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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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Phonology-based reading instruction to improve dyslexic students’ early reading ability Novianti, Ranti; Syihabuddin, S.; Rochyadi, Endang
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.v9i2.20242

Abstract

Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.
Gender representation in Filipino storybooks for children Mante-Estacio, MA. Joahna; Dumalay, Fernand Kevin; Rentillo, Philip
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.v8i1.11460

Abstract

Aside from learning values, traditions, and significant experiences from storybooks, children also learn about their roles as males and females from these learning materials. Previous studies on gender representation revealed that male characters in children’s storybooks are given more active roles through the verbs assigned to them. The present study examines gender portrayal in bilingual children’s literature written by Filipino authors. Using word count guided by the verb taxonomy of Johnson and Young (2002), 60 award winning and non-award winning books published between 2006 to 2017 were analyzed. Overall, the results reveal that the male characters continue to be assigned more active roles in the stories; however, they can also be assigned to roles that were traditionally given to female characters. Furthermore, both male and female names follow a two-syllabic structure which underlies the hypothesis that they are easily remembered by young readers. The implications of these findings in critical literacy are further discussed.
CORRECTIVE FEEDBACKS INTERACTION IN CLT-ADOPTED CLASSROOMS Liskinasih, Ayu
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.v6i1.2662

Abstract

This case study aimed to examine corrective feedback (CF) pattern in the interactions of Indonesian EFL (English as Foreign Language) classrooms (a speaking and a grammar classrooms) which adopt CLT (Communicative Language Teaching). Two lecturers and twenty undergraduate English department students of an A-class university in Indonesia were involved as research participants. The findings revealed that the lecturers employed all types of CF to treat all types of errors. Explicit corrections were dominant in Speaking class as well as other explicit CF; whereas reformulations and prompt were equally distributed. Elicitation was dominant in Grammar class as well as other prompts; meanwhile, explicit and implicit CFs had similar proportion. The lecturers’ preferences were based on their beliefs on how their students learn foreign language and some factors such as the importance of CF to the instructional focus of the lesson, the possibility to generate student’s uptake, and also their empathetic values about students’ current language development. It was concluded that the provisions of CF in EFL classrooms reflect the application of CLT.
Cognitive Style and EFL Learners’ Listening Comprehension Ability Yousefi, Mandana
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.v1i1.100

Abstract

Abstract     The current study aimed to investigate whether, and to what extent, there is a relationship between field independence / dependence cognitive styles and Iranian EFL learners' listening comprehension ability. For this purpose, a sample population of 131 Subjects was randomly selected.  A battery of tests including: a) the Group Embedded Figures Test (1971), b) the TOFEL listening test (1995), c) the listening task preference questionnaire, and d) the Michigan ECPE test (1996) were administered. The data analysis showed that the correlation between the TOFEL and the GEFT scores for FD learners (both males and females) was significant(r =0.70), and higher scores on the GEFT led to an increase in the FD learners TOFEL scores. Conducting one-way and two-way ANOVAs, it was suggested that while there was a relationship between cognitive style and listening comprehension (F= 18.02) and also no relationship between sex and listening comprehension (F=0.267), the interactional effect was significant (f = 7.03). Therefore, sex can be regarded as a source of performance difference in listening comprehension but not by itself and it seems that the interaction of sex and cognitive style can have a stronger effect on this skill. Regarding the learners’ preference toward the different parts of the TOEFL listening section, most  learners favored the short conversations, informal assessment, and one item/one conversation, however, the FI ones did better on the longer conversations of the second and the third parts of the TOEFL listening test. Keywords: Cognitive style, Field dependence, Field independence, Listening comprehension.
Assessing Indonesian students’ competence in translating French texts of different types Setiadi, Riswanda
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.v8i1.11477

Abstract

This research is based on the fact that while learning a foreign language, translation ability is important for various purposes, yet not easy for the learners to acquire. This study was therefore aimed to: (1) identify the difficulties facing the students in translating different types of texts, especially descriptive, narrative and argumentative; (2) measure the student's ability to translate the text of three different types; and (4) provide feedback to the faculty about the students’ ability to translate descriptive text, narrative and argumentative texts in particular. For the purpose of this study, only non-fiction texts were provided for the students. And it is assumed that different text types require them to take different ways of translating. The subjects were 30 students of the Department of French Language Education, at a state education university in Bandung, who attended a French-Indonesian Translation class. Data collecting instrument used was a translation test consisting descriptive, narrative and argumentative texts to be translated from French into Indonesian. The findings showed that half of the students had difficulty translating the three types of text, particularly in paragraph cohesion and fairness criteria. But they were more able to translate narrative and argumentative texts than descriptive text due to text structure and characteristics as well as students’ lack of vocabulary acquisition. However, in general the students had a slightly sufficient ability to translate those three text types from French into Indonesian. Errors in translation were also identified in relation to their knowledge of both source and target languages.
THE IMPLEMENTATION OF ENGLISH-ONLY POLICY IN THE TERTIARY EFL CONTEXT IN TAIWAN Wei, David Dirkwen
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.v2i2.164

