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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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DISCOURSE-BASED SYLLABUS FOR TEACHING LITERATURE TO EFL LEARNERS IN VIETNAM Lien, Tran Thi Ngoc
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.v3i2.274

Abstract

Abstract: This paper focuses on the potential use of discourse analysis in literature teaching in EFL class as well as approaches to designing discourse-based syllabus. This non-conventional approach has radically changed the teaching culture at Haiphong Private University, Vietnam which used to consider the analysis of literary works as reading comprehension lesson. Using this novel syllabus has gradually formed a so-called 3D(imention) class in which the teacher talks, the students talk and the literary text talk from its properties and as a result the ultimate objectives of literature teaching, say, language competence and literary appreciation can be achieved. Also, some parts of the sample syllabus are shared with a hope that they will be of certain benefit to readers. Key words: syllabus, literature teaching, discourse, discourse analysis SILABUS BERBASIS WACANA UNTUK MENGAJAR SASTRA PADA PEMBELAJAR BAHASA INGGRIS SEBAGAI BAHASA ASING DI VIETNAM  Abstrak: Makalah ini focus pada penggunaan analisis wacana yang potensial pada pengajaran sastra di kelas bahasa Inggris sebagai bahasa Asing (EFL) dan juga pendekatan-pendekatan untuk merancang silabus berbasis wacana. Pendekatan yang tidak biasa ini telah benar-benar mengubah budaya mengajar di Haiphong Private University, Vietnam, yang sebelumnya biasa menganggap analisis karya sastra sebagai pelajaran membaca. Penggunaan silabus baru ini telah secara bertahap membentuk apa yang disebut kelas 3D(imention), dimana guru berbicara, mahasiswa berbicara dan karya sastra berbicara dari sifat-sifatnya, sehingga tujuan-tujuan utama pengajaran sastra, misalnya kompetensi bahasa dan penghargaan terhadap sastra bias dicapai. Selain itu, beberapa bagian dari contoh silabus tersebut dibagikan dengan harapan bisa bermanfaat bagi para pembaca. Kata kunci: Silabus, pengajaran sastra, wacana, analisis wacana
International students’ perspectives of Malaysian English teachers’ spoken English Teh, June Li; Pilus, Zahariah
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.v8i3.15255

Abstract

Numerous studies comparing native and non-native English teachers have found that ESL students prefer native teachers for teaching speaking skills and pronunciation.  In other words, non-native teachers are viewed as less superior in matters related to spoken language.  This study explores international students’ views on spoken English of Malaysian teachers in English language classrooms. 81 international students who were attending English language classes as a preparation for university programmes at a Malaysian university participated in the study. The students were given a short writing task which required them to rate as well as stated their views on their Malaysian teachers’ spoken English in terms of speech rate, pronunciation, vocabulary, syntax, intelligibility, nativeness and acceptability for global communication. The study found that the international students considered the variety of Malaysian English used in the classroom as highly intelligible with high ratings for speech rates, vocabulary and sentence structures.  Malaysian English is also viewed as highly acceptable for global communication.  Although the teachers’ spoken language was rated lower for pronunciation and nativenesscompared to other traits confirming the views that non-native teachers are perceived as less proficient in pronunciation compared to the other skills, the ratings were still high indicating that in general, the acrolectal variety of Malaysian English as spoken in English classes is reasonably well accepted by other non-native speakers. 
AN EVALUATION OF SELECTED MOROCCAN ELT TEXTBOOKS: A STANDARDS-BASED APPROACH PERSPECTIVE Bouzid, Hassan Ait
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.v7i1.6879

Abstract

Standards-Based Approach to textbook evaluation has been blooming in recent decades. Nevertheless, this practice has received very little attention in Morocco.  The present study aims to bridge a gap in the literature of the Moroccan context by investigating the extent to which three locally designed ELT textbooks conform to the theoretical principles of the Standards-Based Approach which defines the teaching of English as a foreign language in the country (Ministry of National Education, 2007). Its objective is to examine whether and how these textbooks present contents that enable learners to meet the content standards included in the goal areas of Communications, Cultures, Connections and Comparisons. The study is informed by the theoretical framework of the Standards-Based Approach. It adopts a mixed-methods design that uses content analysis as a mixed data analysis method combining both quantitative and qualitative techniques. The findings reveal a number of shortcomings relevant to the representation of the content standards as several standards are not sufficiently addressed in the activities included in these textbooks. Eventually, some suggestions are addressed to policy makers, textbook designers and teachers to overcome the identified problems in current and future textbooks. The study is expected to sensitize ELT practitioners about the viability of using textbook evaluation in boosting both the quality of ELT textbooks and the quality of the teaching learning outcomes.
A THIRD WAY: ONLINE LABS INTEGRATED WITH PRINT MATERIALS Falmer, Roger
Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i1.660

Abstract

Abstract: The use of ICT in language education to enhance classroom-based instruction is examined in reference to blended learning. A blended model of integrating technological advances via an online lab with a face-to-face classroom environment is presented. The example of this operating in practice is iZone, a four-level print-digital series designed with the online component called MyiZoneLab at its heart, forming a cohesive and inseparable whole with its accompanying texts. Overcoming the limitations of classroom-only instruction is a particular strength of advances in computer technology. Delivering a unified body of content through different mediums is in effect a third way, neither just online nor simply in class, and this newer model has the capability to fully exploit and reinforce the advantages of each separate medium. Online access via a web browser may make good on the promise of studying whenever the learner desires, wherever they happen to be. To this movement towards flexibility in time and place is added a further ingredient, that of choice in self-study or learning with others, and of matching the time the individual spends on tasks to their needs. Integration and inseparability are inherent in this blended model, unleashing the potentiality of technological developments in language education while seeking to transcend the either online or face-to-face learning dichotomy.Keywords: ICT (Information and Communications Technology), blended learning; online labs, F2F (face-to-face), integration
Metaphors in the Quran and its translation accuracy in Indonesian Nurbayan, Yayan
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.v8i3.15550

