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626 Documents
<![CDATA[Thinking critically while storytelling: Improving children’s HOTS and English oral competence ]]>
<![CDATA[Setyarini, Sri]]>;
<![CDATA[Muslim, Ahmad Bukhori]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Yuliasri, Issy]]>;
<![CDATA[Mujianto, Yanuarius]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i1.11480
<![CDATA[Although studies on the development of higher order thinking skills (HOTS) as part of Bloom’s revised taxonomy have grown significantly among adult learners, little is known about its use for teaching English to young learners. In the Indonesian context, HOTS is mandated by the scientific-based 2013 national curriculum. This study investigates the development of HOTS strategies and possible challenges through storytelling among seventh grade students to improve their speaking ability. This Classroom Action Research (CAR) obtains data from classroom observations, interviews with the teachers and students, and analysis of lesson plans. The findings reveal that, in its simple form, HOTS in storytelling was developed in young English learners through open-ended question, a strategy which enables students to practice speaking through giving opinion, comment, and imagination while analyzing and evaluating the story. However, due to their limited language competence and unfamiliarity with the story context, students still find difficulties in creating their own stories, the highest level of educational objective. The study finally comes up with ways to engage students in storytelling while developing their HOTS.]]>
<![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[FOLLOW-UP RESPONSES TO REFUSALS BY INDONESIAN LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE ]]>
<![CDATA[Muniroh, Dian]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v2i2.172
<![CDATA[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.]]>
<![CDATA[A comparison of visual and audio scaffolds in L2 English reading ]]>
<![CDATA[Stephens, Meredith]]>;
<![CDATA[Kaiser, Meagan Renee]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i2.13303
<![CDATA[This is a study of Japanese learners’ perspectives on visual and audio scaffolds in the teaching of second language English reading. We compare the approaches of ER, according to Day Bamford’s (1998) ten principles (outlined below) in class, and Assisted Repeated Reading (ARR) of a work of fiction to a class. ARR refers to the reading aloud of a text multiple times to students as they follow along silently (see Taguchi Gorsuch, 2002). Two classes of students in required English classes undertook both ER and ARR. Both the ER and ARR enhanced the students’ comprehension of the texts; in the case of ER, most students chose picture books, which aided their comprehension. In the case of ARR, the embodied presence of the reader, and the modeling of prosody facilitated comprehension.]]>
<![CDATA[RESEMBLANCE OF INDIRECTNESS IN POLITENESS OF EFL LEARNERS’ REQUEST REALIZATIONS ]]>
<![CDATA[Syahri, Indawan]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 3, No 1 (2013): Volume 3 No. 1 July 2013 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v3i1.197
<![CDATA[Abstract: Politeness principles are universally utilized by the speakers of any language when realizing various speech acts. However, the speakers of particular languages relatively apply politeness due to the cultural norms embedded. The present study attempts to delineate how the Indonesian learners of English (ILE) apply the politeness principles in request realizations. Specifically it devotes to the types of politeness strategies applied and resemblance of the indirectness in politeness strategies in requesting acts. The FTAs and indirectness are the theoretical bases used to trace the typologies of both politeness and request strategies. The data werere collected by means of certain elicitation techniques, i.e. DCTs and Role-plays. The analyses werere done through three stages; determining request strategies, politeness strategies, and resemblance of indirectness in politeness. The results show that the indirectness generally is parallel to politeness. Besides, some pragmatic transfers are found in terms of applying native-culture norms in realizing target speech acts.]]>
<![CDATA[The fever of English 2.0 in Indonesia: University students’ and faculty members’ attitudes towards English in different multilingual landscapes ]]>
<![CDATA[Abdurahman, Nur Hafiz]]>;
<![CDATA[Gandana, Isti Siti Saleha]]>;
<![CDATA[Novianti, Nita]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i2.13315
<![CDATA[The global spread of English has become a widely felt phenomenon, arousing different perceptions and attitudes among those who encounter it. The dominant use of English in virtual spaces has led to the emergence of ‘English 2.0,’ which has been perceived as a new concept of learning English involving networked learning and the use of digital technologies. This study explores Indonesian university students’ and faculty members’ attitudes towards the use of English in both face-to-face and virtual contexts. Adopting a mixed methods approach, it involved two hundred and fifty-one respondents through which questionnaires were distributed and completed. Responses to Likert-scale items were analysed using a paired-samples t-test of SPSS, while open-ended responses were used to yield a more in-depth analysis. The results show that there were mixed attitudes towards English among the respondents. This study suggests that while virtual domains can provide a space for learning and practicing English, a beneficial utilisation of the language ultimately depends on how English language learning is planned and designed.]]>
<![CDATA[THE PRACTICE OF GENRE-BASED PEDAGOGY IN INDONESIAN SCHOOLS: A CASE OF PRESERVICE TEACHERS IN BANDUNG, WEST JAVA PROVINCE ]]>
<![CDATA[Nurlaelawati, Iyen]]>;
<![CDATA[Novianti, Nita]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v7i1.6869
