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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 626 Documents
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FEEDBACK EXPRESSIONS USED BY AN ENGLISH TEACHER OF TOUR AND TRAVEL DEPARTMENT Wasding, Ratnah
Indonesian Journal of Applied Linguistics Vol 3, No 1 (2013): Volume 3 No. 1 July 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i1.190

Abstract

Abstract: Feedback as a part of teacher talk plays a crucial role in language learning. Feedback not only gives reinforcement to maintain good behaviors of the students but also makes students aware of the mistake they make during the learning and teaching process so that they are able to revise it. This study aims to identify the types of feedback expressions used by the teacher in teaching learning process, both positive and corrective feedback. The focus of the study was on the oral teacher feedback. To gather the data, one English teacher and her students who were studying English as a foreign language were observed while they were in a teaching learning process. Their interactions in the classroom were recorded, transcribed, and then analyzed to find out the types of feedback expressions used by the teacher during the interaction. The finding revealed that the teacher used both positive and negative feedback in the teaching and learning process. In terms of positive feedback, the teacher mostly used repetition, followed by praise and affirmation. In terms of negative feedback, the teacher also used a variety of ways which include repetition as the most common feedback provision, followed by recast, clarification request, elicitation, explicit correction, and prompting.
NATIVE AND TARGET LANGUAGE INFLUENCE ON THE STUDENTS’ INTERLANGUAGE PRODUCTION: A CASE OF INDONESIAN EFL COMPOSITIONS Fauziati, Endang
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6858

Abstract

English compositions written by Indonesian EFL students contain erroneous sentences which portray learner language. The errors are neither of their native language nor the target language, but containing linguistic system from both. This is called an interlanguage. This study focuses on one of interlanguage features, that is, permeability, meaning the susceptibility of interlanguages to infiltration by first language and target language rules or forms. It aims to provide empirical evidence of the permeability of the students’ interlanguage production by describing the types and degree of the native and target language influence and explaining the possible causes of the influences. The data were 264 ill-formed sentences elicited from their English free compositions. Error analysis and interlanguage analysis were used as framework for collecting, identifying, describing, and explaining the data. The results indicate that their interlanguage production was influenced by their native language and the target language at both lexical and syntactical level. The dominant native language influence was on vocabulary (i.e. Indonesian borrowings) and the target language influence was on grammar (i.e. verb tenses). The native language influence had a little lower frequency compared with that of the target language. The main source of the influence was their possession of two language systems in their mind was activated regardless of their intention to use one language only. The native language influence was due to the good mastery of the native language and the limited knowledge of the target language. The target language influence was due to the learning strategy used.
ACCURACY ORDER OF THE GRAMMATICAL MORPHEMES IN THE ORAL PRODUCTION OF PRESCHOOL PUPILS Barrot, Jessie; de Leon, Kristine
Indonesian Journal of Applied Linguistics Vol 3, No 2 (2014): Volume 3 No. 2 January 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i2.269

Abstract

Abstract. There are numerous studies concerning the order of acquisition of grammatical morphemes; however, no paper to the knowledge of the authors has explored the accuracy order and acquisition of grammatical morphemes of Filipino children. The present study investigated the accuracy order of 14 English grammatical morphemes of Filipino preschool pupils. Specifically, this paper sought to determine the grammatical morphemes which have the highest and lowest accuracy level by Filipino preschool pupils. It also attempted to identify whether there is a relationship between the order of grammatical morpheme acquisition of Filipino preschool pupils compared to the order of grammatical morpheme wherein English is the first language and English is the second language. The participants involved in this study were 18 preschool pupils whose age ranges from three to five years old. These participants were divided into two clusters based on their linguistic and geographical background.   The findings revealed that plurality and progressive verbs posted the highest accuracy level while prepositions and past irregular verbs had the lowest level of accuracy. As regards the relationship between the order of acquisition, the results revealed that the present study posted a different order compared to Dulay and Burt’s (1973) and Brown’s (1973) studies through Kendall coefficient of concordance and Spearman Rank Order Correlation. Keywords: Accuracy order, L2 acquisition, order of acquisition, grammatical morphemes KEAKURATAN URUTAN MORFEM TATA BAHASA DALAM PRODUKSI LISAN SISWA PRA-SEKOLAHAbstrak: Ada banyak kajian mengenai urutan pemerolehan morfem-morfem tata bahasa, akan tetapi sepengetahuan penulis tidak ada makalah yang telah menggali keakuratan urutan dan pemerolehan morfem tata bahasa diantara anak-anak Filipina. Kajian ini menyelidiki keakuratan urutan dari empat belas morfem tata bahasa Inggris diantara siswa pra-sekolah Filipina. Khususnya, makalah ini berusaha untuk menentukan morfem-morfem tata bahasa yang memiliki tingkat keakuratan tertinggi dan terendah diantara siswa pra-sekolah Filipina. Kajian ini juga berusaha untuk melihat apakah ada hubungan antara urutan pemerolehan morfem tata bahasa para siswa pra-sekolah Filipina dengan urutan morfem tata bahasa dimana Inggris sebagai bahasa pertama dan kedua. Para peserta yang terlibat dalam kajian ini adalah 18 siswa pra-sekolah yang berumur antara tiga sampai lima tahun. Para peserta ini dibagi ke dalam dua kelompok berdasarkan latar belakang bahasa dan geografisnya. Temuan-temuan menunjukkan bahwa kata-kata kerja jamak dan progresif (sedang berlangsung) memiliki keakuratan paling tinggi, sementara kata depan dan kata-kata kerja tidak beraturan lampau memiliki keakuratan yang paling rendah. Mengenai hubungan antara urutan pemerolehan, hasilnya mengungkapkan bahwa kajian ini menunjukkan urutan yang berbeda dibanding dengan hasil kajian Dulay dan Burt (1973) serta Brown (1973) melalui koefisien keselaran (coefficient of concordance) Kendall dan Korelasi Urutan Ranking (Rank Order Correlation) Spearman. Katakunci: Keakuratan urutan, pemerolehan bahasa kedua, urutan pemerolehan, morfem tata bahasa
Task, formulaic language, and role play for developing ESL students’ academic language Rajeswaran, Chandrasena Mandalasamy
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15252

