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<![CDATA[Coherence and cohesion: An analysis of the final project abstracts of the undergraduate students of PGRI Semarang ]]>
<![CDATA[Suwandi, Suwandi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1349
<![CDATA[An abstract is the gist of a research report which has the purpose to allow the reader to get the main information without reading the whole document. Since it plays an important role in grasping the information of the whole research report, the writing of the abstract, therefore should be concise and the logical relation among sentences is clear, coherent and cohesive. However, many of the students still find difficulties in making their writing coherent due to their limitation in understanding the cohesive devices and their application in their writing. This article attempts to reveal the coherence of the abstracts of the final project reports of the undergraduate students of PGRI University Semarang, Indonesia. Its objectives are (1) to reveal the micro-level coherence, how each sentence is connected to the other to make logical relations and (2) to discover the macro-level coherence, the right use of cohesive devices like conjunction, reference, substitution or ellipsis so as to make the whole text coherent. Several abstracts of the students’ final projects were selected randomly to be analyzed. Since it is a qualitative research, the data were in the level of words or sentences. The result shows that the abstracts analyzed have not satisfactorily achieved coherence though some cohesive devices like reference, conjunctions, ellipsis which are used to link one sentence to the other. Some grammatical mistakes are also found such as the plural forms, active-passive voice.]]>
<![CDATA[Accounting for L2 learners’ errors in word stress placement ]]>
<![CDATA[Karjo, Clara Herlina]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1344
<![CDATA[Stress placement in English words is governed by highly complicated rules. Thus, assigning stress correctly in English words has been a challenging task for L2 learners, especially Indonesian learners since their L1 does not recognize such stress system. This study explores the production of English word stress by 30 university students. The method used for this study is immediate repetition task. Participants are instructed to identify the stress placement of 80 English words which are auditorily presented as stimuli and immediately repeat the words with correct stress placement. The objectives of this study are to find out whether English word stress placement is problematic for L2 learners and to investigate the phonological factors which account for these problems. Research reveals that L2 learners have different ability in producing the stress, but three-syllable words are more problematic than two-syllable words. Moreover, misplacement of stress is caused by, among others, the influence of vowel lenght and vowel height.]]>
<![CDATA[The use of English as a lingua franca in translation ]]>
<![CDATA[Foley, J. A.]]>;
<![CDATA[Deocampo, M. F.]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1339
<![CDATA[In translation, not only two languages but two cultures come into contact which means that translators must consider who wrote the text, when, why, for whom and who is now reading it and for what purpose. In the wake of rapid technological advances and the need to spread information quickly and efficiently, translation has grown in importance in the globalized world. So has its reliance on English in its role as a global lingua franca. English is often being used for ‘interculturalizing’ native languages but it is also true that English texts are written by speakers who use English as a lingua franca (ELF) with the additional consequence of local languages being incorporated into the texts. This is the linguistic hybridity used in constructing a wider view of the world. However, the prime aim of any lingua franca communication is mutual intelligibility. Saussure wrote about the contrasting principles of provincialism (ésprit de clocher) and what he termed intercourse: the need for broader communication. We can see Saussure’s principles as two imperatives: the cooperative and territorial imperatives. That is to say that language change is brought about by the ‘cooperative imperative’ as we need to continually modify our language in order to communicate with other people. At the same time, there is the ‘territorial imperative’ to secure and protect our own space and sustain our separate social and individual identity. In this study, the translation of linguistic units can only be understood when considered together with the cultural contexts in which they arise, and in which they are used. Blogging in Singapore and the Philippines is part of the ‘cooperative and territorial imperatives’ where the use of English as a lingua franca is intertwined with translanguaging.]]>
<![CDATA[The role of moving images in the conference interpreting classroom ]]>
<![CDATA[Rakhmawati, Susi Septaviana]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1350
