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<![CDATA[PROFILING THE VOCABULARY OF NEWS TEXTS AS CAPACITY BUILDING FOR LANGUAGE TEACHERS ]]>
<![CDATA[Astika, Gusti]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.689
<![CDATA[Abstract: The importance of vocabulary in reading has been discussed extensively in the literature. Researchers claim that vocabulary is essential and has a central role in comprehension.   Development in ICT and easy access to information from the internet necessitate language teachers to have relevant knowledge and skills to utilize pedagogical tools to use authentic online materials for learning purposes. One of such a tool is the Vocabulary Profiler that can be used to categorize lexical words in a text into different frequency levels: high, low, and academic word list. This paper discusses how to use the Vocabulary Profiler to classify words in a text into the different categories. The utilization of this tool can significantly alleviate the workload of teachers in selecting vocabulary in  reading text which is conventionally based on teachers’ intuition and perception. The sample text in this paper was selected from VOA website which may not be found in the textbooks currently used at schools. The paper ends with some implication for teaching about vocabulary selection.]]>
<![CDATA[CONFRONTING CHALLENGES IN IMPLEMENTING E-PORTFOLIO VIA FACEBOOK IN A PHILIPPINE UNIVERSITY ]]>
<![CDATA[Sipacio, Philippe]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.682
<![CDATA[Abstract: As an alternative assessment, e-Portfolio via Facebook (evFb) has been introduced at De La Salle University (DLSU) specifically at Department of English and Applied Linguistics (DEAL) primarily to respond to the demands of 21st century literacy. However, it was observed that despite the positive impact of evFb on students based on pilot-testing and related studies, there were still innumerable challenges that hindered its implementation. In this paper, these problems were identified, and were addressed using the lens of participatory development framework. Data were taken from interview and feedback forms of participants namely institution (represented by the department chair and project/program committee), implementers/teachers, and students, and were subjected to content analysis. The results showed three major issues classified as: (1) strong apprehension of students to publish their writing outputs on-line; (2) resistance of teachers towards FB as an educational tool; and, (3) concerns of institution as regards academic honesty and identity theft on-line. To confront these challenges and ensure effective implementation and sustainability of evFb at DEAL, improving participatory mechanisms was suggested and discussed. Finally, some opportunities and implications for policy relevant to evFb were also presented.]]>
<![CDATA[SEVEN ISSUES AND DILEMMAS IN LITERATURE TEACHING IN EFL CONTEXT: LESSONS FROM INDONESIA ]]>
<![CDATA[Musthafa, Bachrudin]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.690
<![CDATA[Abstract: Using literature instruction practices in different “literature programs†as a point of departure, this article discusses some knotty issues and dilemmas confronting English literature instructors and researchers in Indonesia, especially those working in the context of English as A Foreign Language (EFL). First some commonly adopted approaches to literature teaching are outlined and specific issues and dilemmas located. Next, using Indonesian current situation as a case in point, these perceived issues and dilemmas are fleshed out and possible solutions from diverse fronts are then sketched out.]]>
<![CDATA[ENHANCING OMANI UNIVERSITY STUDENTS’ WRITING AND STUDY SKILLS: DISCUSSION FORUM MODULE ]]>
<![CDATA[Ginosyan, Hranush]]>;
<![CDATA[Tuzlukova, Victoria]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.683
<![CDATA[Abstract: This paper reports the results of a study conducted among first-year Foundation Program English Language (FPEL) students, English teachers and FPEL course coordinators at Sultan Qaboos University (SQU) in Oman with the aim to examine the use of Moodle forums for advancing writing and study skills of the students in higher level FPEL courses by participating in asynchronous discussions, interacting with other students and/or the teacher, and exchanging ideas by posting comments. In addition, students’, teachers’ and course coordinators’ perceptions about the discussion forum as an activity in an e-learning environment that can successfully contribute to FPEL curriculum writing and study skills goals and teaching approaches were examined with regard to the attainment of learning outcomes (LOs). Data were collected by interviewing teachers and course coordinators, conducting an online survey for students, monitoring students’ participation in forum activities and analyzing the policy documents related to writing and study skills components of FPEL 0560 course. The results of the study corroborate some significant findings of the previous work in the field, and clearly demonstrate that Moodle forums support writing fluency, allow students more time for developing ideas and working on their writing and study skills’ assignments. Additionally, forums foster a sense of purpose and community, as well as contribute to communication skills’ development of language learners through online language learning environment by responding to online assignments, inviting feedback, commenting on/grading other students’ comments, seeking and providing help with purposes of enhancing, reinforcing and researching. ]]>
<![CDATA[STUDENTS’ ATTRIBUTIONS ON THEIR ENGLISH SPEAKING ENHANCEMENT ]]>
<![CDATA[Mali, Yustinus]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.681
