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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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SIGHT TRANSLATION AND ITS STATUS IN THE TRAINING OF INTERPRETERS AND TRANSLATORS Krapivkina, O. A.
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.v7i3.9820

Abstract

Sight translation has been considered as a supportive teaching method for simultaneous and consecutive interpretation for a long time and, due to recent developments in various fields such as business, law, science, and technology, it has gained more attention beyond simultaneous and consecutive interpretation. However, research on how sight translation is applied seems to be rare. This study, thus, aims to investigate the challenges and exercises to overcome them to improve student’s sight translation. This research employed a descriptive analysis using teacher’s assessment and students’ self-assessment questionnaire. There were 57 students in the final year at a university in Russia participating in the research. They were asked to conduct a sight translation of 248 words text. The finding shows that public speaking is the most challenging criteria for the students to achieve and the least challenging criteria are to deal with the register and genre convention. The article concludes that the following aspects of sight translation should become a training focus: clarity and fluency of delivery, the coherence of discourse, factual and linguistic accuracy, compliance with register and genre conventions, appropriate speaking speed rate, information timeliness, appropriate tone, volume, and voice projection. Some exercises in enhancing students’ sight translation are also provided. It is recommended that sight translation is taught to the students separately from other modes of interpreting because of different skills combination.
Contesting Indonesia in children’s films: An analysis of language use and mise-en-scène Noorman, Safrina; Nafisah, Nia
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.v5i2.1353

Abstract

This research aims to investigate and interpret nationalism in Indonesian films for children with local settings. Four films for children –Garuda Di Dadaku (2009), Di Timur Matahari (2011), Serdadu Kumbang (2011), dan Tanah Surga…katanya (2012)- are analyzed with reference to the theoretical assumption of film as a form system covering its language use and mise-en-scène (Bordwell Thomson, 2010). Employing a formal system analysis, aspects of nationalism were constructed and interpreted using Bhabha’s (2000) dissemination theory and a seminal theory of ideology in children and teenagers’ literary texts by Hollindale (1988). Results show that nationalism is presented: 1) through the films’ mise-en-scène which generates attachment to Indonesian nation; 2) in abstract notions through the films interconnection with aspects of humanity, social justice, and unity; 3) the use of children characters’ points of view. The presentation implied that, in the context of building nationalism, the constructed meanings from exposures on nationalism originated in local issues as well as socio-cultural issues have placed children in an instrumental role as the glue in the weaving of Indonesian nationalism. These findings generate three implications: (1) giving inputs about the kind of texts for children which focus on children’s point of view; (2) encouraging the exposure of localities to raise the sense of nationalism; and (3) preparing practical ways to empower film as part of national character building in teaching children.
WHAT ENGLISH COLLOCATIONS TO TEACH FIRST TO INDONESIAN PRESCHOOL CHILDREN? A MINI-CORPUS BASED RESEARCH OF INDONESIAN CHILDREN'S STORYBOOKS Maryani, Maryani
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.v1i2.87

Abstract

Abstract: Frequent content words in a mini-corpus of 131 Indonesian children’s storybooks, which resulted in a corpus of 134, 320 words, were investigated. The result was used to identify what English collocations to teach first to Indonesian preschool children. The data were run through a collocation menu in MonoConc Pro, a corpus program. To identify the frequent collocations in the corpus, the preceding and following words from each frequent lemma were analyzed. All the data were calculated in terms of the whole corpus and normalized per 100,000 occurrences. The result showed that the children were already exposed to various collocations; however, it turned out that several English and Indonesian collocations were not similar in terms of syntax and morphology. Teachers cannot literally introduce those collocations to children. Key words: corpus, frequent collocation, content words
An intercultural study of euphemistic strategies used in Saudi Arabic and American English Al-Khasawneh, Fadi
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.v8i1.11466

Abstract

People often use euphemistic utterances or expressions to avoid offensive or tabooed topics, to make them more implicit and considerate. This paper explores the euphemistic strategies used in Saudi Arabic and American English. The sample of this study includes 145 college students (78 Saudis and 67 Americans). A questionnaire adopted from Rabab’ah and Al-Qarni (2012) was used to collect the data of the present study. The results revealed various strategies used by the participants, such as deletion, synonyms, metaphor, understatement, part-for-whole, overstatement, and jargons. The most frequent strategies used by the Saudis were ‘part-for-whole’, ‘understatement’, and ‘general- for-specific’. The American participants tended to use ‘taboo words’, ‘general-for-specific’ and ‘synonyms’ more frequently than the other strategies. The findings also showed that there is no relationship between strategy choice and gender. The findings suggest that Saudi Arabic seems to use euphemistic strategies more than the Americans. These results could be referred to cultural and religious beliefs and values. The study recommends raising the awareness of euphemism strategies for more active communication.
PRONUNCIATION OF CONSONANTS /ð/ AND /θ/ BY ADULT VIETNAMESE EFL LEARNERS Bui, Thien Sao
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.v6i1.2744

