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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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A CASE STUDY OF COMBINED PEER-TEACHER FEEDBACK ON PARAGRAPH WRITING AT A UNIVERSITY IN THAILAND Loan, Nguyen Thi Thuy
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.v7i2.8345

Abstract

Writing in English is challenging for ESL writers, so feedback is crucial in assisting them. Although several studies have been conducted on the effectiveness of peer and teacher-feedback in ESL writing, studies on the combined peer-teacher feedback model tend to be scarce. This study thus reported on the combined feedback model in two paragraph-writing classes of sixty students at a university in Thailand where English is taught as a foreign language, students are reported to be passive in class activities and most writing programs are still taught using the traditional method. Students’ peer comments (both valid and invalid ones), their revisions based on both their peers’ and teacher’s feedback (correct and incorrect revisions) and their grades on each paragraph were recorded, and a five-point Likert scale survey and a focus group interview were conducted. The findings indicated its success in terms of students’ positive attitudes towards this feedback model, the usefulness of peer comments, high percentages of feedback incorporations and the high overall writing scores. This paper is thus expected to shed some light on how Thai university students with their passive style of learning English positively react to this interactive activity and partly reflect how in-service teachers adjust feedback strategies in their actual teaching situations.
A SOCIOCOGNITIVE-TRANSFORMATIVE APPROACH TO TEACHING WRITING Barrot, Jessie
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.v4i2.692

Abstract

Abstract. This article reports some of the compelling concerns in using various approaches to teaching writing. On this note, this paper provides an alternative teaching framework for the teaching of ESL writing to address these concerns. This sociocognitive-transformative framework incorporates the cognitive, social, cultural, and transformative components of learning. Specifically, the discussion covers three sections that shed light on the theoretical underpinning, the design, and procedure on how the proposed approach can be realized in ESL writing classrooms. It is also hoped that through this approach, the teaching and learning of writing would lead to producing 21st century learners capable of surviving this highly globalized and knowledge-based society.
The discursive portrayals of Indonesian Muslims and Islam in the American press: A corpus-assisted discourse analysis Fajri, Muchamad Sholakhuddin Al
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.v9i1.15106

Abstract

Numerous studies across disciplines on how western media portray Muslims have been conducted in different geopolitical and cultural contexts. However, we still lack research into media constructions of Muslims from a particular country, including Indonesia, which is the most populous Muslim nation. This study aims to analyse the linguistic representation of Indonesian Muslims and Islam in two corpora of American newspapers published in two different five-year periods (2002-2006 and 2012-2016) by using corpus-assisted discourse analysis framework. Keyword, collocation and concordance analyses were employed to reveal dominant discourses of Indonesian Muslims. It was also enriched by critical discourse studies’ commitment to analysing social and political contexts. Some of the findings corroborate and reinforce the results of previous studies on media depictions of Muslims in general, in that the dominant discourses around Islam and Muslims are related to terrorism, fundamentalism, conflict and violence. However, this study also brings forward additional information, including a shift in the discourse. Dominant discourses around Indonesian Muslims in the American newspapers have witnessed a slight change over the 15 year-period from terrorism and extremism to radicalism only. What might be highlighted is that there are extremely few positive media portrayals of either Muslims in general or Indonesian Muslims.
THEME AND THEMATIC PROGRESSION IN STUDENTS’ RECOUNT TEXTS Yunita, Sri
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.v7i3.9797

Abstract

This study aims to investigate the Theme and Thematic progression patterns in students’ recount text in a state vocational school in Bandung. This study employs a descriptive-qualitative research design. The data were obtained from a collection of students’ texts. This study uses the theory of Theme system developed by Halliday (1994) and the theory of Thematic progression proposed by Eggins (2004) as the framework to analyze the data. The findings showed that the Theme and Thematic progression supports the character of Recount text written by the students to some extents: the Topical Theme represents the students’ ability to deliver what the text is about, the Interpersonal Theme helps students declare their personal comments, while the Textual Theme showed the students’ ability to develop the logical relationship between clauses and make their texts more cohesive and coherent. In terms of thematic progression patterns, the Theme Reiteration pattern signposts that the students tend to make the text focus by repeating the same element as Themes; the Zig Zag pattern showed that the students introduce newly information by promoting the Rheme in a clause to the Theme in the subsequent clause, and the Multiple Theme pattern specifies that the students develop the texts well according to the prior plan before writing those ideas in the text.
ASEAN ECONOMIC COMMUNITY 2015: NEEDS ANALYSIS OF UNIVERSITAS INDONESIA’S ENGINEERING STUDENTS Araminta, Lavinia DW; Halimi, Sisilia Setiawati
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.v5i1.841

Abstract

Prior to the ASEAN Economic Community in the end of 2015, one of the keys for Indonesian engineers to outrank engineers from other ASEAN countries is mastering English language skills. This study aims at analyzing the English needs of undergraduate engineering students at Universitas Indonesia. Questionnaires and semi-structured interviews were used as the data collection methods. The questionnaires were spread to 111 alumni and 150 students from the Faculty of Engineering. The interviews were conducted with HRD from a multinational company, HRD from a local company, three heads of departments, and two lecturers from the Faculty of Engineering. The research reveals that students’ needs of English language learning are considered not as high as their needs of English language use. The recommendation given to the Faculty of Engineering is to conduct an optional course on English for Professional Purposes, and the course is to be handled by professional English teachers helped by the lecturers from the Faculty of Engineering.
Exploring academic identities of EFL novice writers Juliaty, Hanna
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.v9i2.20230

