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<![CDATA[Students' responses to "The Gift of the Magi" and imaginative re-creations ]]>
<![CDATA[Muhammad Rifqi]]>;
<![CDATA[Januarius Mujiyanto]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Sri Wuli Fitriati]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.35921
<![CDATA[Research has thus far shown that students' interest and active involvement are pivotal in the language learning process. However, there is a paucity of research examining how an English literary text can be exploited to bolster student engagement in an Indonesian EFL setting. Occupying this niche, this article focuses on the student's responses and the application of imaginative re-creation to the short story ("The Gift of the Magi"). Twenty-eight 3rd-semester English students taking the "Basic Reading Comprehension" course at a private university in Semarang (Indonesia) participated in this study. Couched under the reader-response theory, the students were asked to imaginatively recreate meanings after they read the text. The results showed that the students were actively involved and responded to the text during the learning process in various ways. Several students' responses were still very close to the original text, while the others were fairly different from the original. Throughout the learning process, the students actively interacted with texts and engaged with other learners. These interactions help to create a relaxing environment for the learners, which aids comprehension and encourages creativity in the creation of a new text. These findings shed light on the further development of students' creative writing in EFL teaching.]]>
<![CDATA[Unheard voices as “counter narratives”: Digital storytelling as a way of empowering Muslim women ]]>
<![CDATA[Mai Mowafy]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.37698
<![CDATA[The paper investigates the use of digital storytelling as a means of empowering Muslim women and enabling them to be heard. It examines how digital stories are used as “counter narratives” by Muslim women to refute public dominant narratives as “counter-narratives” resist stereotypes and taken-for-granted assumptions. “Narrating” or “storytelling” is a powerful mode that can be used in the struggle of changing stereotypes. Currently, in the digital era where we live, stories are narrated digitally using digital tools. Digital stories by Muslim women are refuting “dominant public narratives” and establishing a new “master narrative” of their own that challenges the stereotypes. The study applies an eclectic approach that draws on “multimodal discourse analysis”, “narrative theory” and the previous studies. It analyzes five digital stories by Muslim women and highlights the verbal and non-verbal strategies used to counter dominant public narratives. Based on the multimodal discourse analysis conducted, the study finds that digital stories construct a new “master narrative” through the use of various verbal and non-verbal strategies to counter dominant “public narratives”. As such the study proved that digital stories are used as a powerful tool for empowering Muslim women in refuting misconceptions and creating a better future where diversity and acceptance can prevail.]]>
<![CDATA[Structural relationships among student teachers’ roles-strategies in promoting autonomous language learning ]]>
<![CDATA[Nur Hidayanto Pancoro Setyo Putro]]>;
<![CDATA[Yeni Fitri]]>;
<![CDATA[Heri Retnawati]]>;
<![CDATA[Yasir Alsamiri]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.45069
<![CDATA[Evidence suggests that autonomous language learning has been one of the primary areas of interest in the field of English Language Teaching due to its fundamental roles in empowering students in taking the responsibility for their learning both in and out of the classroom. This study set out to investigate the structural relationships among the dimensions of English student teacher perception towards their roles and strategies in promoting autonomous language learning and professional autonomy. A total of 357 student teachers of English from Indonesia participated in this study. Eligibility criteria required the participants to have taken courses on English Language Teaching Methodology to ensure their understanding about the concepts of autonomous language learning and their future roles and strategies in fostering and promoting autonomous language learning. Structural Equation Modelling (SEM) with MPlus 7.2 was used to test the models proposed in this study. The findings showed that the dimensions of student teacher roles and strategies in promoting autonomous language learning and professional autonomy were weakly to moderately related to one another, suggesting how teacher education institutions need to provide sufficient trainings on the concept and practice of autonomous language learning. Several noteworthy findings are summarized and discussed thoroughly in the discussion section.]]>
<![CDATA[Parents’ mediation and a child’s agency: A transnational sojourner family’s online and offline language socialization ]]>
<![CDATA[Artanti Puspita Sari]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.39967
<![CDATA[Parents of transnational sojourner families, who stay temporarily in a country other than their own, navigate across online and offline spaces to mediate their children’s socialization into the linguistic competence they need for both contexts, namely the host country and the homeland. Simultaneously, their children establish agency in developing their own linguistic competence. However, language socialization studies have rarely examined the interconnection between parents’ mediation and children’s agency across both online and offline spaces of socialization. In this light, this study presents an ethnographic study that examined parents’ mediation and a child’s agency in the online and offline language socialization of an Indonesian-Muslim transnational sojourner family in the United States, which is underexplored in language research. Additionally, using Darvin and Norton’s (2015) investment model, it explored how the family’s identities, ideologies, and capital structured the child’s language socialization. Data were collected from observations, interviews, and artifacts that depict language practices within the family. In-depth thematic analysis through triangulation of the various forms of data was conducted to obtain trustworthiness. The findings demonstrated that parents’ mediation and their child’s agency across online and offline spaces contributed to the development of the child’s linguistic and multimodal repertoires while also strengthening the family’s local and cross-border connections. The findings also demonstrated competing priorities in identity as well as in social and cultural capital investment, which were eventually resolved. The study provides a deeper understanding of transnational sojourners’ language investment in their imagined communities, which span across the host and the home countries.]]>
