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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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Phonetic realisations of Madurese vowels and their implications for the Madurese vowel system Misnadin, M.
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25033

Abstract

It has been suggested that Madurese has eight surface vowels [a, ɛ, ə, ɔ, ɤ, i, ɨ, u], but there have been disagreements with regard to the number of its vowel phonemes. The disagreements arise partly because some scholars base their analyses of Madurese vowels on phonetic grounds while others base them on certain phonological analyses. Besides, some researchers do not consider native versus non-native Madurese words in their analyses. The paper addresses these problems by incorporating both phonetic and phonological analyses in order to provide a better description of Madurese vowels. To achieve this, we investigated the acoustic realisations of the eight surface vowels by looking at the first and second formant frequencies (F1 and F2) of the high and non-high vowel pairs (i ~ ɛ, ɨ ~ ə, ɤ ~ a, u ~ ɔ). Fifteen speakers of Madurese were recorded reading Madurese words put in a carrier phrase. All segmentations were done employing Praat, and F1 and F2 values were extracted using a Praat script. The data were assessed with a linear mixed-effects model accounting for variation due to both random and fixed factors. The results showed that all high and non-high vowel pairs significantly differed in their F1 values. However, the results for F2 values showed variations; only the pair [ɨ ~ ə] showed a significant difference at vowel onset and at vowel midpoint the pairs [i ~ ɛ] and [ɨ ~ ə] were significantly different. Furthermore, we also looked at the vowels [ɤ] and [ɨ] as well as [ɤ] and [ə] to see if they differed in their F1 and F2 values. Our results confirmed that at both vowel onset and midpoint, they were significantly different. The results were discussed employing phonological analysis and vowel dispersion theory. The result of the analyses suggests that Madurese should be best described as a language with a four-vowel system and further offers a solution to the disagreements on the number of vowel phonemes in Madurese
Critical ‘intercultural awareness’ enhancement: Effects of using asynchronous online discussion with Thai tertiary students Rajprasit, Krich
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25020

Abstract

In the globalized era, the interaction between people from different cultures increases dramatically. This affects the way the English language is used, and how the language is taught at all levels of education. Regarding this, English language teachers are recommended to reconsider their current classroom practices in light of the above issue. One basic recommendation is to incorporate other cultural aspects besides just the American and British models commonly used today. However, research on developing learners’ critical ‘intercultural awareness’ (ICA) is rare in the literature, particularly regarding the use of asynchronous online discussion (AOD) at the Thai tertiary level. This study aimed to investigate the AOD use to develop critical ICA and to examine the effects of such AOD use on the learning of Thai students. Twelve ICA-enhanced AOD tasks were developed as instructional instruments. From these, research instruments were developed, including a pretest, a posttest, a self-reported questionnaire, and an in-depth interview. Two groups of Thai students with different English proficiency levels were selected to join the experiment, classified as a high proficiency (HP) group and a low proficiency (LP) group. After AOD implementation, their performances were assessed. Findings revealed improvements in the performances of both groups, with the mean posttest scores being higher in both groups, with the HP group demonstrating better performance. In addition to posttest scores, the participants provided positive perceptions of the AOD tasks, with no significant differences in the perceptions between groups. The interview responses revealed the students’ perceptions that the AOD tasks were challenging, but provided them with an opportunity to think critically about the culturally related questions. This study highlights the benefits of developing critical ICA in an ELT classroom with the AOD use, especially HP students, even though it may not work very well with LP students.
Infusing moral content into primary school English textbooks: A critical discourse analysis Sulistiyo, Urip; Supiani, S.; Kailani, Ahmad; Lestariyana, Reni Puspitasari Dwi
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25067

Abstract

Situated in character-based education, the Indonesian Government mandates all teachers to incorporate moral values into school subjects. Teaching English to young learners (TEYL) is no exception. Little empirical evidence reports how school textbooks (e.g., language textbooks) discursively teach particular values explicitly and implicitly. To validate whether English for young learners (EYL) textbooks teach particular moral values, the present critical discourse study (CDA) reported in this article examines how moral content is discursively infused into EYL textbooks. Framed in Hallidayan Systemic Functional Linguistics (SFL) theory, it looks specifically at how particular moral values are represented in three nationally-adopted EYL textbooks through lexical choices, the representation of images, and selected texts that the textbook writers use to represent their attitudinal discourse. The findings show that the value of helping others is predominantly represented in the textbooks. The other dominant values encapsulated in the textbooks include politeness and caring. We conclude that the textbook writers place greater emphasis on such values as helping others, being polite, and caring in the textbooks in as much as they may want to teach these values at an early age.
A genre analysis of research article ‘findings and discussion’ sections written by Indonesian undergraduate EFL students Suherdi, Didi; Kurniawan, Eri; Lubis, Arif Husein
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24989