Abstract

In academic writing, undergraduate EFL learners are not required only to apply correct L2 writing system, but more profoundly, construct and convey ideas in ways recognised in their discipline as they continuously create and recreate identities as members of their academic community. Such a process of identity construction shapes EFL novice writers’ characteristics and nurture their growth as writers in the academic environment. This study, thus, aims to explore the portrayal of academic identities of undergraduate EFL novice writers. Eight Indonesian undergraduate students of an English Department in a private Indonesian university participated in this study. The data collected included an autobiography journal, a semi-structured interview and two essay assignments. The data were analysed qualitatively by employing Ivanič’s (1998) concept of writer identity, consisting of autobiographical self, discoursal self and authorial self, and Hyland’s (2010) metadiscourse model. The findings reveal that despite numerous writing repertoires applied to display aspects of autobiographical, discoursal and authorial selves in the learners’ academic writing, the portrayal of academic identities in the writing is overall weak due to the struggles that the learners faced in adjusting and engaging themselves in the academic community of their discipline. Some recommendations in relation to L2 academic writing practice for EFL undergraduate students include facilitating students to have more exposure and access into L2 academic writing culture and academic community of their discipline.
TO TRANSLANGUAGE OR NOT TO TRANSLANGUAGE? THE MULTILINGUAL PRACTICE IN AN INDONESIAN EFL CLASSROOM Rasman, Rasman
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.v7i3.9819

Abstract

Translanguaging, the use of learners’ full linguistic repertoire in language learning, has recently been theorized as an effective pedagogical practice because it creates more learning opportunities for multilinguals. Despite the growing number of research on this topic, less attention has been paid on the actual use of translanguaging in the classroom. This study aims to fill this gap by investigating translanguaging practice in an EFL classroom in Indonesia where learners used their full repertoire (English, Indonesian, Javanese) to negotiate meaning in learner-learner interactions. Specifically, this research attempts to find out both the effectiveness and the challenges of applying translanguaging to promote learning. The data were collected from the video-recording of naturally-occuring interactions among junior high school students (14-15 years old) in an EFL classroom in Yogyakarta, Indonesia. The data were analyzed using discourse analysis technique and perceived using ecological approach to explain the dialectical relationship between local interaction and the wider socio-political context. The findings show that translanguaging could help learners to develop their multilingual competencies (including the English language). However, the different socio-politically constructed status of English, Indonesian, and Javanese is still prevalent among students and thus, it inhibits them from maximizing their full repertoire when learning English. Further pedagogical implications related to the translanguaging practice for teachers are also suggested in this article.
The Halo surrounding native English speaker teachers in Indonesia Kramadibrata, Angga
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.v5i2.1352

Abstract

The Native Speaker Fallacy, a commonly held belief that Native English Speaker Teachers (NESTs) are inherently better than Non-NESTs, has long been questioned by ELT researchers. However, this belief still stands strong in the general public. This research looks to understand how much a teacher’s nativeness affects a student’s attitude towards them, as well as the underlying reasons for their attitudes. Sixty seven respondents in two groups were asked to watch an animated teaching video, after which they completed a questionnaire that used Likert-scales to assess comprehensibility, clarity of explanation, engagement, and preference. The videos for both groups were identical apart from the narrator; one spoke in British English, while the other, Indian English. In addition, they were also visually identified as Caucasian and Asian, respectively. The video was controlled for speed of delivery. The quantitative data were then triangulated using qualitative data collected through open questions in the questionnaire as well as from a semi-structured interview conducted with 10 respondents. The data show that there is a significant implicit preference for NEST teachers in the video, as well as in respondent’s actual classes. However, when asked explicitly, respondents didn’t rank nativeness as a very important quality in English teachers. This discrepancy between implicit and explicit attitudes might be due to a subconscious cognitive bias, namely the Halo Effect, in which humans tend to make unjustified presumptions about a person based on known but irrelevant information.
AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT Maasum, Tengku Nor Rizan Tengku Mohamad; Maaruf, Nooreiny; Yamat, Hamidah; Zakaria, Effandi
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.86

Abstract

Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy
Policies on language education in Indonesia Hamied, Fuad Abdul; Musthafa, Bachrudin
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.v9i2.20279

Abstract

This article discusses policies on language education in Indonesia by covering six major sections. The linguistic make-up and history of languages currently spoken in the country are first introduced as the background to the discussion.  Then, building on the background factual information on the language education policies once adopted in Indonesia, a review and critical discussion regarding the design, implementation, and evaluation of the language education policies in the country are put forward. This is then followed by an elaboration of how currently adopted language education policies position different languages and what status and roles each language is accorded, and how these statuses and roles compare with English. Afterward, a prediction for the future status and role of the relevant languages under discussion is brought to light. Finally, a conclusion is made, accompanied by suggestions for further reading which will enable enrichment of knowledge-base on relevant aspects of policies on language education in Indonesia.

Page 31 of 63 | Total Record : 626

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