<![CDATA[This paper reports on the study of the student interpreters’ performance in conference interpreting classes in an Indonesian university when multimodal texts were provided as part of the teaching methods. It aims to answer how multimodal texts can influence interpreting performance among students. A case study design was used to allow an in-depth analysis of the students’ interpreting performance as the phenomenon described (Yin, 2003) using triangulation of data analysis. Observation, interview, and seven transcription analysis from three students were carried out. Observation and interview result shows that the students used visual information such as lips movement, running text on video, moving images, and the speakers’ gestures in their interpreting processes. Moreover, the students said that the existing method of teaching interpreting using multimodal texts is really helpful for them in developing their interpreting skills. Furthermore, transcription analysis also confirms that the student with multimodal strategies (facing the speaker, the screen/the video) performed better during interpreting process. However, a student who faces both did not seem to perform well. The indication is that he was unable to focus, being distracted and nervous. Thus, overall the student interpreters used visual information as part of multimodal communication, in addition to speech, working on the regular mode of listening and speaking during interpreting process, which suggest significant contribution of multimodal texts to better rendition in the target language.]]>
<![CDATA[Lexical richness in academic papers: a comparison between students’ and lecturers’ essays ]]>
<![CDATA[Djiwandono, Patrisius Istiarto]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1345
<![CDATA[In the area of writing, research has yet to explore EFL learners’ ability to use varied vocabulary. Although vocabulary teaching has enriched learners’ knowledge of lexical items, whether they can use the words they have learned remains to be seen. It is important, therefore, to investigate their lexical richness in their academic writing. Lexical richness, defined as the presence of different words in a text, is commonly measured through type-token ratio (TTR). The present study set out to identify the lexical richness of senior students by comparing them to academic papers written by their lecturers. There are four objectives: (1) to determine the difference between the type-token ratio (TTR) in students’ essays and that in their lecturers’ essays; (2) to determine the difference between the use of 2000-word level (henceforth K2) in students’ essays and that in their lecturers’ essays; (3) to determine the difference between the use of academic words in students’ essays and that in their lecturers’ essays; (4) to determine the difference between the students’ essays and their lecturers’ in terms of the use of words other than the 2000-word level and the academic words (designated “off-list wordsâ€). The essays written by the respondents were submitted to a website for vocabulary profiling (http://www.lextutor/ca/vp). This analysis shows that the lecturers fare better in terms of TTR and academic words, but write slightly fewer 2000-word level and off-list words than their students. While the differences in TTR and academic words are significant, the differences in the use of 2000-word level and off-list are not significant. The subsequent discussion addresses possible causes of these differences, and offers some implications for the teaching of vocabulary and writing.]]>
<![CDATA[Teaching English in ASEAN: The voices of English teachers in ASEAN nations ]]>
<![CDATA[Waterworth, Peter]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1340
<![CDATA[The effective teaching of the English language is regarded as an essential element in the creation of a culturally vibrant, economically sound and socially stable ASEAN community. The ASEAN region is populated by a culturally diverse collection of peoples with very different and complex linguistic histories, some of which included a strong English component. This paper examines the opinions and understandings of teachers of English in eight of the ten ASEAN nations. It arose out of a research study of English teaching in ASEAN being conducted jointly by Universitas Pendidikan Indonesia and CfBT Brunei. Although the teachers differed in their levels of competence in English and in their experience of local, national and international culture, they shared a remarkably similar story in attempting to provide the best instruction they possibly could to their students. As non-native speakers of English, they shared the responsibility of representing not only the English language but also the culture of first language English speakers to their non-native speaking students. The conflicts and tensions of their roles were identified and examined. The study concluded that teachers need support in their intercultural role as well as in their pedagogical responsibilities. Teachers reported that their students had little knowledge or appreciation of the ASEAN community or of the importance of their own capacity to speak English in it.]]>
<![CDATA[Syntactic transfer in the initial stages of adult third language and fourth language acquisition ]]>
<![CDATA[Tavakol, Mahbube]]>;
<![CDATA[Jabbari, Aliakbar]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1343
<![CDATA[This paper elucidates the articulated proposals for the initial stages of adult third language (L3) syntactic transfer, addressing their application for L3 and the subsequent fourth language (L4) acquisition. The study was set to demonstrate empirical evidence in line with or against the tenets of the models and to indicate if and how syntactic transfer might obtain differently depending on the language being acquired– L3 vs. L4. The models to be tested were Full Transfer/Full Access (FT/FA), L2 Status Factor Hypothesis (LSFH), Cumulative Enhancement Model (CEM) and Typological Primacy Model (TPM). Following a principles and parameters framework, six parameters were selected to generate several language pairings and an adult female’s L3 Italian and L4 German’s early spontaneous productions of the selected features were audio-recorded. The accuracy levels with which the features were produced in tandem with the results of error analyses violated the positions of FT/FA as considered for L3/s acquisition and CEM and consistently identified Typological proximity and L2 status as affecting syntactic transfer during the early stages multilingual acquisition.]]>
