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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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L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners Subekti, Adaninggar Septi
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.v8i1.11465

Abstract

This study was conducted to find the relationship between learners’ L2 Motivational Self System (L2MSS), consisting of Ideal L2 Self, ought-to L2 Self, and L2 Learning Experience and their achievement. The participants of this quantitative study were 56 Indonesian undergraduate students who were taking English for Biotechnology class, an English for Academic Purpose (EAP) class. This study was conducted based on several rationales. Despite many researchers’ support on L2MSS’ strength in predicting L2 learning, they have not conclusively established the extent to which learners’ motivation measured with their L2MSS influences their achievements and to date, there have only been few studies investigating the relationships between L2MSS and actual learning achievements. Besides, despite L2MSS’ growing popularity in the field of motivational research, motivational studies using L2MSS in the Indonesian university context are generally still very rare. Hence, this study can serve to pave a way for further motivational studies using L2MSS in the context. The study found that in general learners had high a level of motivation as measured with L2MSS questionnaires. The study further found several results which were rather surprising. First, Ideal L2 Self and L2 Learning Experience did not have significant relationships with achievement. Even ought-to L2 Self and achievement correlated negatively. It was also found that, despite many experts’ support on L2MSS’s strength in predicting L2 learning, the participants’ L2MSS could not be a strong predictor of their achievement. Based on the results, discussions on possible contributing factors were presented along with the implications of this study results in the field of motivational studies. Based on the possible limitations of the study, furthermore, some directions for future studies are also presented.
RELATIONSHIP AMONG BRAIN HEMISPHERIC DOMINANCE, ATTITUDE TOWARDS L1 AND L2, GENDER, AND LEARNING SUPRASEGMENTAL FEATURES Mahmoodi, Mohammad Hadi; Zekrati, Sorour
Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i1.2743

Abstract

Oral skills are important components of language competence. To have good and acceptable listening and speaking, one must have good pronunciation, which encompasses segmental and suprasegmental features. Despite extensive studies on the role of segmental features and related issues in listening and speaking, there is paucity of research on the role of suprasegmental features in the same domain. Conducting studies which aim at shedding light on the issues related to learning suprasegmental features can help language teachers and learners in the process of teaching/learning English as a foreign language. To this end, this study was designed to investigate the relationship among brain hemispheric dominance, gender, attitudes towards L1 and L2, and learning suprasegmental features in Iranian EFL learners. First, 200 Intermediate EFL learners were selected from different English language teaching institutes in Hamedan and Isfahan, two provinces in Iran, as the sample. Prior to the main stage of the study, Oxford Placement Test (OPT) was used to homogenize the proficiency level of all the participants. Then, the participants were asked to complete the Edinburgh Handedness Questionnaire to determine their dominant hemisphere. They were also required to answer two questionnaires regarding their attitudes towards L1 and L2. Finally, the participants took suprasegmental features test. The results of the independent samples t-tests indicated left-brained language learners’ superiority in observing and learning suprasegmental features. It was also found that females are better than males in producing suprasegmental features. Furthermore, the results of Pearson Product Moment Correlations indicated that there is significant relationship between attitude towards L2 and learning suprasegmental features. However, no significant relationship was found between attitude towards L1 and learning English suprasegmental features. The findings of this study can provide English learners, teachers and developers of instructional materials with some theoretical and pedagogical implications which are discussed in the paper.
MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING Kuswandono, Paulus
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.v6i2.4846

Abstract

Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.
HOW ENGLISH STUDENT TEACHERS DEAL WITH TEACHING DIFFICULTIES IN THEIR TEACHING PRACTICUM Riesky, Riesky
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.v2i2.169