Abstract

Abstract: The implementation of English-only policy in the English classes at Wenzao Ursuline College of Languages in Taiwan has continued for nearly 40 years. Its advantages and disadvantages have also been debated and challenged because of the rising demands on students’ English proficiency in Taiwan. This study intended to reexamine the efficiency of the implementation of English-only policy in the English learning at a college of languages in Taiwan. Both quantitative and qualitative methods were used in the process of data collection. 279 English major and non-English major students were invited to answer questionnaires, and six participants were invited to join interviews. The process of data analysis included the analysis of both the quantitative questionnaire data and the qualitative interview data. This study found students’ progress in English listening and speaking proficiency in the basic and lower-intermediate levels because of English-only policy. However, the interaction between teachers and some students was hampered because of the policy. Also, the ambiguity emerging in the insistence on using English only blocked some learners from comprehending the meanings of the texts they were learning, specifically the texts in the upper-intermediate and intermediate-advanced levels of English reading and writing courses. This study also found that proper tolerance of using both students’ native language and English in TEFL classes in the way of code-switching may help students more than the implementation of English-only policy in a tertiary TEFL context.  
Collaborative narrative writing: A digital photography task in an Indonesian Islamic secondary school Ferdiansyah, Sandi
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.v8i2.13277

Abstract

Despite being widely used in writing classrooms, collaborative writing along with a digital photography task in a secondary school context receives scanty attention. To fill this gap, the present case study attempts to showcase the design and implementation of a digital photography task in collaborative writing. It looks at (1) a group negotiation process of selecting story ideas and joint story drafting and (2) collaborative meaning-making processes in story writing and creativity building through visually-mediated narrative writing. Seven groups of third-year students of 16–17 years old participated in this study. They were engaged in a collaborative project to create digital stories. The findings of the study showed that a collaborative process in narrative writing through digital photography assisted the students to get involved actively in selecting digital software and jointly generating ideas of the story. The study also exemplifies the potential use of digital photography in helping the students develop ideas and enhance their narrative writing quality. The pedagogical implication of the study is that framing a visually- and technologically-based collaborative narrative writing task encourages students’ engagement in writing processes and empowers them to become engaged storytellers.
THE REPRESENTATION OF JOKO WIDODO’S FIGURE IN THE JAKARTA POST Kurniawan, Eri; Utami, Amalia Dwi
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.v6i2.4920

Abstract

This research investigates the representation of Jokowi’s figure as the governor of Jakarta, the presidential candidate, and the President of Indonesia in the Jakarta Post by using nomination and predication strategies of Discourse Historical Approach (DHA) proposed by Reisigl and Wodak (2001). Fifteen editorials focusing on Jokowi were examined. Findings reveal three main points. First, deixis and synecdoches become the nomination strategies that signify changes. The strategies signal that the Jakarta Post prefers to focus on Jokowi when he becomes the president since his every action represents the action that the government and Indonesia take. Second, the Jakarta Post prefers to use positive predication strategies in presenting Jokowi’s figure in all categories except on the Corruption Eradication Commission (KPK) issue. Third, the signification of the representation indicates that nomination and predication strategies are employed to represent the shift in political support towards Jokowi: from positive to negative. The Jakarta Post supports Jokowi since his performance as a leader is in line with the Jakarta Post values. However, the Jakarta Post no longer gives him its full support on the KPK issue, for his action is seen to contradict the Jakarta Post’s ideology that supports anticorruption movement.
EVALUATING GENDER-BIAS IN THE IRANIAN PRE-UNIVERSITY ENGLISH TEXTBOOKS Roohani, Ali; Zarei, Mandani
Indonesian Journal of Applied Linguistics Vol 3, No 1 (2013): Volume 3 No. 1 July 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i1.194

Abstract

Abstract: Textbooks can affect learners’ attitudes, viewpoints, and their choice of language in second/foreign language (L2) communication. The various ways in which the people are displayed in communication may affect students’ viewpoints. This study was an attempt to examine several potential areas of gender-bias in the representation of women and men in the pre-university English textbook, an English language teaching (ELT) textbook with two volumes taught in the high schools of Iran. To evaluate this textbook, content analysis was done in terms of gender-bias, gender-neutral, male-generics, and the firstness in the reading texts, instructions, exercises and illustrations. The frequency and percentages of names, nouns, pronouns and pictures attributed to each gender (i.e., males and females) were obtained and chi-square tests were carried out. In general, names, nouns and pictures pertinent to males outnumbered those attributed to females. Besides, there was a statistically significant difference between males and females in the two volumes of the pre-university textbook in terms of the above features. Also, male-oriented terms came first more frequently. However, there was not a statistically significant difference between male and female pronouns between the two volumes, though the percentage of male pronouns was higher. Moreover, the textbook included many gender-neutral nouns and pronouns not having any gender orientations. Findings indicated that the Iranian pre-university English textbook was somehow male-oriented and gender-biased as regards names, nouns, firstness and pictures associated with them though great efforts were made to avoid specific gender orientations.
Teaching philosophy in practice: Developing compatibility through personal practical knowledge Kumagai, Kazuaki; Black, Laurel Johnson
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.v8i2.13312

Abstract

As part of an MATESOL mentoring program, developing educators were paired with experienced professors.  The authors explore how personal practical knowledge bridges the gap between teaching philosophy and classroom practice. The complex layers of experience and knowledge that a mentor can offer need to be prompted, however; they cannot simply be deduced by observing. Using observational notes, interviews, and reflection, we explore real-time teaching decisions as a way to elaborate and reconsider the usually succinct teaching philosophy statement. This is particularly important for new teachers and those who are teaching in contexts or with students whose culture is still being absorbed. Personal practice knowledge is seen as the stem from which both teaching philosophy and classroom practice bloom.

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