Abstract

Metaphors (majaz in Arabic) are an important part of language style. In the Quran, they play a vital role in different interpretations of the Quran. The use of metaphors in Quranic verses may often cause semantic problems and varied interpretations for translation. The study of metaphors pertaining to the Quran aims to investigate accuracy issues in its translation. Previous studies on the translation of the Quran into Indonesian suggest that some metaphors are translated word-for-word. To some extent, the literal translation is an oxymoron leading to reduced nuances of meaning. The present study seeks to address two issues in relation to the use of metaphors: the actual translation product of Quranic metaphorical verses and translation techniques for Quranic metaphorical verses produced by the Ministry of Religious Affairs. In doing so, this study examines the metaphors of 15 verses in the Quran. Findings show that containing metaphors (13 verses containing lexical metaphors, and 2 verses containing sentential metaphors). Regarding the techniques, in the translated Quran published by the Ministry of Religious Affairs, 13 verses were translated by a literal technique and 2 verses by a non-literal technique. The findings of this suggest that when translating Quran verses, metaphorical features should be taken into account. It is also imperative for future research to scrutinize the implications of different translations on the construction of meaning in the Quran.
CONFERENCING APPROACH IN PROMOTING WRITING ABILITIY: A CLASSROOM ACTION RESEARCH STUDY ON LANGUAGE CREATIVE WRITING IN INDONESIAN LANGUAGE Hartati, Tatat
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.v7i2.8346

Abstract

In recent days there is a growing interest in the study of creative writing. A number of approaches for teaching creative writing have also been investigated.  However, studies investigating creative writing particularly for primary school students are hardly to find. The aim of the present research is to figure out how conferencing approach is applied to teach poetry writing and to find out the impact of this approach to the students’ writing skills. The study used a classroom action research with 30 sixth-grade students as the participants. To ensure the present approach effectively improves the learning achievement, the study used three cycles of teaching steps, including classical, group, and individual. Various media and sources to support the learning activities were also used. The results of the study show that there is a significant improvement in students’ writing skills, in which the average score of the third cycle was twice higher than that of the first cycle. This suggests that conferencing instruction had been successful in improving students’ writing skills. The process of interaction, both among students and between students and the teachers, were also emphasized. In addition, the teachers gained an experience of assesing poetry writing analytically using four aspects: creative idea, diction, information, and imagination.
MOTIVATION AND COMMUNICATIVE ATTITUDES AMONG JAPANESE EFL PUPILS Adachi, Rie
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.v5i1.824

Abstract

This paper describes how gender and age affect Japanese pupils’ motivation for learning English and their attitudes to communication with people from different cultures. A new foreign language curriculum was introduced to Japanese elementary schools in 2011. Although each school can officially choose any foreign language in its own right, most elementary schools are now conducting English activity. However, as most homeroom teachers lack both experiences and qualifications for teaching English, this activity puts them under pressure. In addition, the number of foreign assistant language teachers (ALTs) is not sufficient in most elementary schools. The writer surveyed fifth and sixth grade pupils’ motivation and their communicative attitudes in Japan during 2010, before the new course program, “foreign language activities,” began in 2011. The data were collected from three elementary schools in Japan via a questionnaire. The items on the questionnaire are related to motivational attitudes, orientations (reasons for studying a foreign language), communicative attitudes and some other variables relevant to learning foreign languages. The main focus of this study is to examine motivational and attitudinal variables among the pupils with regard to learning English, especially gender and age effects on these variables. The results show that girls generally have higher scores on motivation and communicative attitudes. Most previous studies have also shown that girls generally have a positive attitude toward learning a foreign language. This study argues that the reason behind this positive attitude toward learning English is due to their positive attitude toward communication in general. With regard to the age, there are a few differences between two school grades. As there is only one year difference in age between fifth and sixth grade pupils, the result is to be expected. The study suggests that Japanese elementary schools face a number of difficulties teaching English as it is difficult for teachers to motivate all pupils.
The interplay between pronunciation self-efficacy sources and self-efficacy beliefs: A structural equation modeling approach Shehzad, Muhammad Waleed; Alghorbany, Ali; Lashari, Sana Anwar; Lashari, Tahira Anwar; Razzaq, Shazma
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.v9i1.15933

Abstract

This study was conducted to find the association between pronunciation self-efficacy sources and pronunciation self-efficacy beliefs. It was quantitative in nature using a correlational research design. A sample of 155 Malaysian ESL university students was selected from two Malaysian universities by employing proportionate stratified random sampling. Two questionnaires were used to collect the data related to pronunciation self-efficacy sources and self-efficacy beliefs. In order to analyze the collected data, the correlational analysis was carried out with a statistical software named Smart PLS 3.0. Findings indicated that all the self-efficacy sources were significantly and positively correlated with pronunciation self-efficacy beliefs, except physiological state, which was significantly but negatively correlated with pronunciation self-efficacy beliefs. Based on the outcomes of this study, implications for ESL instructors and educational policymakers were presented.
A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA Gustine, Gin Gin
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.v7i3.9798

Abstract

In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.
Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms Kartika-Ningsih, Harni; Gunawan, Wawan
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.v9i2.20231

Abstract

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

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