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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 12 Documents
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Search results for , issue "Vol 2, No 2 (2013): Volume 2 No. 2 January 2013" : 12 Documents clear
MENTOR COACHING TO HELP PRE-SERVICE TEACHERS IN DESIGNING AN EFFECTIVE LESSON PLAN Amalia, Lulu Laela; Imperiani, Ernie
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.171

Abstract

Abstract: This paper investigates how mentor coaching, which is intended to prepare preserviceteachers of English as a Foreign Language in facing their teaching practices, help themdesign lesson plans. A lesson plan, as Farrell (2002) stated, is a collection or a summary of ateacher’s thoughts about what will be covered during a lesson. This means that before comingto the teaching process, a teacher should prepare systematic steps to be conducted in a class inorder to reach the objective of a lesson. However, most pre-service teachers are confused withthe designing process of lesson plan that is how to articulate the government curriculum intooperational details. For example, they do not know which activities to include in the lessonplan, and they do not understand how to determine indicators or “enabling objectives” (Brown,2007) for assessing students’ achievement in the lesson. Therefore, mentor coaching is seen asone of alternatives in helping pre-service teachers. Mentor coaching, as Nolan (2007, cited inZepeda, 2012, p. 165) said, is a “structured process whereby an experienced person introduces,assists, and supports a less-experienced person (the protege) in a personal and professionalgrowth process.” In the context of this study, the experienced person refers to the teacher/thelecturer in the class and the less-experienced person in this context refers to the pre-serviceteachers or student teachers. This study used action research as the method. Furthermore, thedata were obtained by distributing questionnaire and collecting pre-service teachers’ lessonplans as well as conducting an interview. In addition, after having designed a lesson plan withmentor coaching technique, the pre-service teachers were asked to reflect the process in orderto gain their perception about the mentor coaching technique. It is important to find whatthey think and feel about this mentor coaching process because it is expected that this type ofcoaching will be useful in helping pre-service teachers to write an effective lesson plan.
A CASE STUDY OF FORMATIVE ASSESSMENT IN A CHINESE HIGH SCHOOL Tang, Ying
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.166

Abstract

Abstract: Nowadays in China, high school assessment is based solely on academic examination scores, which take the place of well-rounded assessments that should be given to students. The present assessment ignores the differences among individuals and goes against a people-oriented spirit; thus, it is not scientific. This one-sided assessment has caused many negative effects on students and society, and it is not beneficial to students’ well-being. The author performed a study on a formative assessment method using a Portfolio for keeping a record of English learning while growing up to change the present situation of students being tired of study due to low scores. The assessment allows students to understand that their low scores are not because they lack a gift for learning languages, but because they themselves think they lack the ability to learn a foreign language, which leads to their unwillingness to learn English (Ames 1992; Vispoel Austin 1995). The research examines 122 year-11 senior middle school students’ views of the formative assessment method and their improvement in examination scores through the assessment over a period of one to two years. Qualitative and quantitative data were gathered via a questionnaire and interviews. All the data show and prove that the students who have been assessed using formative assessment enjoy going to school and have made more progress than those assessed using summative assessment. This assessment has been warmly welcomed by students, whether they are at a higher or a lower English level.
TBLT IN CHINA (2001-2011): THE CURRENT SITUATION, PREDICAMENT AND FUTURE Shaoqian, Luo; Baoshu, YI
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.161

Abstract

Abstract: With the reform of English education in China since 2001, a communicative and task-based language teaching has emerged into Chinese English classroom. To understand task-based language teaching (TBLT) practice in China, a synthesis study was conducted to analyze the current situation and predicament of TBLT in China over the last ten years based on the published TBLT articles (2001-2011) in Chinese journals and educational newspapers. The study shows that there is questioning and criticism on the effectiveness of TBLT in the forein languagae teaching classes despite the amazing growth of research in TBLT in China. It is also found that the predicament of TBLT may be attributable to a variety of factors such as no professional and systematic training TBLT for teachers, little knowledge of the latest development of TBLT, differences in student English proficiency, gap between local educational levels, no enough educational funds as well as misunderstanding and mispractice of TBLT. Thus, how to appropriately adapt and localize TBLT in China has become the major concern of researchers and educators as well as teachers. To solve the problem, this paper puts forward some suggestions to localize TBLT in the Chinese context, which is concerned with (1) task design; (2) integrating target tasks and pedagogical tasks; (3) balance between meaning and form; (4) tasks for big classes; (5) developing school based textbooks and (6) combining tasks and other teaching principles. Such a context-based approach to TBLT could provide a reference for other contexts similar to China.
FOLLOW-UP RESPONSES TO REFUSALS BY INDONESIAN LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE Muniroh, Dian
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.172