Abstract

The effectiveness of task, formulaic language, and role play in facilitating uninhibited communication of ESL learners is beyond doubt. This quantitative empirical research employed a role play communicative assessment and a writing assessment to assess the efficacy of the combination of task, formulaic language, and role play, as a language learning strategy to teach cognitive academic language in English for Specific Purpose classroom of a university. The language ability acquired through brainstorming and reading sessions equipped the students for the task of describing a two-wheeler. The task which made use of the formulaic language led the engineering students to interact meaningfully and know the content for describing a two-wheeler and write the description in a coherent paragraph. The stimulated usage of academic language in a role play could scaffold the content and language learnt for successful retention for effective Oral Academic Presentation (OAP). Although the results cannot be generalised, students joining higher education in universities in ESL/EFL countries would be immensely benefitted by this kind of teaching method.
INTERPRETING THE READABILITY IN SIMPLIFIED EDITIONS OF CHILDREN’S LITERATURE FROM A THEMATIC PERSPECTIVE: A CASE STUDY ON ALICE’S ADVENTURES IN WONDERLAND Wang, Tingjia
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6876

Abstract

Readability formulas developed on the foundation of the structuralist approach have been proven capable of providing satisfactory indexes about the readability in most cases, but cannot explain “causes of difficulty or... how to write readably” (Klare, 1974, p. 62). This paper will explore the thematic structure under the framework of Systemic Functional Linguistics as an explanation perspective for the achievement of readability in simplified editions of children’s literature. The study is based on a comparison between the original and two simplified editions of Alice’s Adventures in Wonderland in terms of Theme composition and Theme status, respectively. The two adaptations have provided explicit conjunctions and an explicit identity chain, respectively, as the major tool to assist young readers with reading. Green (1865) has foregrounded the tactic relationship between clauses by adding Textual Theme back to the clause and by revising the clausal order in complexes. Swan (1988) has omitted most Textual Themes either on purpose or along with the deletion of plots, and rewritten marked Themes into unmarked, modifying the development of text into a linear pattern and converging the clausal order in text towards that in spoken language.
USING READER RESPONSE APPROACH TO GET ENGAGED IN ENGLISH TEXTS OF THE PAST Nafisah, Nia
Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i1.607

Abstract

Abstract: This study investigates the students’ interpretations of English literary texts produced in the heyday of British and American Literature –the Victorian Age and Modernism.  The fact that the texts are so distant from the students’ time and cultural contexts often becomes the obstacles in understanding, in particular, canonized literary texts. Moreover, in EFL classes where students do not use English in daily basis, the problem is multifold. On the other hand, despite the advice to use texts that are more contextual and meaningful to EFL learners, it is unavoidable for EFL students majoring English literature to read some canonical texts. Although the use of canonical works may present ideological and political bias (see (Said, 1979) and (McCallum Stephen, 2011)), Lazar (2005) argues that literature, among others, opens access to cultural background, expands students’ language awareness and develops students’ interpretative abilities. Confronting with time and space so different from the students’ own, this study employing reader response theory and analyzes how these EFL students majoring English literature construct meaning from three texts they read and its effects towards their interpretative abilities. The data were collected through students’ responses, questionnaires and focus group discussions. Keywords: English literature, canonized literary texts, EFL contexts, reader response
Ideologies underpinning the Indonesian National Qualification Framework (IQF) for higher education website text Yuwono, Untung
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15271

