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<![CDATA[Intercultural competence development during the adjustment period of Indonesian students in the UK ]]>
<![CDATA[Erizal Lugman]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.46638
<![CDATA[International students must successfully adjust to cross-cultural differences in order to fulfil their academic goals while studying abroad. As a result, students must acquire new skills, especially intercultural competence, in order to properly communicate with people from other cultures. The purpose of this study is to investigate how Indonesian students in UK universities integrate various components of intercultural competence. This study sheds light on why intercultural competence is required and how it is developed. It is grounded in an ethnographic framework involving twelve student blogs and seven student interviews and observations. According to the findings of this study, the intercultural competencies required by Indonesian students in the United Kingdom can be divided into two categories: attitudes and skills. Accepting cultural differences and having an open mind are examples of necessary attitudes. Some necessary skills are the ability to learn new things about a different culture and the ability to follow the rules of the host society. Intercultural competence is distinct and complex phenomenon that have received little academic attention and hence merit additional examination. The data show that during their studies, all of the individuals had difficulty adjusting to cultural differences. According to the findings of this study, Indonesian students studying in the United Kingdom must adjust to cultural differences in order to create favourable views about living abroad. This study serves as evidence that intercultural competence is essential in this situation.]]>
<![CDATA[Reading engagement of Indonesian secondary EFL teachers as literacy indicators perceived over reading resources and pleasure reading ]]>
<![CDATA[Utami Widiati]]>;
<![CDATA[Tengku Intan Suzila Tengku Sharif]]>;
<![CDATA[Lina Hanifiyah]]>;
<![CDATA[Meyga Agustia Nindya]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.45559
<![CDATA[Nurturing students to become engaged readers for literacy development may need teachers who can play roles as models of keen readers. This descriptive quantitative study aims to profile the reading engagement of Indonesian EFL teachers as perceived from reading resources and pleasure reading. This study employed a survey questionnaire, requesting the respondents to reflect on their personal and school reading collection and their habits in reading for pleasure. Through a convenience sampling technique, voluntary responses were received from 183 secondary EFL teachers, mostly from East Java Province. The data were descriptively tabulated to result in frequencies and percentages. Research tool SPSS ver.24 was used to analyze the raw data for means, correlations, and compared means. Overall, this study found that reading engagement among secondary EFL teachers reflects moderately positive directions. The statistical analyses demonstrate that possessing personal reading resources may result in a slightly significant impact in assuring EFL teachers to read for pleasure yet better than having school reading resources. It has also been proven that both types of reading resources are weakly, yet significantly, correlated with reading for pleasure. This means that the more EFL teachers have access to reading resources, the more they will read and indirectly improve themselves. Future research may uncover the implications of having teachers engaged in reading on the design of more responsive reading instruction for the development of literacy culture at schools.]]>
<![CDATA[Becoming professional translators: Developing effective TAP course for undergraduate students ]]>
<![CDATA[Rudy Sofyan]]>;
<![CDATA[Bahagia Tarigan]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.38780
<![CDATA[The Translation as a Profession (TAP) course, offered in a translation study program at a state university in Sumatra, Indonesia, is designed to prepare its future graduates to become not only translation scholars but also professional translators and entrepreneurs in the translation field. Therefore, it requires a well-organized program and carefully selected learning materials. Previous studies regarding TAP course development have yet to explore how learning materials would prepare students to be professional translators. Thus, this study aims to explore further how the TAP materials help student translators become professional translators. This descriptive study used both primary and secondary data. The primary data were collected using questionnaires and in-depth interviews with eight translation scholars and seven professional translators. The secondary data were documents. The questionnaire data were analyzed with a Likert scale; meanwhile, the interview and document with an interactive model. The results revealed five topics that systematically helped student translators to become professional translators. The topics are helpful because they provide students with skills (theoretical, practical, technological skills) needed in current professional translation practices. In addition, the topics also emphasize practical works in the form of translation internships that can be conducted in several small-scale translation businesses available in the local area. ]]>
<![CDATA[Engaged at the first sight! Anticipating your audience as a way to think critically in writing an argument ]]>
<![CDATA[Mahmud Layan Hutasuhut]]>;
<![CDATA[Honglin Chen]]>;
<![CDATA[Erika Matruglio]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.55170
