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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 18 Documents
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Search results for , issue "Vol 13, No 2 (2023): Vol. 13, No.2, September 2023" : 18 Documents clear
On improving Kaiwa (会話) assessment: incorporating JF Standard descriptors and MFRM Rina Supriatnaningsih; Ahmad Yulianto; Lispridona Diner
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63075

Abstract

Despite the available rubrics, assessing speaking objectively has been a debatable issue to language assessment experts mostly due to the dependence on the raters’ authority. Scoring speaking performance often results in unfairness since subjectivity may come into play. Kaiwa (Speaking) is one of the four competencies examined in Japanese language assessment. On one hand, objective and accurate speaking assessment is badly needed. On the other hand, raters tend to overrate or underrate at times. Using Many-Facets Rasch Measurement (MFRM) and JF Standard descriptors, this study aimed to evaluate the Japanese speaking (Kaiwa) assessment. To this end, a cohort of 75 freshmen, consisting of 28 males (37%) and 47 females (63%), were assessed on the five-rubric scale (comprehension, vocabulary, structure, fluency, and pronunciation). These students’ age ranged from 18 to 20 years of age and their Japanese proficiency level was equal to N5. Two raters were involved in the assessment. The result revealed that: (1) 29 biases were found in rater-student interaction and rater-component interaction; (2) different patterns of rating behaviour were discovered. Rater 1 was more lenient than rater 2 but rater 2 was more consistent; (3) pronunciation and fluency are components that contributed the most to bias while structure was the most objective component being scored. For examiners, this result implies that scoring moderation should be held before grading students. For policymakers, the implication of the study suggests that modifications in the assessment rubric and statistical control be made so that fairer ratings could be achieved.
Translingual practice in remote EFL tertiary education: How multilingual speakers create translanguaging spaces Akhmad Hairul Umam; Setiono Sugiharto; Christine Manara
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63065

Abstract

Published studies on translingual practice in the pedagogical realms have burgeoned in the current literature, generating important insights into how communication has become dynamic and fluid. However, these studies have focused almost exclusively on face-to-face, in-person interactions. As COVID-19, which hit all domains of life (including education) worldwide, has compelled schools to conduct remote learning interaction, it will be more revealing to pursue further how translingual practice is enacted in a virtual classroom. Drawing on the notion of translingual perspective (Canagarajah, 2013), this study investigated how English as a Foreign Language (EFL) teachers and learners at tertiary education created a translingual space in their interactions by deploying specific negotiation strategies and various multimodal resources in a digital learning platform. Employing a netnography method and interactive model (Miles Huberman, 1994), this study employed virtual observation, surveys, and interviews as the sources of data. The study has revealed the complexity of translingual practices in EFL remote learning interactions that occurred naturally in different parts of teaching-learning activities. The use of verbal, semiotic, and multimodality resources as negotiation strategies for meaning-making plays essential roles in facilitating fluid and dynamic interactions. Pedagogically, the interaction in EFL remote learning has been found to be more multilaterally engaging.
Explicitation in the translation of Qurʾānic binomials: A descriptive study Ghuzayyil Mohammed Al-Otaibi
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63098

Abstract

Binomials, as a sub-type of collocation, are made of two connected words (e.g., heaven and earth). Similar to other lexical collocations, binomials can be idiomatic, ambiguous, or culture-specific. More importantly, binomials are found more commonly in religious texts such as the Holy Qurʾān. However, binomials used in the Holy Qurʾān are in general under-researched. Hence, using the parallel corpus (i.e., the Quranic Arabic Corpus) of the Holy Qurʾān, which includes the original Arabic text (i.e., sūrahs 'chapters') and seven translations by Sahih International and those by Pickthall, Yusuf Ali, Shakir, Muhammad Sarwar, Hilali-Khan, and Arberry, this study focuses on explicating shifts employed by seven translators in their translations of 120 Qurʾānic binomials. Therefore, the study is descriptive in the form of a textual analysis. The results indicate that less than half of the translations were explicated compared to less than a quarter being normalized (i.e., with maintained collocability). Explicating shifts were mainly undertaken by Hilali-Khan, Yusuf Ali, and Sarwar. However, Sahih and Arberry used only a few explicating shifts. Additionally, explicating shifts basically involve those of explicative paraphrasing, complete and partial rank shifts, clitic or affix explicitation, and repetition. As noted by in this study, translating scriptures literally may result in optional explicating shifts that are mainly redundant. Hence, redundant explicitation shifts should be avoided as they may sometimes hinder processability.  
The Influence of K-12 Language Teachers' Demographic Profiles on Authentic Assessment Practice Hailay Tesfay Gebremariam; Abate Demissie Gedamu
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63085

Abstract

While much literature has been used to investigate authentic assessment practice in the field of education, particularly in the context of language classrooms, a study investigating the demographic profiles of teachers and their relation to authentic assessment practice in language classrooms is crucial and needs further exploration. To this end, the current study investigated the K-12 language teachers' demographic profiles in relation to their authentic assessment practice, in terms of gender, teaching experience, and educational status. The study included 282 K-12 teachers enrolled in a summer program. The study design was a descriptive survey, and data were obtained via a questionnaire. Descriptive and inferential statistics were used to analyze the gathered data. Results showed that language teachers had significant differences (p .05) in classroom questioning and discussion (hereafter referred to as CQD), as well as substantial differences (p .05) in peer and self-assessment (hereafter referred to as PSA) and feedback process (hereafter referred to as FB). Additionally, significant differences (p .05) were observed in the effect of gender, teacher experience, and educational status on all three subsections. The findings show that although language teachers had authentic assessment practice, there were no consistent results regarding the influence of their background information. These findings contribute to our understanding of how demographic profiles of language teachers affect authentic assessment practice in K-12 education. Based on the results of the study, recommendations have been made for further consideration.
It is for pleasure, not for my English: Insights into Indonesian adolescent online story readers Winda Setia Sari; Faruk S. U.; Ursula Hurley
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63076