Abstract

This study examined the pronunciation of consonants /ð/ /θ/ by adult Vietnamese learners of English. Ten adult Vietnamese learners of English were selected to be the sample for the audiotape observation, which aimed at identifying the participants’ mistakes in pronouncing /ð/ and /θ/. Secondly, 115 learners of English in Vietnam were asked to complete a questionnaire regarding the causes of their pronunciation errors. The findings indicated that substitution phenomenon was a dominant problem in the students’ pronunciation of /θ/ and /ð/. The most outstanding problem in pronouncing the consonant /θ/ was replacing this sound by Vietnamese /t‘/. With regards to /ð/ sound, it was most frequently mispronounced as /z/. Besides, there was a new kind of mistake found: it was the tendency to pronounce /dʒ/ instead of /ð/, which has not been reported ever. Apart from that, participants also confirmed some causes of their erroneous pronunciation. As perceived by the learners themselves, the most popular causes of their problems were the lack of English exposure and practice, which implicated that an effective environment for using English was highly necessary.
LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS Lengkanawati, Nenden Sri
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.v6i2.4847

Abstract

Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA).  Therefore, it is very essential  to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for professional development.  After the data were qualitatively and quantitatively analyzed, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by  the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English.  LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting.
CRITICAL DISCOURSE ANALYSIS: THEORY AND METHOD IN SOCIAL AND LITERARY FRAMEWORK Ulinnuha, Roma
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.v2i2.170

Abstract

Abstract: Critical Discourse Analysis (CDA) serves as one of the tools to analyzethe linguistic and the social. This article aims at investigating the relevance of ideasamongst CDA figures—Fairclough, Van Dijk, Wodak, and Kristeva—to both socialand literary studies. This includes some significant points such as discourse, socialpractice, representation, power and intertextuality. The article shows, based on literarystudy, the aim of CDA applied linguistic aspect is to reveal the hidden in the analyticallevel of individual, institutional or social, i.e. domination and the abuse of power. CDAfigures agreed to some extent that the complex interactions of discourse and socialcould not be analyzed, unless it utilized the approaches of linguistic and social. In thecourse of identity, for instance, CDA abridges the social and the linguistic realm. CDA,in this regard, mainly advocates the under-privileged representations of everyday life.
The re-appropriation of ideational meanings through drawings: A case of 5-year-old child experience in learning to mean Gunawan, Wawan
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.v8i2.13300

Abstract

During the last decades, how children make meaning of particular worlds (e.g., events) through drawings has been well-documented. To add to this growing body of research, the present study attempts to document 5-year-old child experience in exploring ideational meanings represented in drawings as part of her home literacy practices in a transition into a dominant English school discourse in a multilingual context of the United States. Empirical data were garnered from the child’s drawings made at home, informal interviews with the child, and observation field notes focusing on the child’s think-aloud practices of drawing along with the features of the drawings in comparison with the captured movie images. These data were discursively analyzed using the concept of ideational meanings anchored in systemic functional and multimodal discourse approaches to capture the expansion of ideational meanings manifested in the child’s drawings. The semiotic analysis reveals that the child re-appropriated her drawings as a multi-semiotic resource to extend her understanding of the subject matter gained from the movie series. The ideational meanings were made subjectively through the interpretation of the drawings which have meaning potentials leading to the construction of meta-knowledge. The practical implication of this study is that language teachers may make use of drawings as a multi-semiotic resource for scaffolding young learners in learning second and foreign languages (e.g., English).
AN EXPLORATION OF GRAFFITI ON UNIVERSITY’S WALLS: A CORPUS-BASED DISCOURSE ANALYSIS STUDY Al-Khawaldeh, Nisreen Naji; Khawaldeh, Imad; Bani-Khair, Baker; Al-Khawaldeh, Amal
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.v7i1.6856

