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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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The use of politeness strategies in the classroom context by English university students Mahmud, Murni
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.v8i3.15258

Abstract

Politeness still becomes a major concern in English language teaching. It is considered as one way to maintain effective classroom interaction. Therefore, as one of the important actors in the class, teachers, and students need to practice politeness as a way to create effective classroom interaction. This study aims to explore the politeness strategies of English students at one of the universities in Makassar. The researcher applied a descriptive qualitative research method to explore the politeness phenomena in EFL classroom interaction. The participants of this research were two classes of English literature program consisting of 50 students. The primary sources of data were the individual student presentations which had been recorded. There were fifty transcriptions of the recording which lasted for five to seven minutes for each presentation. The transcriptions were analyzed and discussed based on the theory of politeness of Brown and Levinson (1987). The findings from this study revealed that English students used different kinds of expressions to encode their politeness in the class. Those expressions were in the forms of greetings, thanking, addressing terms, apologizing, and fillers. There were also some terms derived from students’ vernacular language which were used as a softening mechanism for their presentation. These expressions were categorized as positive and negative politeness. The findings of this study might be used as an input for teachers and students in an effort to create effective classroom interaction.
MULTIMODAL FEEDBACK PROVISION IN IMPROVING PRE-SERVICE TEACHERS’ COMPETENCE Fazri Nur Yusuf; Utami Widiati; Teguh Sulistyo
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.v7i2.8126

Abstract

Studies on potentials of feedback over English language teaching seem to have not been well-revealed, including studies on the use of feedback to improve English pre-service teachers’ competence. The present study investigates to what extent a multimodal feedback can influence pre-service teachers’ teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers’ pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.
READING ALOUD STRATEGIES IN READING ENGLISH TEXTS Nurlaelawati, Iyen; Dzulqodah, Shofa
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.v3i2.663

Abstract

Abstract: Reading aloud by a young language learner shows unique patterns as the evidence of his/her language data processing. This study, thus, explored the strategies applied by an Indonesian young language learner to read English written texts aloud to identify errors that actually bring certain benefits in her language learning process such as making intelligent guesses when she encountered unfamiliar words. It adopted qualitative case study design involving a seven-year old girl as the subject, who had been exposed to English four yearearlier.The data were gained through observing her reading and interviewing her after reading. The data from both techniques confirmed each other and provided in-depth data analysis.Next, the data were analyzed under the the framework synthesized from Littlewood (1984). The findings indicated that to read aloud the subject made use of three strategies among others: overgeneralization, transfer and simplification. This means that the subject employed her L2 oral proficiency and L1 reading ability to process the L2 data from reading. The study implies that educators need to pay moreattention on how children process the language data they gain and to povide appropriate learning environments in order to prepare them to be better readers, beside improving awareness in similarities and differences of L1 and L2.Keywords:young learner, reading strategies, read aloud
Ideational meanings of science and interpersonal position of readers in science textbooks for basic level in Indonesia Hermawan, Budi; Rahyono, F.X
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.v9i1.15932

Abstract

This paper investigates the ideational meanings of science through the analyses of types and functions of the images used in science textbooks, the formality of the pictures, the genre of the texts used as the main passage, and the process types used. This paper also probes into the interpersonal meaning of science through the analysis of pronouns used to address the readers, the analysis of represented participants, including the existence or nonexistence of gaze, and the position of the images in relation to their interactive participants. The data for the study consisted of three randomly selected topics from science textbooks for grade 7,8 and 9 based on two different curricula used, namely KTSP 2006 and Kurikulum 2013. Reading images as proposed by Kress and van Leeuwen (1996; 2006) was used to analyze the visual images along with systemic functional linguistics (SFL) as proposed by Halliday (1994); Halliday and Matthiessen (2004) to analyze the verbal texts. The findings show that ideationally, the most dominant type of pictures used in the topics investigated is realistic pictures, pictures which represent human optical perception. In terms of the function of the pictures, analytical pictures, pictures which show the part-whole relationship, are dominantly used in the topics. Ideationally, the topics in the textbooks maintain the sameness of forms and colors of the scientific objects students study at schools as their real objects. Interpersonally, readers are positioned as the receivers of the message from persons who are more knowledgable, hence, more powerful than they are but, at the same time, approachable by the readers.
HEGEMONIC AND MINORITY DISCOURSES AROUND IMMIGRANTS: A CORPUS-BASED CRITICAL DISCOURSE ANALYSIS Al Fajri, Muchamad Sholakhuddin
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.v7i2.8349