<![CDATA[Macrostructure analysis of Indonesian-translation and source texts of the World Health Organization’s Covid-19 pandemic guidance ]]>
<![CDATA[Risnawaty Risnawaty]]>;
<![CDATA[Milisi Sembiring]]>;
<![CDATA[Ihsan Fadilah]]>;
<![CDATA[Henni Subagiarti]]>;
<![CDATA[Annim Hasibuan]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.43858
<![CDATA[Since the beginning of the Covid-19 Pandemic, the world has heavily relied on the internet to acquire information. The Pandemic is growing as a complex information discourse with so many texts from many sources. Various texts about Covid-19 certainly have various meanings for their readers. It is interesting to see an information resource that presents information in many languages in parallel. This study aims to reveal the global meaning of the parallel Indonesian and English texts of Covid-19 released by the World Health Organization. More specifically, this study examines whether parallelism in the two versions of the same text will present differences in the global meaning of each text; and whether there are social and political aspects that potentially affect the differences. The data for this study consists of two pairs of question-and-answer texts about Covid-19 published by WHO in English and Indonesian. This study used van Dijk's Critical Discourse Analysis framework at the macrostructure level. This study collected all texts and macro rules (deletion, generalization, and construction) have been applied to reduce information at the texts’ micro level to macropropositions at the macro level or the global topics/themes of discourse. There are some differences in the Indonesian text when compared to the original English text. Some of these differences may appear in the Indonesian translated version as a response to Indonesia's social and political conditions during the Covid-19 pandemic.]]>
<![CDATA[The effect of e-portfolio assessment on EFL vocabulary learning and retention ]]>
<![CDATA[Nava Nourdad]]>;
<![CDATA[Mohammad Amin Banagozar]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.44232
<![CDATA[Vocabulary is one of the main components in learning a new language which provides the ground for language learners to learn and use the language. In this regard e-portfolio, as a recent and novel assessment technique, can have the potential for vocabulary development. This study aimed at investigating the effect of portfolio assessment on Iranian EFL guidance school learners’ vocabulary learning and retention. To this end, 92 guidance school students in the seventh, eighth, and ninth grades, were selected as the participants of the study. They were randomly assigned into two experimental and control groups. While the control group followed the conventional class quizzes the experimental group practiced e-portfolio assessment. The participants in the experimental group were asked to create their e-portfolios and keep a record of what they learned during and after the online sessions. They were also asked to include the reflection sheets in their e-portfolios. Three parallel tests as a pre-test, an immediate post-test, and a delayed post-post were used to gather data about the effect of portfolio assessment in each grade (a total of nine tests). The results of a one-way ANCOVA revealed that the participants of the experimental group outperformed the participants of the control group in terms of EFL vocabulary learning and retention. Considering the outcomes, the study presents some implications for practitioners including language teachers, curriculum and course developers, and language learners.]]>
<![CDATA[Phonological awareness intervention in mother tongue among Filipino kindergarten learners ]]>
<![CDATA[Marites Mercado Abdon]]>;
<![CDATA[Aireen Barrios]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.45802
<![CDATA[Developing strong reading skills in children is crucial to overcoming language and academic barriers and ensuring future success in education. The extent of phonological awareness (PA) substantially affects children's reading ability (Hoff, 2014). Thus, the goal of the study was to document the success rate of ten Filipino kindergarten pupils enrolled in one public school in Calaca who underwent twenty sessions of 30-minute integrated PA intervention. The study employed mixed methods research utilizing intervention design. The quantitative results were taken from a single-group pretest-posttest, and the qualitative results were taken from a thematic analysis of interviews of educational assistants and kindergarten teachers at three-time points. Muñoz et al.’s (2018) pedagogical framework and Cummins’ (1979) Linguistic Interdependence Theory provided foundational support in analyzing how PA intervention in the mother tongue assists children in gradually promoting their reading outcomes in the mother tongue and English. Results show significant differences in PA and letter knowledge in Batangas Tagalog and English before and after the intervention. Batangas Tagalog scores show a very high significant positive correlation. Additionally, observations reveal positive changes among the pupils after undergoing the intervention. The study demonstrates that PA intervention in the mother tongue potentially provides a promising and sustainable way to improve the early reading skills of Filipino kindergarten pupils.]]>