Abstract

Abstract: The study is aimed at investigating strategies of follow-up responses torefusals performed by Indonesians learning English as a foreign language. Havingknown that his/her desire or want is refused by his/her hearer, a speaker may providea follow-up response to the refusal to maintain the flow of a talk exchange. This actmay also mitigate the tension and is able to prevent the speaker from being consideredimpolite or non-cooperative. The study involves 20 students of the English EducationDepartment of Indonesia University of Education. The data were collected throughDiscourse Completion Tests (DCTs). The collected data were then analyzed by usingthe framework proposed by Searle (1969), Blum-Kulka et al. (1989), and Aziz (2000).It is found that the respondents manifest the follow-up responses in a number of ways,which can be categorized as request, acceptance, apology, promise, refusal, and passivecomment. These responses contain some strategies. While the category of requestand refusal are manifested in six and two strategies respectively, the categories ofacceptance, apology, promise, and passive comment are not further divided into finercategories because they only consist of illocutionary force indicating devices (IFIDs).This study concludes that an act of providing a follow-up response cannot be separatedfrom the speaker’s attempt to maintain harmony in communication.
TEACHERS’ STRATEGY IN IMPLEMENTING ENGLISH CURRICULUM IN A JUNIOR HIGH SCHOOL IN INDONESIA Intansari, Raden
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.167

Abstract

Abstract: This study is a part of a bigger study investigating teachers’ personal theories (beliefs) regarding English teaching and learning. Involving forty-two English teachers of fifteen Junior High Schools in the city of Sukabumi, West Java, this cross-sectional survey study used data gained from an open-ended questionnaire. A total of 3696 raw data items were gathered and analyzed both qualitatively and quantitatively. Relevant findings regarding the implementation of the curriculum in the daily process of English teaching and learning show that there are gaps between the mandated curriculum as stipulated by the government and the implemented curriculum at the classroom level. This departure from the mandated curriculum, in turn, diverts the course of curriculum implementation and leads to a level of accomplishment of the main goals of the English teaching and learning, which is different from what is stated in the mandated curriculum.
THE MOTIVATIONAL MODEL OF YOUNG JAPANESE EFL LEARNERS: AFTER GETTING LESSONS BY HOMEROOM TEACHERS Adachi, Rie
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.162

Abstract

Abstract: This study focuses on Japanese pupils’ motivation with other attitudinal attitudes about learning English. The writer surveyed the 5th and 6th grade pupils’ motivation and its effect factors at an elementary school in Japan at the end of the school year 2007 and 2008. The main focus of this study is to find the relationship between motivation and effect factors using both the 2007 and 2008 data and to examine differences of the pupils’ attitudes between 2007 and 2008. Since the 2008 school year, pupils have received lessons by not only an assistant language teacher (ALT) but also their home room teachers (HRTs). The finding showed that the 2008 and 2007 results were similar in most valuables, but the value of “Motivation” increased in 2008 compared to the previous year. Furthermore, “people around the learner” influenced on motivation more positively. Finally, this study presented a model which could be suggested as one of the motivational models of Japanese pupils for English activities. The writer concluded that the involvement of HRTs brought about generally good effects on pupils’ attitudes in this elementary school at this point.
NARRATIVE STRUCTURES ACROSS TELLINGS OF THE SAME “GOOD” TEACHING EXPERIENCE Mambu, Joseph Ernest
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.165

Abstract

Abstract: This paper investigates narrative structures of the same story told three times by an advanced male EFL (i.e., English as a foreign language) learner. By narrative structures in this paper, I mean the sequence of narrative, especially in the light of the Labovian tradition of narrative analysis (Labov Waletzky, 1997; Labov, 1972; Wu, 1995), and how each narrative component (e.g., abstract, orientation, complicating action, result/resolution, evaluation, and coda) is fleshed out within and across tellings. Data analysis in this paper will attempt to answer the question of the extent to which these structures in one telling are similar or different across tellings of the same “good” experiences (cf. Chafe, 1998; Polanyi, 1981; Prior, 2011). In Labov’s (1972) data, “bad” near-death experiences were elicited, and yet a “good” result is conspicuous: death was overcome. Being asked to tell his “good” story, the EFL learner concentrated on the favorable experience. This said, some hints at unfavorable experiences—typically filling in the complicating action slot, like in telling bad or embarrassing stories (as in Wu, 1995)—also emerged, which make analysis of “good” experiences worthwhile in its own right. In particular, it can be hypothesized that the underlying structure of good experiences fits into the Labovian narrative structure with some nuanced variations across tellings. The findings support the hypothesis and suggest that repeated tellings of the same story provided the speaker in this study ample room to reflect on his past experience such that subsequent tellings can be more engaging than the first (or previous) telling.
THE ACQUISITION OF ENGLISH MULTIPLE INTERROGATIVES BY INDONESIAN SPEAKERS Kurniawan, Eri
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.168