Abstract

Reading motivation has been extensively studied in online reading settings. However, not much is known about what makes people want to read fiction online, especially in a foreign-language setting. As part of the growth of digital literature and cybernetics, online fiction is gaining popularity among young Indonesians. This research sought to explore Indonesian EFL adolescent readers’ motivations and preferences as they engage in reading online stories in English. 112 university students responded to a survey, and 14 of them were chosen at random for in-depth interviews to learn more about their reading preferences and cybernetic literary practices. Analysis of the survey data showed that most readers chose Wattpad and Webtoon as their favorite online platforms, and romance and fantasy as their favorite genres. They devoted many hours to reading novels on these platforms to seek enjoyment and improve their English vocabulary and language. Yet, data from the interviews further revealed that adolescent readers claimed to read solely to seek enjoyment and pleasure. Also, readers were mostly silent, unwilling to participate in online conversations between readers and reader-authors but actively rating the novels after reading. Findings contribute to establishing views on reading motivation and cybernetic literary practices for EFL fiction readers; reading for pleasure is the intrinsic motivation that triggers Indonesian adolescent readers to stay online on the platform.
MOOC as a Technology-Focused TPD for EFL Teachers in Indonesia Anuncius Gumawang Jati
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63067

Abstract

This study examines participants’ expectations, perception of the learning experience, and factors contributing to satisfaction with the MOOC of a technology-focused TPD program, a professional development initiative focused on enhancing English teachers’ technology integration skills. It was participated by 200 EFL teachers in Indonesia. They were engaged in the program components such as MOOC modules, Classroom Ideas, and Community of Practice (CoP). A mixed-methods approach combined pre- and post-MOOC surveys for quantitative data collection and thematic analysis of interview data to gain deeper insights into participants’ responses. The findings indicated high participant expectations, reflecting initial interest and commitment to the program. The participants demonstrated dedication to learning and acquiring new knowledge and skills, highlighting the potential impact on learning outcomes. However, time management and internet connectivity challebges posed barriers to translating learning into practice. The CoP component was also highlighted for improvement to support the learning process better. These findings contributed to teacher professional development by offering insights for program designers and policymakers. Aligning the program with participants’ needs, providing ongoing support, and fostering collaboration could enhance the effectiveness of the MOOC of technology-focused program and promote the professional growth of English language teachers in Indonesia.
Malay proverbs in inquisitive Semantics approach lens: The case of Malaysian textbooks Mohd Ridzuan Md Nasir; Mary Fatimah Subet
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63086

Abstract

With reference to the Malay Language Secondary School Standard Curriculum, proverbs in Malaysian contexts are one of the language aspects that students needs to use integrated in the language teaching. This research identified proverbs in the Malaysian secondary school textbooks analyzed using inquisitive semantic approach.  The proverbs data were obtained Form 4 and Form 5 Malay Language textbooks, from Ministry of Education Malaysia. Nine pieces of data were identified using the inquisitive semantics study framework involving three stages; surface meaning analysis, the semantics resonance analysis involving speaker’s cognitive by applying the Cross-reference Framework (Kempson, 1986) in the Relevance Theory (Sperber Wilson, 2986; 1995), and the meaning analysis using the inquisitive semantics approach (Jalaluddin, 2014). The study indicated the proverb meaning analysis starting from the knowledge of the meaning from the dictionary, followed by the meaning of the proverbs in the context of sentences, and the exploration into the philosophy and common sense underlying the formation of the proverbs. The study proposed that the textbooks stimulated students’ higher-order thinking skills with the inquiry method to create new discovery and knowledge. In conclusion, the textbooks offered teachers the proverbs analyzed by the inquisitive semantics approach as a teaching approach such to make the process of learning language in their classrooms more meaningful.
Depicting reflections of power on illocutionary acts of Japanese Prime Minister Shinzō Abe’s speeches on Covid-19 Diana Kartika; R. Kunjana Rahardi; M. Aziz; Wahyudi Rahmat
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63078

Abstract

Speeches are often construed to exert one’s power while projecting a political intent towards the audience. This research examines how power is reflected in speeches by Shinzō Abe, a former Prime Minister of Japan, through the categorisation of speech acts. The speeches were delivered in many of his press conferences during the Covid-19 pandemic. The research employed a quantitative approach, and the analysis largely drew on Searle's classification of speech acts to identify and categorise Mr Abe’s expressions of power. Data for this study focused on various formal press briefings, interviews, or other communicative exchanges he conducted in his role as a prime minister. Eight texts were selected for the analysis, and they were collected from the website of the Japanese Prime Minister's Secretariat office from February to May 2020. Findings from the analysis indicated that the prime minister mostly utilised performative verb utterance directions, such as informing (66%), asking (78%), promising (90%), thanking (54%), and deciding (76%), in a form of polite and respectful language, Keigo, to demonstrate reverence towards diplomatic entities. In addition, he frequently highlighted statistical data regarding the circumstances and the prevailing factors of the pandemic that led to a regime of truth and knowledge about Covid-19 in Japan. The findings provided better understanding of Shinzō Abe’s exercise of authority in managing the variability of Covid-19 incidences in Japan, as reflected in the movement of relations with the society and with those diplomatic entities. This suggests that Shinzo Abe’s speeches during the pandemic have a potential pathway that world leaders, linguists or students can traverse and inquire into to ensure community resilience to counteract the fragility caused by a pandemic. 

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