<![CDATA[Issues of terrorism on the internet in the wave of democratization of post-reform Indonesia: A semiotic analysis ]]>
<![CDATA[Saifullah, Aceng Ruhendi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1354
<![CDATA[The discourse of terrorism is a global issue but tends to be interpreted as controversial. This study sought to dismantle the controversy of meanings through the analysis of signs and meanings, with a view to explore and demonstrate the wave of democratization that took place in post-reform era in Indonesia. This study was a case study using readers’ responses to terrorism issues provided by cyber media on the Internet. It also rests primarily on the semiotic theory of Peirce and the concept of democratization of Huntington. The results showed that participation, freedom of expression, and equal power relations occurred in the interactive discourse in the cyber news media in the form of a dialogue between the responders, the media, and the debate among the responders. Responders tended to argue that signs and meanings are constructed by the media and to interpret information about terrorism as "political engineering" which was expressed by means of emotive tone. Meanwhile, the media tended to construct a "political imagery" which was expressed in a confrontational way, and the resources tended to understand it as "noise level of political elite ", which was expressed in a persuasive manner. Such differences occurred due to the factors of media context that tended to be "convivial" and the context of the communication situation on the Internet that tends to show "discretion". Based on these findings, this study concluded that interactive discourse in the Internet can be formulated as a democratic forum as the meaning making of the text is no longer dominated by media and the sources of information, but tend to be shared with the public. However, in terms of discourse process, interactive discourse in cyber media tends to be anarchic because the tone of interaction tends to be little, the relationship patterns tend to center on and be dominated by responders, the identities of responders tend to be anonymous, and linguistic expressions of the responders tend to be emotive.]]>
<![CDATA[COMMUNITY OF ASSESSMENT PRACTICE OR INTERESTS: THE CASE OF EAP WRITING ASSESSMENT ]]>
<![CDATA[Al-Maamari, Faisal]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1351
<![CDATA[Setting, disseminating and applying assessment standards are part of university academic programmes of study. Nowadays, assessment is increasingly viewed from a social practice perspective, and so doing entails exploring how the quality of assessment is shaped by interaction and co-participation with different communities of practice. Therefore, based on this perspective, the study reported here aimed to examine the assessment policies and practices of laboratory report writing of first year students in credit-bearing, English for Special Purposes programmes at a university in the Sultanate of Oman. Interviews of programme administrators and the instructors plus institutional and programme documents were examined to investigate these assessment policies and practices. The programme administrators were asked about how they planned the written assessment in their programmes, and the instructors were asked about their experiences of these assessments. The data were then analysed thematically using community of practice framework, namely in relation to (1) a shared repertoire of communal resources, (2) mutual engagement, and (3) a sense of joint enterprise. It was found that instead of community of practice, there were (sub)communities of practices wherein interaction, negotiation and communication amongst members and non-members were punctuated by control, power and autonomy, all working with the aim of narrowing the range between the personal goals of the academic and the communal goals of the institution. The overarching conclusion is that in their assessment practices, the two instructional programmes exhibited varying degrees of community of practice based on the above three attributes.]]>
<![CDATA[Enhancing students’ vocabulary knowledge using the Facebook environment ]]>
<![CDATA[Kabilan, Muhammad Kamarul]]>;
<![CDATA[Zahar, Tuti Zalina Mohamed Ernes]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1346
<![CDATA[This study investigates the effectiveness of using Facebook in enhancing vocabulary knowledge among Community College students. Thirty-three (33) Community College students are exposed to the use of Facebook as an environment of learning and enhancing their English vocabulary. They are given a pre-test and a post-test and the findings indicate that students perform significantly better in the post-test compared to the pre-test. It appears that Facebook could be considered as a supplementary learning environment or learning platform or a learning tool; with meaningful and engaging activities that require students to collaborate, network and functions as a community of practice, particularly for introverted students with low proficiency levels and have low self-esteem.]]>