Abstract

This study aims to analyse discourses surrounding the word immigrants in a large collection of naturally occurring language, ‘ukWac’ corpus (Web as Corpus). It employs corpus linguistics as a methodology to carry out critical discourse analysis research. Specifically, collocation analyses were used to identify dominant representations and discourse prosodies (Stubbs, 2007) of immigrants. Concordance analyses were then applied to examine the data in a more qualitative way. The findings suggest that while there are a few instances indicating positive representations of immigrants, hegemonic discourses around them are more negative. They are predominantly constructed as illegal entities, victims and dangerous groups. These constructions are likely to prime people to think that all immigrants are illegal and threatening, and will not be able to integrate into their host society.
IN HOUSE TRAINING (IHT) MODEL TO IMPROVE THE ABILITIES OF ENGLISH TEACHERS IN DEVELOPING TEACHING MATERIALS Lengkanawati, Nenden Sri; Setyarini, Sri; Sari, R. Della Kartika; Moecharam, Nicke Yunita
Indonesian Journal of Applied Linguistics Vol 5, No 1 (2015): Vol. 5 No 1 July 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i1.829

Abstract

The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and  professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1) creating a conceptual framework for enhancing teachers’ capabilities in developing and implementing teaching materials; (2) designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials; and (3) piloting and implementing the IHT model in teacher training programs. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials (Crowford: 2002) and the design of IHT (Wallace: 1993). The results showed that most respondents tended to resort to the textbook as the primary source for students’ learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few obstacles in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model to be incorporated in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.
Development of an instrument to measure EFL teachers’ perceptions of reflective teaching Moghaddam, Rokhsareh Ghorbani
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.v9i1.12826

Abstract

Given the importance of reflective practice in education, little research has been done to investigate how EFL teachers and EFL learners perceive reflective teaching. Since reflection calls for disclosing the underlying views, understandings, and beliefs behind actions on the part of teachers, it is expected that the teachers can provide some deeper insights into reflective teaching employed in their classroom (Richards Lockhart, 1996). The study was undertaken in light of current psychometric thinking about how a new instrument should be validated. The aim of the current research was to construct and validate an instrument measuring EFL teachers’ perceptions of reflective teaching. Through inquiry in the review of the related literature and interview with EFL teachers and EFL learners, a reflective teaching perception questionnaire was constructed in a five-point Likert scale format. In order to establish the construct validity of the new questionnaire, it underwent factor analysis with a sample of 200 EFL teachers and 100 EFL learners. The piloting and testing of the tentative scale through exploratory and confirmatory data analyses reduced the instrument to an 8-factor model with 37 items. By means of Cronbach’s alpha, the reliability of the instrument was obtained to be 0.916. The results of factor analyses yielded the dimensions of technicality, criticality, inquiry, creativity, teacher’s characteristics, learner’s factors, advantages of reflective teaching, and obstacles to reflective teaching. The study provides some applications of this instrument in the context of language teaching as well.
THE EFFECTS OF PLANNING CONDITIONS ON PRIMARY SCHOOL ESL PUPILS’ NARRATIVE WRITING Ma, Fei Fan; Zainal, Azlin Zaiti
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9803

Abstract

The present study investigates the writing performance in terms of language complexity, accuracy and fluency (CAF) and the pupils’ perceptions of their performance under different planning conditions and the relationship between pupils’ perceptions and their performance. There were 78 ESL pupils from a Chinese primary school in Malaysia who were grouped into three planning conditions:1) pre-task planning, 2) on-line planning and 3) no planning groups. This study employs a variety of data collection methods that include the collection of pupils’ written tasks and questionnaire surveys. The results of the study indicate that planning conditions did not have significant impacts on pupils’ writing performance except for the effect of pre-task planning on pupils’ written fluency. The results also differ greatly from numerous previous studies, which have been mainly conducted on adult writers. The present study also shows that pupils’ perceptions are partially related to their writing performance. The reasons for such contradictions are discussed. The findings have implications for the teaching of writing in the ESL context.
Teaching English in ASEAN: The voices of English teachers in ASEAN nations Waterworth, Peter
Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i2.1340

Abstract

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.
TEACHERS’ CONCEPTIONS AND USE OF ASSESSMENT IN STUDENT LEARNING Azis, Astuti
Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i1.72

Abstract

Abstract: Education and schooling involve not only materials to be taught or how they should be taught but also how the teaching and learning are assessed. Studying teachers’ conceptions is important, as it relates to beliefs which influence teaching practices, including assessment. This article reviews several studies on teachers’ conceptions and practices of assessment conducted in six different countries. The objective of the study is to presents teachers’ conceptions of the role of assessment in teaching and learning from different contexts. Data were obtained from a careful review of international articles on the study of teachers’ conception of assessment using inclusion and exclusion criteria. The result of the review reveals that assessment relates to learning improvement and support the use of various strategies and tools in assessing students. However, the six different countries in the review interpret improvement in different ways which is influenced by several factors. Implications and suggestions for further study are also provided. Keywords: assessment, conceptions, review, improvement, accountability

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