Abstract

Political and economic globalization has influenced the education sector. A significant component of education is the process of facilitating students’ acquisition of competence and values to enter the job market. The standard of competence at every level of education thus becomes the benchmark for the accurate estimation of a person’s success in the job market. Indonesia was not left behind in this trend, and the concept of the National Qualification Framework came into being. The first milestone occurred in 2012 when the Kerangka Kualifikasi Nasional Indonesia (Indonesian National Qualification Framework [IQF]) began to be enforced by the government of Indonesia, and the planning and implementing phases of IQF were conducted. One of these phases is the socialization and dissemination of information on the IQF in higher education through a website (kkni-kemenristekdikti.org) hereafter called the IQF website.  This paper qualitatively and quantitatively examines the ideas outlined in the IQF website text using critical discourse analysis framework. Through the textual analysis using systemic functional linguistics, this paper identifies the values highlighted by the IQF and shows that IQF is closely related to the working world. The word kerja (work/job), which appears throughout the text, collocates to words that manifest actors, institutions, processes, products, and values, and its use suggests that it is intended as the primary objective of the IQF. The textual analysis reveals that the context of neoliberalism and work within the workforce has become the trigger for change in national education in Indonesia. The purpose of higher education is now based on global pragmatism, that is, to provide students with competence in accordance with the needs of the job market, and, as a result, all educational regulations are directed to meet the demands of the job market, which ultimately shape the goals and competence levels of the IQF.
EXPLORING IMPLICIT META-DISCOURSE IN LEGAL DISCOURSE: AN ANALYSIS OF THE CHINESE AND AMERICAN CONSTITUTIONS He, Mengyu; Rahim, Hajar Abdul
Indonesian Journal of Applied Linguistics Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i2.8138

Abstract

Research in meta-discourse, particularly explicit meta-discourse or meta-discourse markers has contributed much knowledge on the discourse features of specialised genres. However, there are very few studies on implicit meta-discourse. The current study explores implicit meta-discourse in legal discourse by comparing the implicit interpersonal meta-discourse in the Constitution of the People’s Republic of China with the Constitution of the United States. The focus of the study is the use of implicit meta-discourse, particularly the grammatical meta-discourse in the legal discourse of two different languages and cultural groups. The findings demonstrate that there are similarities and differences in the use of implicit meta-discourse in the two constitutions. Within the context of language discourse, the findings of the current study suggest that legal discourse is distinctive in the use of implicit interpersonal meta-discourse, particularly in the way writers intrude into the discourse implicitly by certain key grammatical forms of meta-discourse. Despite the objectivity and rigour of legal discourse, the current study found that there is some level of subjectivity in such discourse, evident from the use of implicit meta-discourse. 
SEVEN ISSUES AND DILEMMAS IN LITERATURE TEACHING IN EFL CONTEXT: LESSONS FROM INDONESIA Musthafa, Bachrudin
Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i2.690

Abstract

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.
Interrelationships of emotional intelligence with the awareness of request and apology strategies in an EFL setting Ghenaati, Zohreh; Naeini, Ma’ssoumeh Bemani
Indonesian Journal of Applied Linguistics Vol 9, No 1 (2019): Vol. 9 No. 1, May 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i1.14486

Abstract

Taking the approach of interlanguage pragmatic analysis based on the theories of Speech Acts and Emotional Intelligence (EI), the main purpose of the present study was to find the interrelationships among components of EI, and awareness of request and apology strategies among Iranian TEFL students. The study was conducted on 200 English teaching majors from Mashhad universities. EI was measured through a translated form of Bar-On emotional quotient inventory and a self-developed questionnaire for measuring the apology and request strategies. The results of path analysis showed that among five sub-constructs of EI, four variables positively and significantly predict request strategies: Interpersonal (β= .40, p.05), Intrapersonal (β= .16, p.05), Adaptability (β= .17, p.05), and Stress management (β= .15, p.05). Moreover, among five sub-constructs of EI, three variables of Interpersonal (β= .16, p.05), Intrapersonal (β= .22, p.05), and Stress management (β= .12, p.05) are predictors of apology strategy. The results also indicate that the proposed model had a perfect fit with the empirical data. Furthermore, the results of correlation showed that General Mood is positively and significantly correlated with apology and request. Thus, it is suggested that educators and policymakers consider the importance of EI in improving request and apology strategies.

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