Abstract

The quality of findings and discussion (F D) section in a research article is crucial to elucidate the results of a particular inquiry and to situate the significance of the results in the body of knowledge through publications in scientific journals. Previous academic genre analysis has generated several models to help novice writers develop the rhetorical moves of the F D sections across disciplines. However, the study on the quality of the rhetorical moves in the undergraduate EFL students’ research articles is still scarce. Hence, this study seeks to examine the manifestation of rhetorical moves in the findings and discussion sections written by Indonesian undergraduate EFL students. A total of 113 unpublished ELT research articles from a state educational university in Bandung was selected as the target corpus. AntMover 1.10 was employed as the analysis tool. The top-down approach was carried out to obtain the existing rhetorical structure using Ruiying and Allison’s (2003) framework as the guideline. The bottom-up approach was used to scrutinize the linguistic realizations of the rhetorical moves. The findings demonstrated that, in the move level, most of the students’ F D sections had manifested the four moves, i.e., providing background information, reporting results, summarizing results, and commenting on results. However, in the step level, a number of F D sections did not provide detailed information regarding the sequence of the findings presentation, the analysis procedure to obtain the findings, the explanation for the findings, and the highlight of the significance of the findings. The randomized rhetorical patterns were also dominant. It can downgrade the clarity and rigor of the F D sections. Despite that, the linguistic realizations of the moves, particularly the tense and sentence voice, mostly conformed to the norms. The findings may serve as a reference to develop the teaching materials of English for research publication purposes (ERPP).
The effect of raters fatigue on scoring EFL writing tasks Mahshanian, Amir; Shahnazari, Mohammadtaghi
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24956

Abstract

Given the importance of testing, in general, and scoring writing tasks in particular, the negative effect of fatigue on human raters is important to investigate. This study aimed to (1) explore the relationship between fatigue and scoring composition tasks written by upper-intermediate EFL learners; and (2) to investigate the discrepancy of the frequency of comments among EFL raters while scoring composition tasks. Four raters were selected, and each given 28 composition tasks to score and comment on. The data were analyzed through SPSS software by running ANOVA, Pearson correlation coefficient, and post-hoc tests. Results suggested that the scores assigned to the first 16 tasks were significantly lower than those assigned to the last 12 tasks and that the last four tasks were scored highest. Based on the results obtained from the questionnaire, the observed diversity is argued to be rooted in raters’ fatigue and result in test bias. Furthermore, findings indicated that the frequency of comments given by the raters on the first 12 essays was significantly higher than those on the last 16 essays (the highest and the lowest frequency of comments were observed in the first four, and the last four scored essays, respectively).
Problems following topic shift in interactions with repaired cleft children Saad, Mohammad Azannee; Jariah, Mohd Jan; Wahid, Ridwan
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25034

Abstract

Children with a history of cleft lip and/or palate (CL/P) can experience a range of difficulties such as sound articulation errors and reduced psychosocial functioning. This causes interaction with them to contain more frequent communication breakdowns than non-cleft children. The present study shows evidence of such breakdowns involving topic shifts in the interaction between parents and their repaired CL/P children. Interactional data were obtained through a series of recordings of three parent-child sets. The process is guided by the framework of Conversation Analysis (CA) while coding of topic shift adopts Crow’s typology (1983). Findings show that topic shift during interaction can indeed cause problems for children with a history of cleft, especially involving palatal cleft. Specifically, through the children’s repair initiations, the problems are manifest when a topic is introduced once the previous topic concludes, when a topic is extended and when a topic is revisited. This study shows that topic shift can potentially be a source of problems to CL/P children. Findings are useful for speech therapists, parents and teachers.
Exploring the constructivist mentoring program in developing EFL teacher professionalism: A qualitative approach Nugroho, Kurniawan Yudhi; Sakhiyya, Zulfa; Saleh, Mursid; Mujiyanto, Januarius; Rukmini, Dwi
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25021

