) and vocabulary mastery (as cognitive domain) of students with digital gaming experience within the IDLE framework. This sequential qualitative dominant mixed-method research involved 10 respondents out of 244 students with digital gaming experience. The data were collected by using a questionnaire, interview sessions, and receptive-productive vocabulary tests. The collected data were analysed according to Bandura’s Personal Agency (1989) and Raoofi’s (2012) study on self-efficacy, using descriptive statistics for vocabulary mastery, and Kallio et al.’s (2011) InSoGa model for measuring the degree of digital gaming. It was found that students with a medium and heavy degree of playtime or gaming experience had self-efficacy and good receptive-productive vocabulary mastery. The results also showed that efficacy degrees may vary, and students’ receptive test scores were always higher than or the same as their productive test scores. The findings showed IDLE-digital gaming could sustain in-class teaching through out-of-class learning. Thus, it implies that this research supports the IDLE-digital gaming application within an academic context.]]>
<![CDATA['Rowing between two reefs': EFL curricular innovation issues in secondary education in Indonesia ]]>
<![CDATA[Zifirdaus Adnan]]>;
<![CDATA[Novi Prihananto]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46434
<![CDATA[This study presents a new look at English curriculum innovations in Indonesian secondary education. Despite the good intention of the designs, many researchers argue that innovations still have not improved school English teaching outcomes. However, little research has examined this issue from the teachers' perspective using a fidelity perspective (Fullan, 2007). This study investigated the 2004 and 2006 English curricula for secondary schools in Indonesia from the English teachers' views using the fidelity framework. It found that the teachers' degree of fidelity was low. They failed to properly implement the critical component: developing students' communicative competencies with the Genre-Based Approach as they substantially adapted the curricula's contents. As suggested in some studies, the failure was not due to their incompetence, although this cannot be entirely discounted. It was more so to external factors beyond their control, especially a mismatch between the amount of material to cover and the time available, inadequate training, and the overwhelming demand to prepare students for the national examination. As the authorities also expected them to implement real innovation, they had to fake their reports. Some implications for future designs and training are suggested.]]>
<![CDATA[SFL analysis: An investigation of students’ use of cohesive devices in exposition text ]]>
<![CDATA[Rojab Siti Rodliyah]]>;
<![CDATA[Alfath Eka Liani]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46596
<![CDATA[The 2013 Indonesian Curriculum stipulates that one of the students’ basic competencies in the English subject is to produce an analytical exposition text. The students are required to write the text persuasively and cohesively. These requirements make them consider composing such a text as a challenging task. This study investigated students’ utilization of cohesive devices in writing analytical exposition texts and examined their inaccurate uses. It attempted to demonstrate the underlying issues that caused the inaccurate uses of cohesive devices and to seek the solutions. The study employed Qualitative Content Analysis (QCA) of six analytical exposition texts written by 11th grade students in Cimahi. They were collected using purposive sampling and were analyzed using Halliday and Hasan’s cohesion framework. This study revealed that lexical cohesion served as the most frequently used cohesive devices in the students’ texts followed by reference and conjunction. Inaccurate uses of cohesive devices were also found. Most of the reference and conjunction devices were misused, whilst repetition devices were redundantly utilized. These findings showed that although the students were skilful in presenting relevant supporting arguments and making their text personal, they still experienced confusion when utilizing cohesive devices. Therefore, teachers need to equip the students with adequate knowledge concerning text cohesiveness as well as to provide more practice and feedback to improve their skills in writing an analytical exposition text.]]>
<![CDATA[Smartphone apps as a motivating tool in English language learning ]]>
<![CDATA[Nagaletchimee Annamalai]]>;
<![CDATA[Muhammad Kamarul Kabilan]]>;
<![CDATA[Deepa Soundrarajan]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46544
<![CDATA[Since smartphones are getting cheaper, sophisticated, and multifunctional, there are opportunities for learners to engage in more meaningful English language learning. This study employs a mixed-method research design, with the purpose of identifying the use of English language apps outside the classroom and depicting students’ English language apps use behaviour i.e. motivation from the Self-Determination Theory (SDT). The findings show that students use the apps related to grammar the most and followed by English apps related to speaking, reading and, vocabulary. Findings also reveal students in this study display three types of motivation from the perspective of SDT i.e. autonomy, competence, and relatedness. Based on the findings, a model of Pedagogical Considerations of Using Smartphone for English Language Learning (PCUSELL) is suggested. As a conclusion, the authors suggests that educators in higher educational institution educators should consider the potential of smartphone English apps in their teaching and learning activities, particularly in this new normal of teaching and learning i.e. epoch of the COVID-19 pandemic.]]>
<![CDATA[Tradition of Sesaji Rewandaat Goa Kreo as local wisdom ]]>
<![CDATA[Sifa Destry Fauzia]]>;
<![CDATA[Wakit Abdullah]]>;
<![CDATA[Dwi Purnanto]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46537
<![CDATA[Sesaji Rewanda tradition is a ceremonial ritual performed by the Gunungpati community in Goa Kreo which is an annual event on the fifth day of Shawwal a month in the Islamic calendar. The ritual ceremony of Sesaji Rewanda is a symbol of respect for the ancestors of the monkeys who had helped Sunan Kalijaga when taking teak wood to be used as the main pillar of the 'saka guru' at the Great Mosque of Demak. This study used descriptive methods with qualitative study forms. The data collection in this study utilized participation observation techniques, in-depth interviews, library studies, and documents. The data obtained were analyzed with an ethnolinguistic approach, then the data analysis technique was completed by ethnographic analysis methods covering domains, taxonomy, and components. In addition, informal and formal methods were applied in presenting data. The results of the study obtained the use of the term in the tradition of Sesaji Rewanda in Gunungpati. The terms used in traditional rituals are classified in monomorphemic and polymorphemic forms (fixation and composition). Through an ethnolinguistic approach, the traditional term Sesaji Rewanda contains lexical and cultural meanings. The mindset of the Gunungpati community is reflected in the terms used in the ritual tradition of Sesaji Rewanda. The use of terms in the lexicon of Sesaji Rewanda can be put as a guide or paradigm of life in behaving and living by the Gunungpati community.]]>