<![CDATA[This paper reports preservice teachers’ knowledge and understanding about genre-based pedagogy in the curriculum and its implementation in their EFL classrooms. Six participants who were taking their teaching practicum program in two different state schools took part in the study. Employing a case study design, the data were collected through questionnaire, observations, interviews, and document analysis (lesson plans). The findings show that the preservice teachers had varying degrees of knowledge and understanding of what genre-based pedagogy is and how to apply it in the teaching and learning. All of them, though, believe that genre-based pedagogy is very useful and applicable in EFL teaching and learning. Out of the six participants, four employed the pedagogy in their classroom teaching and learning. There is, however, a gap between what the preservice teachers know and understand about genre-based pedagogy and how they apply it in the classroom. Most of the preservice teachers skip the most important part in genre-based pedagogy, namely building knowledge of the field. They also do not give feedback to their students’ writing. These findings have some implications for the English teacher education in Indonesia. Teacher education institutes should pay more attention on preservice teachers’ practices in the classroom. Cooperation between the teacher supervisor, lecturer, and preservice teachers is really needed.]]>
<![CDATA[RESPONDING AND ANALYSING: STAGES OF TEACHING FUNCTIONAL GRAMMAR IN INDONESIAN CONTEXT ]]>
<![CDATA[Bumela, Lala]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i1.601
<![CDATA[Abstract: This paper offers an alternative to the teaching of a functional grammar course in Indonesian TEFL tertiary level context. An issue raised here is whether the course should directly require students to undertake textual analysis or provide them first with subjective reading experiences.  This issue is inspired by Jones and Lock¹s approach to teaching grammar in context (2011). This paper reports on a study that focused on two related phases of dealing with texts: responding and analyzing.  In the first phase, students were encouraged to take a personalised approach in responding to written English texts.  They had the freedom to decide whether the texts were meaningful for them in certain ways. Mckee (2003) and Lehtonen (2000) posit that as the sole decision maker in meaning negotiation, readers perceive the meaningfulness of texts in very diverse ways. In the second phase of the study, the students undertook an individual analysis of different text types. This study reveals that a successful textual analysis is determined by how students make sense of the texts. The analysis of context of situation, for example, becomes meaningful to students after they demonstrate a proper position as a reader.  This, in turn, helps them in gaining insights into the structure and grammar of those texts. Keywords: systemic functional linguistics, genre-based approach, textual analysis]]>
<![CDATA[A ‘disjunct’ in the linguistic landscape: Messages about food and nutrition in Indonesian school environments ]]>
<![CDATA[Harbon, Lesley]]>;
<![CDATA[Halimi, Sisilia Setiawati]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i3.15263
<![CDATA[In Indonesia’s schoolscapes, messages regarding food and nutrition abound. The researchers conducted descriptive, evaluative research on the nature and scope of the linguistic landscape around 20 primary school grounds in Jakarta and Depok education districts. The purpose of this study was to gather (digitally) and analyze food/nutrition signs/texts in order to determine which languages are represented in which places, and the kinds of messages for each language. As well, the study explored other non-food images relating to health found in these schoolscapes. Data were analysed using open and axial coding. The study found that the majority of the texts and images are found to be in Indonesian and only a small percentage are in Sundanese, Arabic, Japanese and English. Texts relating to food and nutrition were found inside and outside the school environments. Each language was responsible for a particular type of message. Official (top-down) messages inside the schoolscapes advocate for healthy food and nutrition. Texts found outside the schoolscapes convey a variety of messages, healthy and otherwise: from food labels, and flavor, to cigarette advertising. There is a ‘disjunct’ between the overtly health-oriented linguistic landscape inside the school perimeter and the less healthy linguistic landscape outside the schoolscapes, an issue which may be of concern to schools and their communities.]]>
<![CDATA[EMPLOYERS’ VIEWS ON IMPORTANCE OF ENGLISH PROFICIENCY AND COMMUNICATION SKILL FOR EMPLOYABILITY IN MALAYSIA ]]>
<![CDATA[Ting, Su-Hie]]>;
<![CDATA[Marzuki, Ernisa]]>;
<![CDATA[Chuah, Kee-Man]]>;
<![CDATA[Misieng, Jecky]]>;
<![CDATA[Jerome, Collin]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v7i2.8132
<![CDATA[Employability of graduates is a concern in many countries, including Malaysia, and the high unemployment rate among graduates is often attributed to their lack of English proficiency and communication skills. These two distinctive elements are often collated, and it is important to find out which is more important to employers. The study examined the employers’ views on the importance of English proficiency and communication skill for graduates to be employed in the Malaysian private sector. The data were from semi-structured interviews conducted with 10 employers in the private sector who were in the position to recruit staff. The 21,433-word interview transcripts were analyzed. The results revealed that employers in the Malaysian private sector view language proficiency and communication skills as separate qualities. The employers are willing to consider employing candidates with average English proficiency if they have good communication skills, except for jobs which require more communication in English such as customer service and marketing. The results also revealed that good communication skills can increase employability and opportunities for career advancement. The findings highlight the communication skills that universities need to emphasize so that their graduates have the necessary skills to perform well in employment interviews and in their work.]]>
