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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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EFFECTS OF WEB-BASED METACOGNITIVE LISTENING ON CHINESE UNIVERSITY EFL LEARNERS' LISTENING COMPREHENSION AND METACOGNITIVE AWARENESS Pei, Tao; Suwanthep, Jitpanat
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20246

Abstract

The present study examined the effects of web-based metacognitive listening practice on L2 learners? listening comprehension over 14 weeks. Participants (N  = 67) came from two intact classes of intermediate EFL university learners in China. The experimental group was involved in the web-based metacognitive listening practice built on the metacognitive listening principles. The control group undertook a traditional web-based listening practice with the same listening materials texts, yet without training on their metacognitive awareness. TOEFL tests and MALQ were used to track the development of listening achievements and metacognitive awareness. ANCOVA was employed to detect the differences between the two groups regarding listening achievements and metacognitive development. The results show that the experimental group made significantly greater gains than the control group in listening achievements. However, the development of metacognition remained inconclusive. The study concludes that metacognitive listening practice under web-based environment could outperform the traditional web-based listening practice in improving listening achievements among Chinese intermediate EFL learners. Besides, some recommendations for further study are discussed.
THE RECONCEPTUALISATION OF KNOWLEDGE BASE IN THE PRE-SERVICE TEACHER EDUCATION CURRICULUM: TOWARDS ELF PEDAGOGY Sakhiyya, Zulfa; Agustien, Helena I.R.; Pratama, Hendi
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11464

Abstract

This article examines ?what will be taught? or the knowledge base demonstrated in the English language teacher education curricula by using the framework of English as a Lingua Franca. The need for enhancing the professionalism of English teachers in the ascendancy of English as a Lingua Franca (ELF) in Indonesia demonstrates a critical point where pre-service teacher education holds strategic roles. This epistemological turn needs to ensure that the teachers are devised with knowledge base as well as contextual approach suited to each particular educational environment. Fifteen Indonesian pre-service teacher education programmes were randomly selected and meta-analysed to aggregate the extent of reconceptualisation of the knowledge base provision by focusing on the curricula?s emphasis (linguistics and/or language proficiency) and the integration of socio-cultural perspective. Although these curricula cannot wholly represent cultural responsiveness and pedagogical practices, they could serve as sites concerning the values and knowledge held as important in the institution. We argue that there is a need to place a greater emphasis on the language proficiency that matches the ELF paradigm, as well as to reconceptualise the knowledge base to respond to the diverse Indonesian socio-cultural realities encountered by the recontextualising agents, the teachers. The reconceptualisation of knowledge base would foster greater awareness of sociocultural relativity and learning expectations of teaching ELF situated in the Indonesian educational context.
DEVELOPING an ENGLISH PERFORMANCE TEST for INCOMING INDONESIAN COLLEGE STUDENTS Wullur, Bill Glenny
Indonesian Journal of Applied Linguistics Vol 1, No 1 (2011): Volume 1 No. 1 July 2011
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i1.99

Abstract

Abstracts This study constructed, developed and validated an English Performance test as a complementary to an existing placement test in Universitas Klabat, Manado, Indonesia.  It is designed to provide a valid criterion-based measurement within the placement programs of the said university. The study aimed to answer the following questions: (1) What test tasks and items are needed in a performance test based on current language testing theory? (2) Is the performance test valid? (3) Is the scoring of the performance test reliable? (4) Is the performance test practical and predictive? And (5) What are the ratings of the resultant performance test? The steps in developing a performance test involved conducting needs analysis, establishing attributes of good performance test, and constructing test specification based on current language testing theory.  The speech event chosen which would generate language use was applying for financial assistance.  From this speech event, four activities were elicited: (1) writing a letter of inquiry, (2) completing an application form, (3) making an appointment for interview, (4) giving an oral presentation/interview.  These activities represent the four authentic tasks in which the desirable modes/channel of communication, language functions and skills, genre, and topic are integrated. The developed test is divided into four sections corresponding with the elicited tasks: (1) Formal letter, (2) Application form, (3) Making Appointment, and (4) Oral Presentation. The test was validated in several ways: (1) face validation compared the scores of Indonesian studying in the Philippines and in Indonesia, and found that the scores are highly correlated at Spearman ρ = .85.  (2) The content validation relied on the evaluation of expert informants.  The finding shows that the content coverage and relevance of the test is highly satisfactory. (3) The concurrent validation was conducted to the existing placement test and found that the two tests are highly correlated at .964 using gamma test.  (4) The construct validation was conducted in two ways: item analysis for objective section of the test, and Rasch Analysis for subjective section.  The item analysis found that only three items are “fair”, while the remaining are either “good” or “very good”.  Rasch Analysis found that the raters could interpret the rating system and that the test is well fit and accurate.  In general, the proposed performance test is valid. The reliability of the test was established using the internal consistency index.  The findings revealed that all sections of the test are highly consistent at Kendall’s Coefficient of Concordance of .927.  The correlation between sections to overall scores was also calculated, and found that each section is highly correlated at.942 (Formal Letter), .934 (Application Form), .917 (Making Appointment) and .862 (Oral Presentation) using Kendall’s tau-b test. The practicality of the test was established by analyzing the percentage distribution of score of the pilot tests and field test.  The findings showed that the scores are well distributed in all four levels, and a pattern of distribution exists at Spearman’s ρ .85 correlation coefficient.  Therefore, the rating system is found practical and predictive. The output of the study is a resultant and valid English Performance Test for Incoming Indonesian College Students.  The test is named:  Academic English Performance Test or ACCEPT.
Eliciting teachers’ understanding and their reported practices on school-based formative assessment: Methodological challenges Hasim, Zuwati; Di, Shi; Barnard, Roger
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11476

