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<![CDATA[FROM STORYTELLING TO STORY WRITING: THE IMPLEMENTATION OF READING TO LEARN (R2L) PEDAGOGY TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA ]]>
<![CDATA[Damayanti, Ika Lestari]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4870
<![CDATA[It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language. This action-oriented case study aims to enhance students’ written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students’ written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1) preparing before reading (stories), (2) detailed reading, (3) joint rewriting, and (4) individual rewriting. Before and after the intervention, students’ narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence. The preliminary findings indicate that there is a shift in students’ ability from writing fragmented and spoken-like language to more literate written narratives.  It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.]]>
<![CDATA[INDIRECT WRITTEN CORRECTIVE FEEDBACK, REVISION, AND LEARNING ]]>
<![CDATA[Poorebrahim, Fatemeh]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4843
<![CDATA[Corrective feedback, the necessity of providing it, and how it should be provided has been one of the hot topics in the area of ELT. Amid continuing controversies over whether providing feedback helps L2 learners improve their writing accuracy, many research studies have been undertaken to compare the relative effectiveness of different types of feedback. However, the difference between two types of indirect corrective feedback, namely indication and indication plus location, have not been properly examined yet. Motivated to narrow this gap, this study is designed to compare two groups of Iranian learners, each revising their papers based on one of the aforementioned options. For data analysis, a series of independent samples t tests were employed. The results revealed that the difference between the two groups in their reduction of errors from the original draft to the revision of each task followed a growing trend and became significant. Nonetheless, the difference in accuracy of new pieces of writing fell short of significance. Finally, it was found that error reduction in revision stage cannot be considered as learning. The results of the study, discussed in relation to that of others, implicate that the purpose for which feedback is provided is essential in determining the type of feedback; more explicit feedback is better for revising purposes while more implicit feedback is good for learning purposes.]]>
<![CDATA[NEGOTIATING SOCIAL IDENTITY THROUGH QUESTIONS IN CASUAL CONVERSATIONS: A CRITICAL DISCOURSE ANALYSIS ]]>
<![CDATA[Sakhiyya, Zulfa]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4916
<![CDATA[Questioning is a potential means to establish identity in social interaction, and thus it helps position oneself in relation to others. However, this relationship between question and social identity remains relatively under-explored in the theoretical territory (Kao Weng, 2012; Tracy Naughton, 1994). This paper contributes to this area of inquiry by employing critical discourse analysis in investigating the construction and negotiation of social identity through questions. Data are drawn from four sets of casual conversations I conducted with two native and two non-native speakers of English. Two stages of analysis are carried out. Firstly, I present and distribute the questioning patterns that emerge from the conversation. Secondly, I analyse the questioning process and its relation to the negotiation of social identity. Findings and discussion reveal that social identity is multiple: as a site of struggle and subject to change. The negotiation of identity through questions is evident from the emerging patterns of the length of interrogative form, repetitive questions, and the intensity of social control.]]>
<![CDATA[SYSTEMATICITY OF L1 THAI LEARNERS' ENGLISH INTERLANGUAGE OF DEPENDENT PREPOSITIONS ]]>
<![CDATA[Sumonsriworakun, Piyaboot]]>;
<![CDATA[Pongpairoj, Nattama]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4911
<![CDATA[The study investigates systematicity in English interlanguage of dependent prepositions among L1 Thai learners of L2 English. It is hypothesized that Thai learners show non-random use of English dependent prepositions in their English interlanguage, and that the systematicity is largely attributable to cross-linguistic influence and certain cognitive factors. To test the hypothesis, 30 L1 Thai undergraduate students of L2 English at elementary, intermediate, and advanced proficiency levels took two tests: a Thai–English translation test and a cloze test. The tests involved four types of relationship between English and Thai dependent prepositions: (1) [–prep] in English but [+prep] in Thai, (2) [+prep] in English but [–prep] in Thai, (3) [+prep1] in English but [+prep2] in Thai, and (4) [+prep] in English and [+prep] in Thai. The findings demonstrate that systematicity occurred in the learners’ English usage of prepositions of all such types, possibly due to negative transfer from the learners’ native language. Also, the L2 learners tended to exhibit such systematicity irrespective of their English proficiency level. It may be assumed that the cognitive aspect of L2 learners’ working memory is involved in processing the usage of the four types of English dependent prepositions. The results of the study are expected to shed light on the problems of L2 English interlanguage of dependent prepositions among L1 Thai learners.]]>
<![CDATA[THE PRONUNCIATION COMPONENT IN ESL LESSONS: TEACHERS’ BELIEFS AND PRACTICES ]]>
<![CDATA[Shah, Shanina Sharatol Ahmad]]>;
<![CDATA[Othman, Juliana]]>;
<![CDATA[Senom, Fatiha]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4844
<![CDATA[Research has shown that teachers’ beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers’ beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers’ beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers’ classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers’ beliefs on the focused areas of pronunciation and the stated curriculum specifications. Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum.]]>
<![CDATA[GENRE INDUCTION FROM A LINGUISTIC APPROACH ]]>
<![CDATA[Lieungnapar, Angvarrah]]>;
<![CDATA[Watson Todd, Richard]]>;
<![CDATA[Trakulkasemsuk, Wannapa]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4917