<![CDATA[Abstract: Attribution refers to explanations and reasons that people provide for progress, achievement, and even failure towards something they have experienced, particularly in their language learning. This study aimed to investigate the attributions that students had for their English-speaking enhancement. The participants of the study were eighteen students at Sekolah Tinggi Pariwisata Ambarukmo Yogyakarta (STIPRAM). Open-ended questionnaire and interview were used as the instruments to collect the data. On the questionnaire, the participants were specifically asked to provide written responses to three statements, while in the interview process, the researcher involved three participants to provide further clarification toward their written responses on the questionnaire. The data analysis revealed that a clear purpose of doing particular English speaking activities, strategy, and the positive motivation/encouragement from friends as well as from the teacher became the major students’ attributions on their English-speaking enhancement. Besides, this study would seem to indicate that a teacher took an essential role in the enhancement of the students’ English speaking skill. Eventually, this study proposed some pedagogical implications for the development of teaching and learning in English speaking classes specifically in Indonesian context.]]>
<![CDATA[MAKING EXTENSIVE READING EVEN MORE STUDENT CENTERED ]]>
<![CDATA[Jacobs, George]]>;
<![CDATA[Renandya, Willy]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.691
<![CDATA[Abstract: This article begins by explaining the student centered learning paradigm. Next, the article explains various features of a student centered approach to education and how extensive reading (ER), as it is most often practiced, fits with those features.  The bulk of the article suggests how ER might be implemented to make it even more learner centered. ]]>
<![CDATA[EVALUATING VISUAL ELEMENTS IN TWO EFL TEXTBOOKS ]]>
<![CDATA[Roohani, Ali]]>;
<![CDATA[Sharifi, Mohammad]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.684
<![CDATA[Abstract: This study evaluates visual elements in two English textbooks, that is, Interchange 3 and Top Notch 3B, commonly taught to Iranian EFL learners; it analyzes illustrations to find out the balance of black-and-white and color drawings and photos and examines the extent to which visual materials are used for decorative purposes. The analysis of visual elements reveals that, first, color pictures constitute a large percentage of illustrations in both textbooks, reflecting current publication trend for stylish color pages. Second, Interchange 3 has more drawings than the Top Notch 3 whereas the Top Notch textbook has more photos, which can establish more authenticity and result in its higher price. Third, the majority of the portraits are color photos, and, further, actions are represented more through drawings than photos, presumably because of practicality issues. Finally, pictures used for decorative purposes constitute a small percentage of illustrations in both textbooks, indicating their pedagogically facilitative effects. ]]>
<![CDATA[RETROSPECTIVE DATA COLLECTION: CAN STUDENTS REMEMBER? ]]>
<![CDATA[Leeming, Paul]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.679
<![CDATA[Abstract: It is not always possible or practical to gather data over a long period of time, and researchers have used retrospective data from questionnaire and interview to gain insights into change over time. There has been little discussion within SLA as to the validity of this data, and it is seemingly accepted at face value. This paper examines both qualitative and quantitative retrospective accounts of changes in self-efficacy, by collecting quantitative questionnaire data over a one-year period, and then asking students to quantitatively recollect their feelings of self-efficacy over that time frame, followed by qualitative description. Results showed that students were able to accurately recollect quantitative data, although there was a noticeable degradation in accuracy with time. Interview data suggested that students were reluctant to admit lack of ability to recall events, and sometimes produced conflicting accounts of events. Â This may in part be due to the dual role of teacher and researcher adopted in this study. The implications for researchers and also for teachers are considered. Â ]]>
<![CDATA[A SOCIOCOGNITIVE-TRANSFORMATIVE APPROACH TO TEACHING WRITING ]]>
<![CDATA[Barrot, Jessie]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.692
<![CDATA[Abstract. This article reports some of the compelling concerns in using various approaches to teaching writing. On this note, this paper provides an alternative teaching framework for the teaching of ESL writing to address these concerns. This sociocognitive-transformative framework incorporates the cognitive, social, cultural, and transformative components of learning. Specifically, the discussion covers three sections that shed light on the theoretical underpinning, the design, and procedure on how the proposed approach can be realized in ESL writing classrooms. It is also hoped that through this approach, the teaching and learning of writing would lead to producing 21st century learners capable of surviving this highly globalized and knowledge-based society.]]>
<![CDATA[SPEECH ACT OF ILTIFAT AND ITS INDONESIAN TRANSLATION PROBLEMS ]]>
<![CDATA[Al Farisi, Zaka]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i2.685
<![CDATA[Abstract: Iltifat (shifting) speech act is distinctive and considered unique style of Arabic. It has potential errors when it is translated into Indonesian. Therefore, translation of iltifat speech act into another language can be an important issue. The objective of the study is to know translation procedures/techniques and ideology required in dealing with iltifat speech act. This research is directed at translation as a cognitive product of a translator. The data used in the present study were the corpus of Koranic verses that contain iltifat speech act along with their translation. Data analysis typically used descriptive-evaluative method with content analysis model. The data source of this research consisted of the Koran and its translation. The purposive sampling technique was employed, with the sample of the iltifat speech act contained in the Koran. The results showed that more than 60% of iltifat speech act were translated by using literal procedure. The significant number of literal translation of the verses asserts that the Ministry of Religious Affairs tended to use literal method of translation. In other words, the Koran translation made by the Ministry of Religious Affairs tended to be oriented to the source language in dealing with iltifat speech act. The number of the literal procedure used shows a tendency of foreignization ideology. Transitional pronouns contained in the iltifat speech act can be clearly translated when thick translations were used in the form of description in parentheses. In this case, explanation can be a choice in translating iltifat speech act.]]>