Abstract

Ministries of Education in many countries have adopted various forms of school-based assessment (SBA) to replace (for example, New Zealand) or complement (for example, England, Australia and Malaysia) more conventional forms of assessment such as tests and examinations. Central to these alternative approaches to SBA is formative assessment. In recent years, a body of research has been built investigating various aspects of SBA in Malaysia, but there has been a dearth of studies exploring what practising teachers believe and do regarding implementing formative assessment in their own classrooms. The present article reports some of the findings of a case study in which ten Malaysian primary school teachers of English were interviewed to identify the extent of their understanding of formative assessment and their reported practices of providing feedback in an SBA environment. Initially, the teachers revealed a general lack of understanding of the difference between formative and summative assessment. In such a situation, it would seem that the teachers are unready to implement SBA at the present stage, despite it having been mandated in Malaysian schools since 2011-12. However, later in the interview, they reported implementing various forms of feedback, some of which might be regarded as formative. There is a need, therefore, to differentiate between teachers’ explicit knowledge and their implicit understanding of matters such as formative feedback. The inherent limitations of self-report data emerging from interviews will be discussed and how these might be overcome.
STUDENTS’ PERCEPTIONS OF THEIR REFLECTIVE ESSAY WRITING EXPERIENCE AND TEACHER FEEDBACK COMMENTS Sharif, Asiah Mohd; Zainuddin, Siti Zaidah
Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i2.4845

Abstract

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.  
THE ACQUISITION OF ENGLISH MULTIPLE INTERROGATIVES BY INDONESIAN SPEAKERS Kurniawan, Eri
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.168

Abstract

Abstract: This paper investigates the acquisition of English multiple interrogatives suchas Who did what? by advanced learners of English whose first language is Indonesian. Theunderlying functional feature of multiple interrogatives is multiple focus features, whichare not available in Indonesian. Unlike English, there is no equivalent structure of multipleinterrogatives in Indonesian since wh-questions in this language are instantiations of uniquefocus constructions. Acceptability judgment tasks were administered on four wh-pairings: whowhen,who-where, what-when, and what-where. The first task was in the form of questionswith a pair-list answer and single answer, whereas the second was in the form of questionswithin the contexts. Conjoined interrogatives were also added into the tasks in order to observethe L1 transfer. The results clearly demonstrate that overall advanced learners of English weresignificantly different from the English native speakers in their ratings of acceptability ofmultiple interrogatives. However, the statistical data of each wh-phrase pairing demonstratesthat L2 learners performed like native controls in their ratings of most of the pairings. Thesefindings suggest that the present study lends partial support to Full Transfer/Full AccessHypothesis and No Parameter Resetting Hypothesis.
Guided literacy instruction: Helping students read multimodal English-medium texts Tungka, Novalita Fransisca
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13281

Abstract

This article reports a phenomenological study investigating the implementation of guided literacy instruction, geared to L2 students in reading multiple texts as the fabric of today’s literacy practice. Guided literacy instruction in this study aimed to promote the role of a student reader as a designer, navigator, interrogator, and interpreter in reading multimodal English-medium texts. Interviews, observations, and think-aloud protocols were used to collect data. Two L2 students volunteered to take part in this multimodal text-based reading project. Findings showed that the students experienced different reading activities resulting from the absence and presence of guided literacy instruction. The students’ experiences differed in the ways the students maximized the use of webpage text features, navigated texts across hyperlinks, and interpreted multiple modes of texts during a meaning making process. The empirical implication of this study is that future research is needed to investigate factors influencing the implementation of guided literacy instruction in reading multimodal English-medium texts. Pedagogically, multimodal text can be a meaningful learning resource that students can use to learn a range of knowledge and language resources beyond the classroom zone.
CHILD COMPREHENSION OF ADULTS’ VERBAL INPUT: A CASE OF BILINGUAL ACQUISITION IN INFANCY Adnyani, Ni Luh Putu Sri; Beratha, Ni Luh Sutjiati; Suparwa, I Nyoman
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.v7i1.6853

