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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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LEXICAL BUNDLES IN JOURNAL ARTICLES ACROSS ACADEMIC DISCIPLINES Kwary, Deny Arnos; Ratri, Dewantoro; Artha, Almira F.
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.v7i1.6866

Abstract

This study focuses on the use of lexical bundles (LBs), their structural forms, and their functional classifications in journal articles of four academic disciplines: Health sciences, Life sciences, Physical sciences, and Social sciences. The corpus comprises 2,937,431 words derived from 400 journal articles which were equally distributed in the four disciplines. The results show that Physical sciences feature the most number of lexical bundles, while Health sciences comprise the least. When we pair-up the disciplines, we found that Physical sciences and Social sciences shared the most number of LBs. We also found that there were no LBs shared between Health sciences and Physical sciences, and neither between Health sciences and Social sciences. For the distribution of the structural forms, we found that the prepositional-based and the verb-based bundles were the most frequent forms (each of them accounts for 37.1% of the LBs, making a total of 74.2%). Within the verb-based bundles, the passive form can be found in 12 out of 23 LB types. Finally, for the functional classifications, the number of referential expressions (40 LBs) is a lot higher than those of discourse organizers (12 LBs) and stance expressions (10 LBs). The high frequency of LBs in the referential expressions can be related to the needs to refer to theories, concepts, data and findings of the study.
MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE Zarei, Abbas Ali; Afshar, Nima Shokri
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.v4i1.598

Abstract

Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge.  Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.
How language teachers perceive information and communication technology Djiwandono, Patrisius Istiarto
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.v8i3.15260

Abstract

The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT mentioned the importance of teachers’ upgrading their ICT skills and called for institutional support for the teachers. Three models, TAM (Technological Acceptance Model), UTAUT (Unified Theory of Acceptance and Use of Technology), and TPACK (Technological Pedagogical Content Knowledge) were then discussed to address the need for helping teachers adapt to the fast-changing digital technology.
THE AUTHENTIC ASSESSMENT TO MEASURE STUDENTS’ ENGLISH PRODUCTIVE SKILLS BASED ON 2013 CURRICULUM Rukmini, Dwi; Saputri, Lenggahing Asri Dwi Eko
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.v7i2.8128

Abstract

In 2013, the Indonesian Ministry of Education and Culture published the 2013 Curriculum which demands teachers to implement authentic assessment as the method of assessing the students’ competence. There were three areas of students’ competence that should be assessed by authentic assessments, namely attitudes, knowledge, and skills. The types of authentic assessment that could be used to assess students’ skills are performance, project, and portfolio. This study aims at describing the implementation of authentic assessment to measure students’ English productive skills based on 2013 Curriculum at the eighth grade of a pilot school--State Junior High School 1 Ungaran (SJHS1U) in the academic year 2015/2016, explaining the problems the teachers encountered in implementing it, and explaining the solution used by the teachers to overcome those problems. The data were collected through interviews, class and document observations, were validated by triangulation of sources and analysed by using the flow model of Miles and Hubberman (1984). The results of the study revealed that the English teachers of the school have implemented the authentic assessment to measure students’ English productive skills. In doing so, the teachers asked the students to describe picture cues and retell the story as the performance assessments, to write a text for the portfolio assessment and to produce a comic for the project assessment. However, the implementation has not been conducted properly yet.
WEB-BASED JOURNALS IN THE CLASSROOM: MOTIVATION AND AUTONOMOUS LEARNING Pollard, Andrew
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.v4i2.680

Abstract

Abstract: The use of Web 2.0 in the language classroom is an area of exploration and interest to many. In recent years, much research has looked at the use of blogs in the assistance of language development, and this paper continues in a similar fashion. One key area where this paper adds to the field however, is that it looks at a Web 2.0 portal specifically aimed at language learners; the portal in question is Lang-8, which in conjunction with being similar to a blogging platform, also provides similar functions to a social networking service. This research exposed 12 Korean participants to Lang-8 as part of a credit-bearing university writing course. The participants made weekly journal entries on Lang-8, and upon completion of the course, were given an anonymous online survey to complete. The survey addressed areas relating to online language journals, corrective feedback, motivation, and learner autonomy. Overall, the participants reported that the use of Lang-8 positively affected their motivation levels, had positive experiences through received varied corrective feedback, and were exposed to a portal that allowed for more autonomous learning. 
Designed-in and contingent scaffolding in the Teaching Practice Groups model Mallows, David
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.v9i1.16141

Abstract

The focus of this paper is the teacher learning of trainee teachers of English as a second, other or foreign language to adults, within a particular model of initial teacher training: Teaching Practice Groups. It draws on socio-constructive theories of teacher learning to explore the learning of trainees within the model. Teaching Practice Groups are highly social; trainees on courses using the model interact a great deal with each other, with their peers, with the learners in the teaching practice classroom, and also with the course documentation and activities. This paper suggests that these interactions, and the consequent development of trainees’ knowledge and understanding of teaching, are scaffolded in both ‘designed-in’ and ‘contingent’ ways (Hammond Gibbons 2005: 12). Designed-in scaffolding can be seen in the way the course is structured, in the activities that learners are expected to engage with, and in the documents and processes through which these processes are managed. Contingent scaffolding on the other hand, the spontaneous actions and guidance of the trainer in response to the immediate learning needs of the trainee teacher, is unplanned. While the findings from this study are specific to the context of Teaching Practice Groups, this paper also offers a contribution to more general knowledge about initial teacher training for English language teachers.
A GENRE ANALYSIS OF PROMOTIONAL TEXTS IN AN INDONESIAN BATIK INDUSTRY Kristina, Diah; Hashima, Noor; Hariharan, Hariharan
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.v7i2.8351

