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<![CDATA[THE DYNAMICS OF ENGLISH LANGUAGE CHANGE FROM THE OLD ERA TO THE DIGITAL AGE ]]>
<![CDATA[Murtiani, Rahmila]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.77
<![CDATA[Abstract: This article attempts to discuss why and how English has changed, tracing from particular features such as spelling, vocabulary, grammar, and meaning from Old English era until Modern English, how the people’s attitude toward the changes, and whether these changes ruin or contribute to the development of English as a global language. As a final remark, this article will also offer a few suggestions on how the phenomenon of language change should be treated particularly on the relation with English language teaching and learning. Key words: language change, form, meaning, attitude]]>
<![CDATA[RECEPTIVE AND PRODUCTIVE VOCABULARY ACQUISITION: EXAMINING PROCESSING TIME AND MEMORY THRESHOLD ]]>
<![CDATA[Oberg, Andrew]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.71
<![CDATA[Abstract: In the present research a picture card-based vocabulary study method was used to determine the pace of learner acquisition in terms of both receptive and productive knowledge. Fifty-eight first-year Japanese university students in two classes were used in the study. The subjects were placed into a single experimental group and both classes were taught by the researcher. During the treatment sessions the subjects studied fifteen vocabulary items chosen from the course textbook (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) using self-produced picture cards. The same post-treatment test was given to the subjects following each treatment session and the results were analyzed using Paired Samples T-tests supported by non-parametric Wilcoxon matched pairs signed ranks tests by comparing one session’s data with the data of the previous session. The post-treatment data showed a significant difference between the pre-treatment and first sessions in terms of receptive knowledge, and between all sessions except the eighth and ninth in terms of productive knowledge.  Keywords: Vocabulary learning; receptive knowledge; productive knowledge; processing time; memory threshold]]>
<![CDATA[THE BANGLADESHI EMPLOYMENT SECTOR: EMPLOYER PERSPECTIVES CONCERNING ENGLISH PROFICIENCY ]]>
<![CDATA[Khan, Rubina]]>;
<![CDATA[Chaudhury, Tazin Aziz]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.78
<![CDATA[Abstract: This paper presents a brief summary of a study which was carried out to investigate how employers representing major employment sectors in the Bangladeshi Industry view the skills and English proficiency level of the current employees. Opinions were also solicited on what skills are required for fresh recruits. Semi-structured interviews were conducted with 30 employers representing the major employment sectors in Bangladeshi Industry. Results revealed the importance of English as an indispensible means of communication in the Bangladeshi corporate sector and showed that the business enterprises use extensive amounts of English. It also highlighted that the existent English proficiency of the employees was far below the required proficiency level. Recommendations were made to address the gap and prepare the youth to meet the demands of the global market. Keywords: English proficiency, competency, employability skills, global literacy skills  ]]>
<![CDATA[TEACHERS’ CONCEPTIONS AND USE OF ASSESSMENT IN STUDENT LEARNING ]]>
<![CDATA[Azis, Astuti]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.72
<![CDATA[Abstract: Education and schooling involve not only materials to be taught or how they should be taught but also how the teaching and learning are assessed. Studying teachers’ conceptions is important, as it relates to beliefs which influence teaching practices, including assessment. This article reviews several studies on teachers’ conceptions and practices of assessment conducted in six different countries. The objective of the study is to presents teachers’ conceptions of the role of assessment in teaching and learning from different contexts. Data were obtained from a careful review of international articles on the study of teachers’ conception of assessment using inclusion and exclusion criteria. The result of the review reveals that assessment relates to learning improvement and support the use of various strategies and tools in assessing students. However, the six different countries in the review interpret improvement in different ways which is influenced by several factors. Implications and suggestions for further study are also provided. Keywords: assessment, conceptions, review, improvement, accountability]]>
<![CDATA[THE WRITTEN DISCOURSE OF INTERVIEWING STYLE FOR A MAGAZINE INTERVIEW ]]>
<![CDATA[Barrot, Jessie]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.76
<![CDATA[Abstract: This paper examines the written discourse of interviewing style for the purpose of print publication. Specifically, this paper sought to describe and explain the phases of interviewing procedures, the typology of the questions, and the transitional strategies executed by Oprah Winfrey during her interviews for O Magazine. One hundred and ten (110) response-soliciting statements were subjected to discourse analytic procedure to determine the features of such utterances. The results showed that her interview procedure follows a certain pattern that contributes to her ability to maintain the intimacy, familiarity, and dynamics of conversation. Further, results revealed that the interviewer employs a variety of response-soliciting strategies and transitional strategies that unconsciously put the control and authority in the conversation to the interviewees. Finally, some pedagogical implications were also presented for classroom use. Keywords: discourse analysis, interviewing style, interview questions, written discourse]]>
<![CDATA[CONTEXTUAL TEACHING AND LEARNING APPROACH TO TEACHING WRITING ]]>
<![CDATA[Satriani, Intan]]>;
<![CDATA[Emilia, Emi]]>;
<![CDATA[Gunawan, Handi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.70