Abstract

Abstract: This paper investigates the acquisition of English multiple interrogatives suchas Who did what? by advanced learners of English whose first language is Indonesian. Theunderlying functional feature of multiple interrogatives is multiple focus features, whichare not available in Indonesian. Unlike English, there is no equivalent structure of multipleinterrogatives in Indonesian since wh-questions in this language are instantiations of uniquefocus constructions. Acceptability judgment tasks were administered on four wh-pairings: whowhen,who-where, what-when, and what-where. The first task was in the form of questionswith a pair-list answer and single answer, whereas the second was in the form of questionswithin the contexts. Conjoined interrogatives were also added into the tasks in order to observethe L1 transfer. The results clearly demonstrate that overall advanced learners of English weresignificantly different from the English native speakers in their ratings of acceptability ofmultiple interrogatives. However, the statistical data of each wh-phrase pairing demonstratesthat L2 learners performed like native controls in their ratings of most of the pairings. Thesefindings suggest that the present study lends partial support to Full Transfer/Full AccessHypothesis and No Parameter Resetting Hypothesis.
DEVELOPING ACADEMIC WRITING IN A BUSINESS ORIENTED UNIVERSITY Foley, Joseph
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.163

Abstract

Abstract: This research investigated the development of language choices in the Academic writing of students at an English medium university in Thailand. The first part involved looking at the writing in the first semester of their English program at the university. representing the level of the students’ writing on entry into the university. Seventy two samples of first year students’ writing were collected, but only 12 were randomly selected for this study in order to compare their progress over a period of 14 weeks (first semester). The second part of the research looked at the writing of students’ journals at the end of their second semester of their first year after the implementation of a writing program based on research originally developed in Australia (Derewianka, 2003). A third part of the research investigated the development of students’ writing towards the third year in university with specific reference to their academic writing in the business English program. The focus on Business English was mainly because the university was well known in this field of study. The framework for the analysis of the students’ writing was based on a systemic functional approach (Halliday and  Matthiessen, 2004). In order to provide insights into the meaning and effectiveness of the text, a discourse grammar needs to be functional and semantic in its orientation. This paper discusses the development of the Nominal Group (NG) in the students’ writing in THEME position, as this was felt to be a major issue in the development of academic discourse. However NGs in the RHEME would also be looked, as this was a part of the text structure, where complex nominal groups would be expected as part of the NEW information.  The resulting analysis showed that initially the students had a limited knowledge of the different genres and used an equally limited range of lexical and grammatical choices. After the implementation of a new teaching approach in the second semester of the first year, some improvement could be observed. During the third year of the English program, improvement in the writing of genres used in “business” writing, such as Reports, was clearly evident.
HOW ENGLISH STUDENT TEACHERS DEAL WITH TEACHING DIFFICULTIES IN THEIR TEACHING PRACTICUM Riesky, Riesky
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.169

Abstract

Abstract: In the process of becoming professional, every single teacher will normallygo through a series of experiences that are cognitively, physically, and emotionallychallenging. One of the first steps they have to go through is a form of first teachingexperience with real students and real school environment like what many studentteachers are required to face in their teaching practicum. This paper explores kindsof teaching difficulties and efforts carried out to overcome them by English studentteachers in the context of teaching practicum conducted in 14 different secondaryschools in Bandung, Indonesia. Qualitative case study is applied as the research design,with interviews as the main instrument in collecting the data. This study involves theparticipation of students enrolled in an EFL Methodology class in collecting the dataas a part of their course assignment. The results of data analysis reveal that there are avariety of problems that can be mainly categorised into three types, namely problemsrelated to students, to the supervising teachers, and to the student teachers themselves.Several efforts carried out are also identified and some suggestions are also highlightedat the end of the paper.

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