Abstract

Abstract: In the process of becoming professional, every single teacher will normallygo through a series of experiences that are cognitively, physically, and emotionallychallenging. One of the first steps they have to go through is a form of first teachingexperience with real students and real school environment like what many studentteachers are required to face in their teaching practicum. This paper explores kindsof teaching difficulties and efforts carried out to overcome them by English studentteachers in the context of teaching practicum conducted in 14 different secondaryschools in Bandung, Indonesia. Qualitative case study is applied as the research design,with interviews as the main instrument in collecting the data. This study involves theparticipation of students enrolled in an EFL Methodology class in collecting the dataas a part of their course assignment. The results of data analysis reveal that there are avariety of problems that can be mainly categorised into three types, namely problemsrelated to students, to the supervising teachers, and to the student teachers themselves.Several efforts carried out are also identified and some suggestions are also highlightedat the end of the paper.
The effects of explicit instruction of formulaic language on EFL argumentative writing quality Akkoç, Armağan Bakili; Qin, Jingjing; Karabacak, Erkan
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.v8i2.13282

Abstract

This study investigated the effects of explicit teaching of formulaic language on the overall quality of Turkish EFL university students’ argumentative writing. Forty-four freshmen and twenty-seven sophomores participated in the study, with half of them assigned to the experimental group and the other to the control group. Forty target formulaic language items were explicitly taught to the experimental group with a variety of activities for four hours in two weeks. The experimental group was found to increase the overall quality scores of their writing significantly after the intervention. They also outperformed the control group in the immediate post-test although a decrease was observed in the delayed post-test. Moreover, a significantly positive correlation was observed between the frequency of the formulaic language items used and the overall quality scores of the essays. It seemed that the explicit instruction of the target items raised the students’ awareness of formulaic language and improved the overall quality of their writing.
TEACHERS’ BELIEFS AND PRACTICES IN ASSESSING THE VIEWING SKILL OF ESL LEARNERS Gabinete, Mari Karen Lebumfacil
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.v7i1.6854

Abstract

This study explored the English/Language Arts teachers’ beliefs and practices in teaching and assessing students’ viewing skills in secondary education in the Philippines. Three secondary teachers in three government-run institutions were surveyed, interviewed and observed regarding their conception of visual literacy. The study revealed that teacher belief is influenced by their early education. In addition, teachers’ ability to teach and assess viewing skills relies not only on teacher training but also on access to technology and availability instrutional materials.  The study suggests a call to strengthen school or government support in order to promote viewing comprehension in basic education to meet the demands of the 21st century.
FORMATIVE ASSESSMENT IN L2 CLASSROOM IN CHINA: THE CURRENT SITUATION, PREDICAMENT AND FUTURE Jian, Huang; Luo, Shaoqian
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.v3i2.266

Abstract

Abstract: With the reform of English education in China since 2001, formative assessment (FA) has found its way into the key educational policy documents such as National English Curriculum Standards for Basic Education (NECS for BE) (MoE, 2001 2011), National English Curriculum Standards for Senior High School (NECS for SHS) (MoE, 2003) and College English Curriculum Requirements (CECR) (MoE, 2004 2007) and therefore aroused the interests from both researchers and teachers. To understand FA development in China over the past 12 years, a synthesis study was conducted to analyze the current situation and predicament of FA in China based on the published FA articles in Chinese journals and educational newspapers from 2001 to 2012 and the published FA monographs and unpublished Ph.D.dissertations collected from various sources so far. The study shows FA is inadequately researched, poorly understood and improperly implemented in China. It is believed that the predicament of FA may be attributable to a variety of factors such as inadequate financial support, lack of quality research into various aspects of FA, imbalance of quality research focus, limited knowledge of the latest developments of FA, the shortage of L2-related FA research, the tension between FA and Summative Assessment (SA) in the dominant testing culture of China, the time-consuming nature of FA and lack of professional FA training. To solve these problems, by drawing on the local context and international experiences, this paper puts forward the following suggestions: (1) More financial investment supporting balanced quality research into important issues of FA; (2) Clarification of FA concept; (3)Study of FA in relation to underlying L2theories; (4)Promotion of student SA performance throughFA; (5) Development of ready-to-use FA; and (6) Strengthening professional development for FA. The context-based proposal for FA could provide a reference for other contexts similar to China, especially the Asian countries in terms of economical development and/or educational culture. Key words: formative assessment in China, context-based proposal, FA research 
Coping with stress: Exploring the lived experiences of English teachers who persist in Malaysian rural schools Aziz, Ameiruel Azwan Ab; Swanto, Suyansah; Azhar, Sheik Badrul Hisham Jamil
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.v8i3.15249