Abstract

This study explored sales promotion letters (SPLs) and company profiles (CPs) of two prominent batik companies in Solo, Central Java, Indonesia. This essay draws its data from the most important primary source of information on sales promotion letters and company profiles namely words, phrases, and clauses taken from the SPLs and CPs of batik written in Indonesian. Secondary sources were also consulted in this research, among these transcribed data obtained from in-depth interviews with the text writers and buyers. Three SPLs and two batik CPs were analyzed. In addition, two informants (marketing and promotion managers) typifying the text production perspective and two buyers typifying the text consumption perspective were interviewed. This research was guided by theories of genre analysis which focuses on patterns of rhetorical organization and genre-specific language features. This study employed the multi-dimensional and multi perspective model of analysis focusing on textual, socio-cognitive and ethnographic aspects of the texts. This study concludes that the strong Javanese cultural influence has made the underlying intention of gaining profits to be less explicitly stated. Secondly, the textual analysis and the in-depth interviews supported the view that CPs of batik had been ideally used to create a favorable image of the company. Thirdly, the most distinctive feature that differentiated establishing credentials in the Indonesian batik business context had been the utilization of a sense of moral obligation to preserve native culture. Fourthly, the chemistry between writers and readers of SPLs and CPs built a strong foundation for mutual understanding and thus paved the way for making purchases. To conclude, this study has shown how the wider culture and the culture of the discourse community has contributed to the framing and formatting of SPLs and CPs of batik in terms of lexico-grammar, cognitive structuring, intertextuality and interdiscursivity.
EXPLORING L1 INTERFERENCE IN THE WRITINGS OF KADAZANDUSUN ESL STUDENTS Pudin, Chelster Sherralyn Jeoffrey; Storey, John Mark; Len, Loh Yoke; Swanto, Suyansah; Din, Wardatul Akmam
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.v5i1.831

Abstract

For many ethnic KadazanDusuns from Sabah, North Borneo, English is a third language after their mother tongue and Malay. The burden of having to contend with an additional language frequently leads to errors, particularly those caused by interference from the first language (L1). This study set out to identify the types and frequency of English language errors and their correlations in the writing of KadazanDusun ESL students at Universiti Malaysia Sabah. A further aim of the study was to establish which of these errors could be attributed to L1 interference. A total of 54 students with lower Malaysian University Entrance Test (MUET) band scores were asked to complete a questionnaire and write a short essay on a designated topic. The language errors were categorized and analysed via statistical analysis. Errors considered to be related to L1 interference were then identified after consultation with an experienced KadazanDusun language lecturer. The most common errors were those involving singular /plural nouns and unusual sentence structures. The results show that approximately 25% of the errors were attributable to L1 interference, i.e. mode (normal/involuntary), voice (actor (-ing form) /undergoer (-ed form), overuse of article, linker (when linker is used, no article is needed), auxiliary verb and direct translation. The findings of this study give ESL practitioners a better insight into student errors and should lead to improved writing performance in the classroom.
Native-speakerism and professional teacher identity in L2 pronunciation learning Alghazo, Sharif; Zidan, Mahmoud
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.v9i1.12873

Abstract

Many studies in different contexts have examined both English as a second language (ESL) and English as a foreign language (EFL) students’ convictions about the connection between nativeness in English and professional teacher identity; however, very few studies solely focused on that connection in second language (L2) pronunciation teaching. This paper explores EFL university students’ experiences in learning English pronunciation from ‘native’- and ‘nonnative’- English-speaking teachers (NESTs and NNESTs). Based on an empirical study of undergraduates-prospective English language teachers-at the University of Jordan, the paper finds that most students still view ‘nativeness’ as the main descriptor of effective teaching, strongly believing NESTs to be the ‘authority’ and source of ‘correctness,’ both of which convictions are emblematic of native-speakerism, which in turns leads to both cultural panic and voicelessness on the part of NNESTs and learners. The study concludes with calling for the need to raise awareness among EFL students of the various manifestations of English as a global language-particularly the irrelevance of nativeness to effective teaching-and incorporating NNESTs into teaching L2 pronunciation and rejecting their marginalisation in teaching pronunciation in EFL contexts.
LANGUAGE TEACHERS’ BELIEFS ON MATERIALS USE AND THEIR LOCUS OF CONTROL: CASE-STUDIES FROM IRAN AND JAPAN Amerian, Majid; Pouromid, Sajjad
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.v7i3.9808

Abstract

Teacher belief research has gone a long way to understand the complex mental lives of language teachers with regards to different aspects of the teaching profession. Little, however, is known about the teachers’ beliefs on the use of language teaching materials. Similarly, attempts to find literature on EFL teachers’ actual use of the materials based on systematic observation meets with great difficulty. The present case study research was therefore designed to contribute to the literature on teacher beliefs and materials use utilizing data from five Iranian and five Japanese teachers of English as a foreign language. Based on questionnaires, observations (50 sessions) and stimulated recall interviews (around 13 hours), it was found that while the Iranian teachers’ beliefs were rooted in their learning and teaching experiences besides the syllabus and context imposed standards, the Japanese teachers’ beliefs were mediated by their learning and teaching experiences, self-developed theories, SLA informed theories and colleague inspirations. The results of stimulated recall sessions making use of the construct of locus of control as interpretive lens also suggested that while the Iranian teachers mostly held other parties responsible for their pedagogic decisions, the Japanese teachers took responsibility for most of their decision on materials use. 

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