<![CDATA[Critical thinking has been subject to various theoretical interpretations. Despite the differences, it has been perceived to principally build upon argumentation skills. One of the skills involves anticipation of the putative reader. This paper establishes an insight into how this knowledge can be grounded for timely reader anticipation to evidence the skills in thinking critically when constructing a written argument. It draws on the interaction of interpersonal meaning patterns from the discourse semantic level in selected sets of low and high achieving texts, with a focus on the macroThemes. The texts were collected from three time points: pre, mid and final pedagogic intervention periods, enacting Teaching and Learning Cycle (TLC) framework, a genre-based pedagogy, in a regular academic writing course. Text analysis employed tools from the APPRAISAL systems of the Systemic Functional Linguistics (SFL). The analysis focused on the deployment of ENGAGEMENT resources in each text’s macroTheme. Findings from the analysis revealed a developmental pathway from a non-specific to a predictive and heteroglossic macroTheme. Appropriate ENGAGEMENT resources began to be manipulated to anticipate the argument development and the unfolding of meanings throughout the text. Their deployment became more effective to inform the reader on how the argument would be organised and negotiated. Re-thinking critical thinking through a linguistic lens elucidated exactly which language resources were implicated to indicate some of its important elements, making them visible and accessible.]]>
<![CDATA[The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia ]]>
<![CDATA[Fitrawati Fitrawati]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Muhammad Zaim]]>;
<![CDATA[David D Perrodin]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.36838
<![CDATA[Content and Language Integrated Learning (CLIL), a methodology for teaching and learning content via a foreign language, has become a promising method for developing critical reading material and fostering students' analytical thinking and reasoning abilities in higher education. Numerous studies have examined the development of critical reading teaching materials, yet only some have focused on developing and implementing CLIL-based strategies in higher education. Therefore, this article explores the perceptions of English students and lecturers on implementing CLIL-based principles with interactive multimedia in developing critical reading material in higher education. The study collected data from students and teachers through questionnaires using a descriptive quantitative method. The closed-ended responses were analyzed by frequency and proportion, and compared between groups using the Mann-Whitney U test. Open-ended responses were categorized and analyzed through a matrix checklist to study a key variable or topic of public interest. The findings showed that most students believed that CLIL-based critical reading material using interactive multimedia enhanced their analytical thinking and reasoning abilities concerning the subject content. They also believed their learning outcomes would improve. All lecturers believed that the need for CLIL-based critical reading material employing the integration of interactive multimedia is essential, especially in an online learning setting. Furthermore, the lectures stated that engaging with critical reading material using interactive multimedia in the classroom increased the students’ motivation, promoting interaction among students and developing essential logical and cognitive competencies. Overall, the student and lecturer groups corroborated the need to further implement CLIL-based critical reading material development by using interactive multimedia in higher education.]]>
<![CDATA[Material artifacts of Sundanese looms bearing Nyai Pohaci in the story of the Lutung Kasarung pantun ]]>
<![CDATA[Retty Isnendes]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.47942
<![CDATA[The present research is motivated by an examination of the intimate link between women, looms, and woven products. In ancient and traditional Sundanese cosmology, the loom is regarded as Nyai Pohaci's embodiment (the Goddess of Rice). It is not, therefore, unexpected that women and looms are intertwined. Even when looms are no longer employed, woven clothes should be present at Sundanese offerings. This study seeks to highlight, analyze, and compare the material artifacts that accompany Sundanese verbal objects in the Lutung Kasarung pantun. The artifacts consist of Sundanese weaving-specific idioms and lexicon. The source of the artifacts is the old Sundanese story of Lutung Kasarung, which offers information about human activities at the time. In this narrative, linguistic artifacts are juxtaposed with visual material artifacts that are now infrequently used or unknown. The study method employs descriptive comparative data gathering techniques with purposeful sampling, as well as visual comparative analytical data processing techniques. Findings reveal that: (1) the linguistic and visual artifacts of looms are classified into three usage categories: (a) spinning cotton into yarn, (b) preparing yarn for weaving, and (c) weaving yarn into cloth; (2) compared to the modern Baduy looms (pakara tinun), the linguistic and material relics are distinct and far less well-known among the population; and (3) in cultural interpretation, the loom becomes a symbol of Nyai Pohaci's sacrifice of her body for human wellbeing in the natural world and of Sundanese women's determination to settle down. In conclusion, there is a dialectical link between linguistic and visual material artifact comprehension. ]]>
<![CDATA[Blogging with smartphones for independent writing practice beyond the EFL classroom ]]>
<![CDATA[Shaista Rashid]]>;
<![CDATA[Jocelyn Howard]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.46086
<![CDATA[This study investigated how English as a Foreign Language (EFL) students at a university in Pakistan experienced blogging on their smartphones as a means to gain more extensive autonomous practice writing in English. The blogging was done as a stand-alone activity, independent of the students’ university EFL programme. Using a mixed-methods case study design, data were collected from 23 undergraduate students through interviews, surveys, and reflective written accounts. This paper foregrounded the students’ voices to reveal their attitudes to blogging, their experiences using smartphones for that purpose, and perceived changes in their English writing skills. The findings indicated that many of the participants developed a virtuous cycle, in which their interest and enjoyment of blogging, along with perceived improvements in their ability to communicate in English, contributed to increase both confidence and motivation to write more. The findings also pointed to other worthwhile social and educational outcomes that could be fostered through this type of activity. As a result, the study has implications for teachers and learners in a wide range of EFL contexts, i.e., offering further insights into strategies for harnessing existing digital tools in order to extend students’ opportunities to use the target language, within and beyond formal educational settings.]]>