Abstract

This paper investigates the implementation of constructivist learning, as it was practiced by five EFL teachers at a vocational high school in Indonesia. We offer a ‘mentoring program’ for teachers to support each other and provide resources that are bottom-up, free, and relevant, conducted in a collegial atmosphere. We adopted a qualitative approach as it enabled us to understand and cultivate deeper the learning process that occurred in the classroom. Data were qualitatively collected and analyzed in two ways. First, it focused on the participants’ interview, observation, self-reflection and discussion on the variables in the mentoring program covering the need and expectation of EFL teachers in the formal pedagogical setting, sources of teachers’ resistance to participate in Teacher Professional Development (TPD) program, the impact of TPD program on the teacher pedagogical competence, and conditions contributing to sustainable development as a result in the TPD program. Second, it was to disclose the researchers’ viewpoints and reflections under variables, as stated in the earlier analysis. Our research findings suggested that constructivist-learning practices were proven to be successful in helping the teachers experienced promising mentoring progress of TPD. Teachers and students underwent a significant change as the learning activities became more engaging and fun. Teachers confessed to have their pedagogical knowledge and practice expanded while having their attitude and mindset shifted after going through a series of activities inside the mentoring program. The program was central in nurturing teachers’ self-identity and helping them overcome their internal blocks. In the longer-term, this program contributes to developing teacher professionalism as they started to see the potentials and positives impacts of TPD programs.
The effects of vocabulary knowledge in L2 semantic lexical engagement: The case of adult learners of English as a second language García-Castro, Verónica
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25068

Abstract

There is evidence that L1 and L2 lexical engagement of novel items occurs in adulthood. However, previous studies have not addressed the effects of individual differences on that engagement. Hence, it is unknown how individual differences may influence semantic lexical engagement gains in L1 and L2 adult learners. This study investigates the effects of pre-existing vocabulary knowledge on L2 semantic lexical engagement of recently learned novel words. A semantic priming experiment, across two consecutive days, was conducted.  A group of advanced L2 learners (n=26) and L1 learners (n=26) participated in the study. They were trained on pseudowords acting as verbs (n=7) and nouns (n=7). Vocabulary knowledge was measured via an online vocabulary size test.  On day one, participants learned the meaning of the pseudowords via reading 12 repetitions of the novel words embedded into English sentences. Immediately, after the reading session, participants undertook surprise recognition and recall vocabulary post-tests. On day two, participants took part in a semantic lexical decision task (LDT) with priming to test L2 semantic lexical engagement of the novel words learned on day one. The data were analysed through a series of general and linear mixed-effects models. The results showed that L1 and L2 participants engaged the meaning of the recently learned novel words. Previous vocabulary knowledge predicted faster recognition of semantic related and unrelated primes in the LDT task. It is concluded that L1 and L2 adult learners lexically engaged the meaning of the recently learned words and that vocabulary size is a predictor of L2 semantic lexical engagement of novel words within the conditions of this study. The empirical findings provide a new understanding of the role vocabulary knowledge on L1 and L2 semantic lexical engagement of novel words. 
A model of the factors predicting English language teacher immunity: A path analysis Rahimpour, Hadi; Amirian, Seyed Mohammad Reza; Adel, Seyed Mohammad Reza; Zareian, Gholam Reza
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24990

Abstract

Language teacher immunity, recently put forth by Hiver and Dornyei (2015), refers to “a robust armoring system that emerges in response to high-intensity threats and allows teachers to maintain professional equilibrium and instructional effectiveness” (Hiver, 2017, p. 669). Due to the pure novelty of this construct, its significance to the practice of teaching and rarity of research on it, the present study aimed to develop a model on the predictors of this newly-developed concept. Based on the theories in the related literature, a model was proposed in which four traits of six HEXACO personality traits, job insecurity, and reflective teaching were considered as predicting factors. Through running Path Analysis using AMOS with Maximum Likelihood Estimate on the quantitative data obtained from 483 English language teachers from Iran, a revised model was obtained in which agreeableness, extroversion and emotionality were proved to have effects on language teacher immunity indirectly through job insecurity and reflective teaching which had direct effects on it. The strongest paths were from Job Insecurity (JI) to Reflective Teaching (RT) and Language Teacher Immunity (LTI) with considerable negative regression weights meaning that JI can have negative effects on both of them. The findings of the current research provide implications for both teachers and teacher trainers, highlighting the predictors of teacher immunity.
Engagement in high- and low-rated argumentative essays: Interactions in Indonesian students’ writings Handayani, Anis; Drajati, Nur Arifah; Ngadiso, N.
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24957

Abstract

This study reports the use of engagement in high-rated and low-rated EFL undergraduate students’ argumentative essays. The engagement here refers to one of the aspects in interacting with the readers, which is called metadiscourse (Hyland, 2005a). The data in this study were ten highest-rated and ten lowest-rated argumentative essays written by first-year undergraduate students. The data were coded manually by two raters to maintain data validity. The results reveal that high-rated essays contain less engagement than low-rated ones. However, it also shows that the engagement in high-rated essays was more varied and grammatically sophisticated than those in low-rated essays. Furthermore, while this study reveals that the higher number of engagement used in argumentative essays does not always coincide with the improved quality of the writing, it implies that the writing quality and score do not depend on the number of engagement expressed but more on the ways students use the engagement effectively. Thus, the explicit teaching on how to use engagement effectively in persuasive writings may be useful for the students to build more persuasive arguments as well as to improve their writing quality.

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