Abstract

Research concerning comprehension in early simultaneous bilingualism is still very limited. Thus, this study focuses on describing a bilingual infant’s comprehension of adults’ verbal input addressed to the child in an Indonesian-German language environment, and the child’s understanding of translation equivalents (TEs). The child, who was exposed to Indonesian and German simultaneously from birth, was observed from age 0;9 to age 1;3 using a diary supplemented with weekly video recordings. A “one parent-one language” system was applied in which the child received Indonesian language from the mother and German language from the father from birth. Since the family live in Indonesia and have regular contact to the collective family members, the child received dominant exposure in Indonesian compared to German. The data was transcribed and analysed using ELAN. The results show that the adults’ verbal inputs in the form of speech addressed to the child were in the form of short utterances which very often had a high-pitched sound and were rich in repetition. The adults’ speech was able to be discriminated by the child. In the pre-production stage, the child could understand approximately 6 (six) proper nouns, 18 (eighteen) Indonesian words and 14 (fourteen) German words. The result reveals that the child could comprehend more words in Indonesian than in German. It was also found that the child could understand some bilingual synonyms, which implies that at the pre-production stage, the child already went through a process of bilingual development.
WILL COMMUNICATIVE LANGUAGE TEACHING WORK? TEACHERS’ PERCEPTIONS TOWARD THE NEW EDUCATIONAL REFORM IN SOUTH KOREA Lee, Moon Woo
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.v3i2.265

Abstract

Abstract: This study examines how Korean elementary and secondary school teachers perceive the seventh national curriculum focusing on communicative language teaching. Thirty-seven participants were surveyed with a questionnaire designed grounded in Li (1998) and interviewed individually for about 15-20 minutes. The collected data was analyzed based upon Stake’s (2000) theme-based approach. The results showed that teachers’ perception onto CLT was very limited to speaking skills. The main issue concerning the teachers coming from different school levels was varied. Elementary school teachers were more concerned about enhancing students’ involvement, whereas secondary school teachers pointed out the difficulty of implementing CLT due to the heavy focus on the paper-and-pencil format of college entrance exam. In addition, novice teachers were more skeptical than experienced ones in terms of the feasibility of CLT in the actual classroom context, even though they were thought to be more familiar to the concept of CLT. This study is expected to provide us with an opportunity to revisit a decade-old concept of CLT in Korean context in more critical way. Keywords: communicative language teaching, curriculum, teachers’ perception, language policy AKANKAH PENGAJARAN BAHASA KOMUNIKATIF BERHASIL? PERSEPSI-PERSEPSI GURU TERHADAP REFORMASI PENDIDIKAN BARU DI KOREA SELATAN  Abstrak: Kajian ini meneliti bagaimana guru-guru sekolah dasar dan menengah Korea memahami kurikulum nasional ketujuh yang berfokus pada pengajaran bahasa komunikatif. Tiga puluh tujuh peserta dijajaki pendapatnya dengan sebuah angket  yang dirancang berdasarkan temuan Li (1998) dan diwawancara satu per satu selama sekitar 15-20 menit. Data yang dikumpulkan dianalisis berdasarkan pendekatan berbasis tema oleh Stake (2000). Hasilnya menunjukkan bahwa persepsi guru terhadap Pengajaran Bahasa komunikatif (Communicative Language Teaching/CLT) sangat terbatas pada keterampilan-keterampilan berbicara. Masalah utama yang berhubungan dengan latar belakang sekolah guru yang berbeda-beda sangat beragam. Guru-guru sekolah dasar lebih memperhatikan peningkatan keterlibatan siswa, sementara guru-guru sekolah menengah menyebutkan kesulitan penerapan CLT karena fokus yang sangat besar pada format ujian tertulis masuk universitas. Selain itu, para guru pemula lebih skeptis dibanding yang berpengalaman dalam hal keterlaksanaan CLT dalam konteks kelas yang sebenarnya, meskipun mereka dianggap lebih mengenal konsep CLT. Kajian ini diharapkan bisa memberikan kesempatan bagi kita untuk mengkaji ulang konsep CLT yang sudah berumur satu dekade dalam konteks Korea dengan lebih kritis.Katakunci: Pengajaran Bahasa komunikatif (CLT), kurikulum, persepsi guru, kebijakan bahasa
Current issues in English language education: Perspectives, directions, and innovations Widodo, Handoyo Puji; Picard, Michelle; Macalister, John; Lin, Angel M. Y.
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13738

Abstract

Rationale behind the themed issue of the IJAL Trends in innovation in EFL Future directions

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