Abstract

Teaching English as a second language is a long and complex undertaking, particularly when it is done in multilingual rural areas where English serves a limited purpose. The purpose of this phenomenological case study was to shed light and describe the lived experiences of ten English teachers who persist in rural schools in Sabah, Malaysia. Data gleaned from in-depth interviews and observations and were thematically analyzed. The research questions captured teachers' perceptions of the existing teaching and learning environment, sources of stress and coping strategies through interviews and observations. The findings depicted that rural schools do not benefit from a conducive environment to support English teaching and learning due to the limited English environment, shortage of teaching resources and poor physical environment. The findings also revealed that dealing with low English proficiency (LEP) students was their main stressor in teaching English in rural schools, followed by students' disruptive behaviours, excessive workload and lack of support. To cope with the stress, teachers first evaluate and assess possible solutions through a stress appraisal process. The present study identified that the personal, social, professional, and institutional coping strategies were used by teachers to cope with stress faced. The findings have implications for the teaching of English in rural schools and could offer recommendations for changes in educational practices in which the authorities, school administrators and teachers could collaborate in improving English education in rural schools and thus students' learning, achievement, and school reputation.
STYLE, CONTEXT AND TRANSLATED NARRATIVES: A SOCIO-SEMIOTIC PROFILE FOR STUDYING STYLE IN TRANSLATED NARRATIVES Aljahdali, Sawsan A.
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.v7i1.6871

Abstract

A translated narrative has both its structure and texture creatively reproduced in the decoding-reencoding processes. These processes of intersemiotic and interlingual transformations yield variable results influenced by language-in-context, as the broadest environment of translation, and prompted by the level of the typological and semiotic distance between texts. Translation is thus an act of communication that is separate (contextually and discursively) from, while it is still dependent (semantically) on, the original writing. Here, the translator’s style is an “imprint” that is simultaneously compelled by the creativity of the literary translation act and the existence of the targeted reader in a new socio-semiotic context (Baker, 2000; Hasan, 1986/2011, 1989; Hatim Mason, 1997; Malmkjær, 2004; Matthiessen, 2001). In response to Baker (2000), the present study aims to theoretically revisit the issue of style in narrative translation in a comparative view that takes into consideration the multiple contexts and meta-contexts of the acts of creation and translation. This comparative intersemiotic view ventures to address the complexity of narrative meaning recreation in these new acts of communication along the multi-stratal systems of language and narrative and in the light of the narrative, stylistic and socio-semiotic views of discourse and meaning.
A PROCESS-GENRE APPROACH TO TEACHING WRITING REPORT TEXT TO SENIOR HIGH SCHOOL STUDENTS Pujianto, Dimas; Emilia, Emi; Ihrom, Sudarsono Muhammad
Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i1.603

Abstract

Abstract: This study is aimed at exploring whether a process-genre approach (PGA) teaching steps can help develop senior high students’ writing skills of report text based on schematic structures and linguistic features analysis. A descriptive research design embracing case study characteristics was employed (Nunan, 1992; Cresswell, 2012). The data were gained from teaching process and students’ texts analysis. The basic framework of process-genre approach is the synthesis of teaching steps in genre- and process-based approaches (Badger White, 2000; Emilia, 2010). Students’ texts were analyzed in terms of Report text’s schematic structures and linguistic features using SFL GBA frameworks (Linguistic and Education Research Network, 1990; Gerot Wignell, 1994; Halliday, 1994; Anderson Anderson, 1997; Christie, 2005; Feez Joyce, 2006; Hyland 2007; Emilia, 2012). The results show that, to some extent, PGA helps students develop writing skills of Report text specifically on the genre knowledge, writing process, and feedback from peers and teacher which was observed from the teaching process and schematic structures and linguistic features analysis. Nevertheless, it is figured out that the low-achieving students need longer modelling and teacher-student conference stages. This study is expected to contribute towards teacher’s understanding in implementing and overcoming problems related to PGA in EFL classes in Indonesia, especially in emphasizing the modelling stage for the low-achieving students and in teaching other genres and language skills. Keywords: Process-based approach, genre-based approach, process-genre approach

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