<![CDATA[Exploring needs analysis of English language training: An evidence from small hotel and restaurant employees in Nusa Lembongan, Bali, Indonesia ]]>
<![CDATA[Ni Luh Nyoman Seri Malini]]>;
<![CDATA[Ni Wayan Sukarini]]>;
<![CDATA[Ida Bagus Putra Yadnya]]>;
<![CDATA[Sang Ayu Isnu Maharani]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46437
<![CDATA[The tourism industry is one of the fastest-growing businesses in Indonesia, especially in Bali which contributes local and national economies. As most of the time English is used to carry out businesses, mastering English plays a significant role in their economic improvement. This study is intended to analyze the specific needs for English in the local tourism industry to prepare a need analysis of English language training for hotel and restaurant employees to empower the local community. The data for this mixed-method design study were taken a set of questionnaires on the needs, functions, and problems of using English in the tourism industry distributed to 36 respondents, observation, and interviews with employees as students and administrators. The collected data were analyzed using Katz’s (2009) simple non-parametric statistics and descriptive-interpretatively narrated. The findings show that most employees consider speaking to be the most important skill to function in their routine work because they need to guide, interact and communicate with (potential) customers, in particular, with foreign tourists visiting tourist attractions throughout the Mushroom Bay area, Nusa Lembongan. Concerning the use of English, they mostly employed English for general conversations, for providing services, and for giving information. The challenges they face in using English include inappropriate words and expressions usage in speech, being unable to understand foreign accents, having inadequate vocabulary in reading, and a lack of grammar knowledge in writing. These findings are used as the basis for developing course plans in English language training for small hotel and restaurant employees. ]]>
<![CDATA[A writing workshop model to enhance students’ skills in writing essays in Sundanese ]]>
<![CDATA[Usep Kuswari]]>;
<![CDATA[Ruswan Dallyono]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46597
<![CDATA[Writing is difficult. Having a limited understanding on what to write or the fear of getting grammar or spelling errors is often a major problem for students when they are instructed to write something, be it an essay or an article. Such difficulties are respective for Sundanese language classes in West Java. The study reported in this paper aims to investigate a number of fundamental problems of writing in Sundanese classes at a Junior High School. The study seeks to address the problems in the area of teaching writing in Sundanese classes by providing a comprehensive picture of the practice of a writing workshop model in the selected class. The study is classroom action research taking place in a public Junior High School in West Java, specifically in a Sundanese language class. The participants of the study were 36 students of 9th grade (comprising 14 male students and 22 female students) in 2018-2019 academic years. There were 3 cycles involved in this action research implemented throughout a semester. The study revealed that the use of the writing workshop model in teaching writing in Sundanese could improve the students’ writing skills. The writing workshop model, which focused on personal analysis and peer-feedback in the essay writing process, facilitated 9th grade students in producing, evaluating, and presenting essays within their respective groups. A supportive social environment in groups allowed for students’ enjoyment in writing. This environment thus led students to be exposed to varied topics and linguistic expressions in multi-social contexts. This study suggests that there are potential benefits from implementing the writing workshop model in the practice of teaching writing. Therefore, language teachers are suggested that they should apply this model in their teaching of writing. Through this model, students will be more engaged in their writing classes and learn writing in more meaningful, fun, creative, and dialogic ways.]]>
<![CDATA[Stymie patterns: The case of French-language learning in Indonesian universities ]]>
<![CDATA[Merry Andriani]]>;
<![CDATA[Wening Udasmoro]]>;
<![CDATA[Roberta Salsano]]>;
<![CDATA[Tri Indri Hardini]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46548
<![CDATA[Learning languages is inevitably related to one’s learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students’ achievements in general show unsatisfying facts. Several learning patterns have the potential to stymie foreign-language learning at particular educational levels. Those learning patterns are the accumulation of a long traditions and practices in teaching and learning of foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post structural paradigm with an emphasis on intertextuality and interdiscoursivity. This method implied the approach to discourse analyses referred to the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language.]]>
<![CDATA[Effects of presentation delivery rate on errors in simultaneous interpreting: A pilot study ]]>
<![CDATA[Aulia Addinillah Arum]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46538
<![CDATA[Although the success of information rendition in simultaneous interpreting (SI) is susceptible to many factors, the speed of the source speech (SS) is perceived as one of the most challenging problem triggers. However, previous studies that examine the effects of SS in SI have reported different results. Therefore, this study aims to examine the effects of normal and fast source speech rates on simultaneous interpreting performance through error analysis. In this pilot study, seven error categories are employed, i.e., segment omission, word-and-phrase level omission, addition, unfinished sentence, filled pause, and long pause, which are derived from error classifications by Barik (1971). The first four categories are part of linguistic errors, whereas the last three categories are part of paralinguistic errors. Two videos with a speed of 124-wpm (words per minute) and 184-wpm were used as the source speeches and three professional interpreters with more than seven years of experience were recruited as research participants. It is revealed that the fast speech rate has increased the frequency of errors. Additionally, segment omission appears to be the category mostly impacted by SS speed. Therefore, the result of this study suggests interpreters’ training institutions pay more attention to coping tactics learning and acquisition in their courses. Nevertheless, more replication studies are still required to verify this finding.]]>