<![CDATA[Abstract: This article reports a study on the implementation of contextual teaching and learning approach to teaching English writing to second graders of a Junior High Shool in Bandung. The study aims to investigate the strategies of Contextual Teaching and Learning (CTL) (as adapted from Crawford, 2001) and the advantages of using CTL approach. The study employed a qualitative case study research design. The data were obtained from several instruments, namely class observations, students’ interview and students’ writing products which were then analyzed using writing assessment criteria taken from Rose (2007, as cited by Emilia, 2011, p. 151). The findings revealed that the teaching writing program was successful to improve students’ recount writing skill. Specifically, they showed some improvement on schematic structure, grammar roles, and graphic features. Moreover, the data from observation, interview, and documentation of students’ text showed some benefits of CTL. These include: (1) engaging students in the writing activity; (2) increasing students’ motivation to participate actively in the writing class; (3) helping students to construct their writing; (4) helping students to solve their problems; (5) providing ways for students to discuss or interact with their friends; and (6) helping the students to summarize and reflect the lesson. Based on these findings, it is recommended that CTL be implemented in teaching writing.  Keywords: contextual teaching and learning, teaching writing]]>
<![CDATA[AN ANALYSIS OF THE CHILDREN’S CHARACTERS IN ROALD DAHL’S NOVEL: CHARLIE AND THE CHOCOLATE FACTORY ]]>
<![CDATA[Hissan, Wan Syakira Meor]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.107
<![CDATA[Abstract: Children's literature or children's books particularly by Roald Dahl have been adapted into many films and have received overwhelming response from children all over the world. Unlike novels for the adults, children's books explore the conflicts and challenge the children's characters encounter in their everyday lives. In addition, the issue of morality and moral values are always associated with the children's books. Thus, this research aims to discuss morality by analysing the children's characters in Charlie and the chocolate factory (1964) by Roald Dahl. The main focus of this study is the children’s mature and immature morality that is potentially helpful to assist teachers and parents to be aware of the moral values highlighted in children’s books. Gibbs’ Revisionist Model is used in order to analyse the mature and immature morality of the children’s characters. This study adopts a textual analysis in order to reveal the children’s characters’ morality and the moral values arising from the texts. The findings intend to demonstrate that children's books, particularly this novel, is relevant to be used as a medium to promote moral values.Keywords: moral development, morality, moral knowledge and moral values]]>
<![CDATA[FOREIGN LANGUAGE TEACHING IN SUDANESE UNIVERSITIES: GOALS, ATTITUDES, AND REALITY ]]>
<![CDATA[Mugaddam, Abdel Rahim Hamid]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.79
<![CDATA[Abstract: The goals and means of language study continue in the very center of debates among specialists in language teaching/learning. Different views relating to language and its functions are reflected in two main approaches to language teaching/learning. On the one hand, language is considered to be principally instrumental, a means of communicating thought and information. One the other hand, language is viewed as an important element of human being’s thought processes, perceptions, and self-expressions; and as such, it is placed at the core of translingual and transcultural competence. This paper investigates the current situation of teaching/learning foreign languages in the Sudanese universities with special focus on the goals of teaching these languages and their role in students’ future. Goals of language teaching and students’ attitudes towards the process will be related to the job opportunities available for the students on graduation. Data for the paper have been collected using questionnaires and interviews administered to students and teachers from five language departments at Khartoum University: English, French, German, Russian, and Chinese. Questionnaires and interviews on language attitude will be administered among Four-year language majors representing the four departments. The central question the paper tries to answer is whether there is a realistic match between the goals of language teaching/learning set by policy makers and students’ interests and expectations. Results are expected to contribute to the efforts made to restructure language-in-education curriculum at university level in a way that addresses the expectations of both policy makers and students. Keywords: Foreign language teaching and learning, goals, attitude.]]>
<![CDATA[TEACHER LEARNING WITHIN THE SCHOOL CONTEXT: AN ECOLOGICAL PERSPECTIVE ]]>
<![CDATA[Canh, Le Van]]>;
<![CDATA[Minh, Nguyen Thi Thuy]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.73
<![CDATA[Abstract: Central to teacher professional development is teacher learning, which is situated in a classroom, a school, or an informal social setting. Using an ecological framework which incorporates a wide range of influences at multiple levels, including intrapersonal, interpersonal/ cultural, institutional, and physical environment, this research sets out to explore the influence of the school context on teachers’ engagement in informal learning activities. Data are collected through semi-structured open-ended interviews with six EFL teachers working in different upper secondary schools in Vietnam in an attempt to uncover what types of informal learning activities these teachers engage in and how the school context affects their engagement. Findings show multiple work-based factors that influence teacher learning in the school. The study provides evidence to teacher educators about the relationship between school context and teachers’ degree of engagement in informal learning. Keywords: ecological framework, professional development, informal learning, personal characteristics, teacher learning]]>
<![CDATA[THE EVENT OF SEPTEMBER 11TH IN AMERICAN AND SYRIAN WRITTEN MEDIA DISCOURSE ]]>
<![CDATA[Benham, Biook]]>;
<![CDATA[Khodadust, Mohammad Reza]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i1.80
<![CDATA[Abstract: Aiming at highlighting the important role of written media discourse in implicit transfer of the dominant ideology of discourse context, the present data-driven paper demonstrates how the lexical features of repetition and synonymy as well as the structural and thematic features of passivisation, nominalization and predicated theme were utilized by the discourse producers of the data to mediate between their own underlying ideology and the target readers' understanding of the event of September 11th 2001. Through a comparative statistical analysis of the written media discourse of the data for the study written in two ideologically opposing contexts of Syria and America, we have tried to explicate how the discourse producers utilized various lexical and thematic strategies to produce different impressions of the event and implicitly force the underlying ideology on the readers.  Keywords: September 11th 2001, thematization, passivisation, nominalization, synonymy, CDA  ]]>