<![CDATA[In most current work on genre, a set of genre categories needs to be predetermined. However, there are some cases where such predetermined genres cannot be clearly identified. Popular science, for instance, is a broad register carrying several specific purposes within it, suggesting that there are several genres of popular science, but it is unclear what these genres are. This paper introduces a linguistic approach to reveal hidden genres. For 600 written popular science texts from a variety of sources and disciplines, linguistic features were analysed using a range of computer programs and a cluster analysis conducted. The analysis produced four clusters with shared linguistic features, representing text types. The association of these text types with key features, functional relations, dominant sources, and prototypical members of each cluster helps us to induce genres on the basis of communicative purposes, a traditional criterion in identifying genres. Whether the produced text types are equivalent to genres was evaluated with a test set of data. The proposed approach achieves more than 70 % accuracy. The approach appears applicable for identifying genres of popular science and has pedagogical implications.]]>
<![CDATA[UNRAVELING RELATIVELY UNCLEAR STORIES: A NARRATIVE ANALYSIS OF STUDENT-TEACHERS’ IDENTITY WORK ]]>
<![CDATA[Mambu, Joseph Ernest]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4842
<![CDATA[Motivated by the need for more empirical evidence of Indonesian-based novice teachers’ identity, this paper aims to uncover nonnative English-speaking student-teachers’ identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers’ narratives that were elicited in individual interviews. An analysis of one female student-teacher’s narrative suggests that digressive plotting—at first glance—and the use of some cryptic, and sometimes idiosyncratic, expressions can be re-constructed by a discourse analyst such that the overall structure and message of the speaker’s narrative is streamlined. A relatively unclear narrative was also produced by a male student-teacher. Different from the female student-teacher’s detailed narrative with digressive plotting, the male student-teacher’s plotting was underdeveloped. However, both student-teachers exercised their agency, though in different degrees, when framing their personal stories. This paper concludes with the notion that the narrative analysis makes more visible student-teachers’ identity work in which they, with their sense of agency, overcame (inter)personal tensions or struggles narrated in stories which are not necessarily clear.]]>
<![CDATA[PROJECTING GENDER IDENTITY THROUGH METADISCOURSE MARKING: INVESTIGATING WRITERS’ STANCE TAKING IN WRITTEN DISCOURSE ]]>
<![CDATA[Seyyedrezaie, Zari Sadat]]>;
<![CDATA[Vahedi, Vahideh Sadat]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4915
<![CDATA[The present study aimed at investigating gender identity through the expression of interpersonal metadiscourse stance marking. The current study investigated male and female authors' pattern of stance markers utilization, focusing on totally 60 English and Persian articles, and English articles written by Persian speakers. Based on Xu and Longs'(2008) classification, five categories of stance markers (textual, epistemic, attitudinal, deontic and causation) were identified and the frequencies of their occurrences were computed. The differences in each group were investigated separately through running chi-square tests. Regarding English articles, it was found that both male and female writers used the same pattern of stance taking except the epistemic markers. Another finding of this study was that both male and female writers followed the same pattern of stance taking in Persian articles except the deontic ones. In English articles written by Persian speakers, female writers used the same pattern as their native counterparts, while male ones were affected mostly by their native language. Attending to stance taking patterns, this article provides an informative picture which illustrates the common preferences of disciplinary community especially between male and female writers. Hence, the implications of this study can be helpful in academic writing, in assessment, and textbooks.]]>
<![CDATA[TEACHER ENGAGEMENT WITH ACADEMIC READING IN A POST-SERVICE TESOL COURSE ]]>
<![CDATA[Kitchen, Margaret]]>;
<![CDATA[Jeurissen, Maree]]>;
<![CDATA[Gray, Susan]]>;
<![CDATA[Courtney, Matthew]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4912
<![CDATA[Engaging school teachers with academic reading is challenging for all teacher trainers, yet if teachers’ knowledge base is to be up-to-date the input of new research information is essential. Within the field of teacher professional development, few research studies focus primarily on teacher academic reading. On the Auckland New Zealand TESOL diploma course reported on here, academic readings are key. They theorise the weekly lecture topics and provide practical strategies that embed the theory. Three approaches to academic reading are used. These three approaches are the focus of the study reported here, exploring the attitudes of the 49 elementary and secondary school teachers over the two years of the part-time course. Quantitative questionnaire findings and relevant qualitative interview data which explicate the quantitative findings are reported on. The key finding was that, on average, the entire sample exhibited a large and statistically significant increase in engagement in academic reading over the two-year period. A majority of the teachers favoured the third approach to academic reading, being tightly structured, supportive reading groups rather than independent reading or reading presentation to a group. They valued the interdependence and reciprocity of the tightly structured reading groups.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF THEIR REFLECTIVE ESSAY WRITING EXPERIENCE AND TEACHER FEEDBACK COMMENTS ]]>
<![CDATA[Sharif, Asiah Mohd]]>;
<![CDATA[Zainuddin, Siti Zaidah]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i2.4845
<![CDATA[Reflection which encompasses critical and analytical capabilities is a critical 21st century skill for students to develop. To ensure students are equipped with this skill, reflective writing has been identified as a possible tool. Teacher feedback on students’ written output therefore plays a role in developing students’ reflective skills. This study asks two questions: How do students perceive their experience writing reflective essays? What is the nature of the teacher’s feedback comments on students’ reflective essays and how do students perceive them? To answer these questions, nineteen ESL students in an entry-level Medical programme completed a questionnaire concerning their experiences writing reflective essays and perceptions of teacher feedback on these essays. Interviews were conducted with two students to follow-up on questionnaire responses. The content analysis showed that the students believed reflective writing played a small contribution to their language learning. Further investigation into the students’ perspectives of their teachers’ feedback comments suggests that even though the teachers’ feedback was positive, the students also referred to the comments as inadequate and ineffective. Pedagogical implications and suggestions for future research are discussed.  ]]>