<![CDATA[Interpreting repetition expressions in the writing of Trump’s addresses during the Covid-19 pandemic ]]>
<![CDATA[Mister Gidion Maru]]>;
<![CDATA[Gin Gin Gustine]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Julio Juniver Tadete]]>;
<![CDATA[Tirza Kumajas]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.49511
<![CDATA[The emergence of the Covid-19 pandemic has driven a world crisis that requires world leaders to respond by voicing their policies and solutions. The political addresses serve to be the path for these purposes. This creates the need for effective rhetorical strategies or forms used by leaders, particularly presidents, to address the current issues which are not commonly beheld. This study shares the result of the inquiry on the use of repetition in President Donald Trump’s speeches during the Covid-19 Pandemic in America. The study attempts to interpret the type of repetition found in the speeches and their general meaning implications. As a textual study, this research gained data from three speeches of Trump specifically addressing the issue of the Covid-19 pandemic delivered during his attempt to handle the emergence and spread of the Coronavirus in the U.S. since in American literature, an address is also viewed as a literary work, this study deployed Goffman’s frame analysis which is also regarded as double hermeneutic for the analysis process. The findings, then, designate that Trump, in his addresses, applied seven types of repetition; from anaphora to root repetition. Further, the study found that anaphora serves to be the most used repetition, which means the main rhetorical instrument in the addresses. In terms of meaning implications, the repetitions apparently imply the reawakening of the jeremiad structure in the address and the affirmation of the American sense of greatness and role in the world. The findings of this inquiry are hoped to add more theoretical constructions and strategies for rhetoric texts for both crisis and socio-political communication contexts. Its practical contribution goes toward defining and exemplifying language expressions and functions in communicative text writing.]]>
<![CDATA[The off-Record Politeness Strategy and Cultural Values of the Belis Negotiation Speech Event: A Sociopragmatic Study ]]>
<![CDATA[Gabriel Fredi Daar]]>;
<![CDATA[Ni Luh Sutjiati Beratha]]>;
<![CDATA[I Made Suastra]]>;
<![CDATA[Ni Wayan Sukarini]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.48746
<![CDATA[This study aims to find out the language politeness strategies applied by the tongka (spokesperson) and other parties involved in the belis negotiation speech event in the Manggarai community, the Pasat-Ruis dialect, Indonesia. This study used a phenomenological approach. Data were collected through in-depth interviews with five key informants with experience as spokespersons (tongka) and adequate knowledge of the Manggarai language and culture. Data were analyzed using the interactive model proposed by Miles and Haberman (1992). The study found that the off-record politeness strategy was applied in two patterns; (1) The use of metaphorical phrases to refine the speech. Knowledge and the ability to interpret the meaning of speech through metaphorical phrases is an important aspect that must be possessed by a tongka (spokesperson) by connecting the phrase with the context of its use so that it can be understood and fulfills the elements of Politeness. (2) The use of sopi while conveying speech. The patterns show Politeness and the distinctive and authentic characteristics of Manggarai culture. Meanwhile, the cultural values of the utterances of belis negotiations include kinship, brotherhood, responsibility, appreciation, and respect. Thus, the findings indicate that the spokespersons selected in the belis negotiation process need to consider the knowledge of Manggarai culture and the ability to use metaphorical phrases in cultural speech so that the belisnegotiation process runs smoothly according to the expectations of the two extended families.]]>
<![CDATA[Investigating university student engagement in online learning: A case study in EFL classroom ]]>
<![CDATA[Ignasia Yuyun]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.46035
<![CDATA[The COVID-19 pandemic outbreak inevitably impacts the shift in teaching and learning activities worldwide. Online learning has been commonly applied in education, particularly in higher education. Notably, student engagement plays a pivotal role in the online classroom as it identifies critical elements of the learning process that can increase learning and outcomes. However, the question has been raised about whether student engagement between synchronous and asynchronous online classrooms is indistinguishable. Thus, this study investigates student engagement in a synchronous and asynchronous online classroom, particularly in an Indonesian English as a Foreign Language (EFL) context. A Likert-scale questionnaire and classroom observation (synchronous and asynchronous) were used to gather the data from 26 university students in a sample of EFL teaching in an Indonesian context. The study encompasses five elements of online engagement: social engagement, cognitive engagement, behavior engagement, collaborative engagement, and emotional engagement. The prominent finding has successfully revealed that university student engagement in online learning has different significance levels. Most students are more involved in synchronous online activities as they can interact with their professors and peers in real time. Synchronous and asynchronous learning provide substantial and comparable results. This study implies that synchronous and asynchronous activities should be incorporated into online learning to get more engaging interaction among students. This study has contributed to the growing literature on the student-teacher dynamic in online education. Further research could explore student engagement in online learning from other perspectives, such as the teacher's perspective and the use of learning media.]]>