<![CDATA[Investigating the dimensions of students’ interaction in listening online learning environment amidst Covid-19 pandemic ]]>
<![CDATA[Arum Nisma Wulanjani]]>;
<![CDATA[Candradewi Wahyu Anggraeni]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.51083
<![CDATA[The existence of the COVID-19 pandemic forces the Indonesian government to carry on online learning at all education levels, to keep the teaching and learning going on. For students, this ongoing online learning has brought about various impacts on their online learning success. One important factor determining online learning success is students’ interaction. Thus, paying more attention to whether an online learning environment has promoted the students’ interaction is crucial to creating successful online learning. This study aimed to investigate the dimensions of students’ interaction in the online listening learning environment. Moreover, this study also tried to explore how students perceived the interaction in the online listening learning environment. There were 78 students majoring in English Education as participants in this study. A convergent mixed-method was applied in this study, in which the results of the quantitative and qualitative data analysis were brought together. A modified questionnaire of OLLES (Online Learning Environment Survey) and a close-ended interview were carried out to gather the data. The results showed that the dimensions of interaction in the online listening learning environment had a statistically significant high rating. The interaction between the lecturer and the students placed the highest among all of the dimensions. Overall, all the dimensions of interaction in online listening learning were highly perceived by the students. The implications suggested that providing well-designed authentic materials, collaborative activities, and asynchronous models were needed to support the students’ online learning performance.]]>
<![CDATA[Transadapting fable into a parable for Indonesian Muslim children: Strategies and impacts ]]>
<![CDATA[SF. Luthfie Arguby Purnomo]]>;
<![CDATA[Lilik Untari]]>;
<![CDATA[SF. Lukfianka Sanjaya Purnama]]>;
<![CDATA[Muhammad Zainal Muttaqien]]>;
<![CDATA[Robith Khoiril Umam]]>;
<![CDATA[Yustin Sartika]]>;
<![CDATA[Muh Nashirudin]]>;
<![CDATA[Shabrina An Adzhani]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.29101
<![CDATA[The demand for domestication and localization of children’s literature compels translators to not only translate the texts but also transadapt them. Significant problems arise when the texts have to fit the cultures and religions of the target users. This qualitative study attempts to address this issue. Gathering teachers of Taman Pendidikan Al Qur’an (TPQ) or Qur’an study club for Muslim children in the Greater Boyolali area of Indonesia, children’s literature translators, and TPQ students in a Focus Group Discussion, we investigated the strategies of transadapting fables in English into Bahasa Indonesia with Islamic values as the core teaching along with the impacts ensued. Through the FGD constructed based on the purification strategy by Klingberg (1986), translation as adaptation and selection by Gengshen (2003), children picturebook translation by Oittinen (2000), narrative connectedness by Christman (2004), proairetic decoding by Nikolajeva (2010), and skopos by Reiss and Vermeer (2014), paratextualization, insertion, and bleaching strategies are constructed. Paratextualization adds clickable religious comments on the digital versions of the fables. Insertion adds religious lessons within the text. Bleaching refines any expressions considered unfit for the target religious values. These strategies trigger an impact called drifting. To reveal the extent of faithfulness, we constructed a drifting-level assessment. This assessment enables translators to reveal whether a transadapted children’s literature is still on track, slipped, or out of track. The study finding is expected to fill up the theoretical absence of transadaptation strategies and drifting level assessment. Its practical nature also brings benefits for children’s literature translators and TPQ teachers.]]>
<![CDATA[Lexical development in an Indonesian-Balinese bilingual child ]]>
<![CDATA[Ni Luh Putu Sri Adnyani]]>;
<![CDATA[Ni Made Rai Wisudariani]]>;
<![CDATA[I Wayan Swandana]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.51089
<![CDATA[It is debatable whether bilingual children can distinguish between their two languages from an early age. This study aims to describe how a bilingual infant differentiates between her two languages, focusing on the acquisition of a dual vocabulary. This topic is addressed in a bilingual case study of an infant who acquired a national language (Indonesian) and an indigenous language (Balinese) simultaneously from birth until the age of one year and eleven months. Within the family, the two languages are used interchangeably. The parents' native language is Balinese, and Indonesian is the neighbourhood’s lingua franca. However, within the peer group, Indonesian is the dominant language. Daily diaries are used to record the child's vocabulary development in combination with weekly video recordings in the two language settings. The study shows that the child develops vocabulary in both Indonesian and Balinese. Since Indonesian and Balinese are closely related, the child also develops words that are shared by the two languages. During the development of the child’s vocabulary, Indonesian words outnumbered Balinese words due to the dominant use of Indonesian in the environment. The research demonstrates that translation equivalents (TEs) mean those language choices are available from the early stages of language development. The study shows that translation equivalents (TEs) demonstrate those language choices are available from the initial stages of language development. The findings highlight that a child who is exposed to two closely related languages can differentiate different language systems from an early age. Despite the child's ability to differentiate between the two languages, the national language develops at a far quicker rate than the indigenous language.]]>