Abstract

Graffiti have received a great attention from scholars as they have been considered a vital cultural phenomenon for many years (Trahan, 2011; Divsalar Nemati, 2012; Zakareviciute, 2014; Farnia, 2014; El-Nashar Nayef; 2016). Although there are extensive contemporary researches on graffiti in many disciplines, such as linguistics, cultural studies, politics, art, and communication (Pietrosanti, 2010;  Farnia, 2014; Oganda, 2015), there are few studies exploring graffiti on classrooms’ walls in higher education milieus (Farnia, 2014). To the best knowledge of the researchers, very few studies were done on the Jordanian context (e.g. Al-Haj Eid, 2008; Abu-Jaber, et al., 2012) and none was done on the Jordanian universities. Therefore, this study aims at analysing the content and communicative features of writings found on universities’ classrooms’ walls, corridors, and washrooms and their relation to the socio-cultural values of the society in order to explore how universities help students voice their attitudes and thoughts. The linguistic features that characterise these writings were also examined. Graffiti-writings, which were collected from the University of Jordan and the Hashemite University, were coded and analysed using the thematic content analysis technique (Braun Clarke, 2006) and Critical Discourse Analysis (Fairclough, 1995). The analysis of the data has shown that graffiti serve different communicative language functions related to personal, social, national, religious, political, and taboo matters. The most salient linguistic features of these graffiti are simplicity and variation. It can be concluded that graffiti are distinctive and silent ways of communication, particularly in students’ society. The study will be of great importance to linguists, sociologists, educators, administrators, teachers and parents. It is enrichment to the available literature on linguistic studies.
THE EFFECT OF FORMAL SCHEMA ON COLLEGE ENGLISH LISTENING COMPREHENSION IN EFL Liyan, Shi; Duqin, Wang; Chunyan, Chu
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.v3i2.267

Abstract

Abstract: Listening comprehension used to be thought of as a passive skill, and listeners were called as“tape-recorder” (Anderson Lynch,1988). But in fact it is an active process, in which what the listener wants to get is an adequate understanding of what the speaker said and what the speaker meant. To achieve this purpose, English listeners should utilize contextual clues, background knowledge and depend on many learning strategies. Active listeners will understand what the speakers said with relevant background knowledge and their particular purpose. In recent years, there has been a lot of progress English listening teaching in China, and studies on application of schema theory into listening comprehension have become more and more popular in both pedagogical theory and experiments. Schema is one of major factors that affect people’s listening comprehension. The present study, with second-year non-English majors as subjects, aimed to investigate the effect of formal schema on college English listening comprehension. It was found that when there is a lack of relevant formal schema, there will be a short-circuit of listening comprehension. It is also proved that activation of formal schema improves college students’ listening comprehension. Therefore, it is necessary to improve college students’ language skills and help them build up relevant formal schema as well. Key words: formal schema, listening comprehension, college English PENGARUH SKEMA FORMAL TERHADAP PEMAHAMAN MENYIMAK BAHASA INGGRIS PADA KELAS BAHASA INGGRIS SEBAGAI BAHASA ASING Abstrak: Pemahaman menyimak sebelumnya seringkali dianggap sebagai keterampilan pasif, dan para pendengarnya disebut “alat rekam” (Anderson Lynch, 1988). Tapi, kenyataannya, menyimak adalah proses aktif, dimana apa yang diinginkan pendengar adalah pemahaman yang memadai terhadap apa yang dikatakan oleh penutur dan maksud dari penutur. Untuk mencapai tujuan ini, para penyimak bahasa Inggris harus memanfaatkan petunjuk-petunjuk kontekstual, pengetahuan latar belakang dan bergantung pada berbagai strategi belajar. Para penyimak aktif akan memahami apa yang dikatakan penutur dengan pengetahuan yang relevan dan tujuan khususnya. Akhir-akhir ini, ada banyak kemajuan dalam pengajaran menyimak di Cina, dan kajian-kajian mengenai penerapan teori skema pada pemahaman menyimak telah menjadi semakin populer baik dalam teori maupun eksperimen pedagogik. Skema adalah salah satu faktor utama yang mempengaruhi pemahaman menyimak orang-orang. Kajian ini, dengan mahasiswa non-bahasa Inggris tingkat dua sebagai subyeknya, bertujuan menyelidiki pengaruh dari skema formal terhadap pemahaman menyimak bahasa Inggris di perguruan tinggi. Ditemukan bahwa ketika ada kekurangan akan skema formal yang relevan, akan ada “hubungan arus pendek” dalam pemahaman menyimak. Terbukti juga bahwa aktivasi skema formal meningkatkan pemahaman menyimak para mahasiswa. Karena itu, penting untuk meningkatkan keterampilan-keterampilan bahasa mahasiswa dan juga membantu mereka membangun skema formal yang relevan. Kata kunci: Skema formal, pemahaman menyimak, bahasa Inggris perguruan tinggi

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