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<![CDATA[HEDGES USED BY INDONESIAN ELT STUDENTS IN WRITTEN AND SPOKEN DISCOURSES ]]>
<![CDATA[Rida, Asfina]]>;
<![CDATA[Kadarisman, A. Effendi]]>;
<![CDATA[Astuti, Utari Praba]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v7i3.9815
<![CDATA[Hedging expression is considered an important interactional metadiscourse device which shows the writer’s/speaker’s degree of confidence in the truth of a proposition and his/her attitude to the readers or listeners in academic discourse. Although considerable research on hedges has been undertaken, there have been virtually no studies on hedges in spoken discourse in educational contexts. To fill this gap, this study aims at describing and comparing the use of hedges by Indonesian ELT students in written and spoken discourses. This study is descriptive qualitative in nature. The research subjects were 20 ELT graduate students registered in 2015 at a state university in East Java, Indonesia. The sources of data were the students’ thesis proposals and thesis proposal presentations, particularly the ‘background of the study’ section. As such, the study used a corpus-based approach which utilized concordance software, i.e. AntConc (3.4.4), to examine the frequency of hedges based on types. The use of hedges was categorized on the basis of hedges taxonomy adapted from Salager-Meyer (1994) and Hyland (2005). The findings of this study revealed that (i) in terms of types and frequency, the patterns of the use of hedges types (from the most to the least frequently used) by ELT students in both corpora were almost similar: WD: S–Ap–Em–Ex–Ch, and SD: S–Ap–Ex–Em–Ch (see Table 2 for legends); (ii) ELT students employed more hedges in written discourse than in spoken discourse; and (iii) approximately 65% of hedges variants provided in the taxonomy were employed by ELT students in written and spoken discourses. On the basis of the results of the study, the discourse mode (written or spoken) can be a factor that affects the use of hedges in academic discourse.]]>
<![CDATA[The use of Edmodo in teaching writing in a blended learning setting ]]>
<![CDATA[Purnawarman, Pupung]]>;
<![CDATA[Susilawati, Susilawati]]>;
<![CDATA[Sundayana, Wachyu]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v5i2.1348
<![CDATA[The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT) framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.]]>
<![CDATA[EVALUATING THE ROLE OF L1 IN TEACHING RECEPTIVE SKILLS AND GRAMMAR IN EFL CLASSES ]]>
<![CDATA[Hidayati, Istiqlaliah Nurul]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v1i2.82
<![CDATA[Abstract: The debate over the use of Bahasa Indonesia and English has been an unsolved issue. Some teachers still lack confidence in using Bahasa Indonesia in their teaching to promote classroom interaction. Classroom interaction is important since the more engaged the students are, the more successful the material delivery will be. Hence this study was aimed at finding out whether or not teacher’s use of Bahasa Indonesia in teaching receptive skills of language and grammar contributes to classroom interaction and investigating the benefits of the use of Bahasa Indonesia in EFL classes as perceived by the teachers and the students. Six classes of different majors and six English lecturers from a polytechnic in Bandung participated in the study. The data were collected through questionnaires, interview, and classroom observation. The findings support the idea that teachers’ use of Bahasa Indonesia judiciously promotes classroom interaction. Both students and teachers found the benefits of the use of Bahasa Indonesia in the classroom only when it was needed. However, some teachers still overused Bahasa Indonesia in the EFL classrooms. Keywords: teachers and students’ perceptions, classroom interaction, English (L2), Bahasa Indonesia (L1), English as a Foreign Language Teaching]]>
<![CDATA[Recovery patterns and a linguistic therapy model of Sundanese-Indonesian bilingual aphasia: A neurolinguistic study ]]>
<![CDATA[Nasrullah, Riki]]>;
<![CDATA[Suganda, Dadang]]>;
<![CDATA[Wagiati, W.]]>;
<![CDATA[Riyanto, Sugeng]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v9i2.20243
<![CDATA[This study observed a 54-year-old patient with Sundanese-Indonesian bilingual aphasia at one brain hospital in Jakarta, Indonesia. He underwent a speech therapy with the treatment given to his second language (Indonesian) during the first 2 weeks of post-onset, and received treatment to his both languages simultaneously for one and a half months post-onset. This research was conducted by using two approaches, namely, a theoretical approach and a methodological approach. In terms of the theory, the approach used in this study is neurolinguistic. In terms of the methodology, the approach is analytic-descriptive with a cohort method. The patient had been diagnosed with having expressive-receptive aphasia in both languages. Three-time evaluations of his competence in his two languages (during the period of one and a half months post-onset) showed an interesting recovery pattern. In the first evaluation result (two weeks post-onset), it was found that the patient showed a nonparallel recovery; Indonesian (the second language) recovered earlier than Sundanese (the first language). However, in the second evaluation result (a month post-onset), it was found that the improvement in proficiency of the languages showed a parallel recovery; the proficiency improvement of Indonesian after having been given treatment in the therapy showed a recovery parallel to that of Sundanese, even though Sundanese had not been given any treatment at all for a month post-onset. The linguistic track record of this patient showed that Indonesian had a higher level of familiarity compared to Sundanese, and this is correlated with the recovery process of both the languages.]]>
<![CDATA[Lexical patterns in customary sayings ]]>
<![CDATA[Jaafar, Mohammad Fadzeli]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i1.11461
<![CDATA[Customary sayings are the traditional words delivered in the form of poetry and practiced in various social activities in Negeri Sembilan in marriage, family, criminal law and administration. Sudeen (1995) recorded that studies on customary sayings have been conducted from the early 20th century in the history of custom, marriage system, political system and the dispensation of inheritance.This study examines the content words and function words in customary sayings that have been categorized based on the semantic domain concept by Gliozzo (2006). Based on the content words and function words, this study has identified the customary words in the corpus data. The results show that more function words were used in the customary sayings. However, content words dominated the list of customary sayings, such as Datuk and custom. The function words 'nan' and 'dek' were found in all domains of the study namely, political, social and economic domains. These findings indicate that function words are not only grammatically functional, but also used to give an aesthetic impact through the articulation style of the local dialect. On the other hand, the analysis of the content words shows that the use of customary words is influenced by the environment and culture of Adat Perpatih.]]>
<![CDATA[LANGUAGE POWER IN COURTROOM: THE USE OF PERSUASIVE FEATURES IN OPENING STATEMENT ]]>
<![CDATA[Supardi, Supardi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i1.2663
<![CDATA[Language is a powerful tool for communication that many people can use for persuasion. In the courtroom, for example, lawyers use language to persuade the jury that their client is right and should win the case. Though many studies have discussed this issue, how language becomes powerful in the trial opening statement remains underresearched. For this reason, this study addresses a textual analysis on the patterns of language used by a lawyer in the opening statement. Such analysis provides a solid understanding of how language can become persuasive in the courtroom. The data source of this study were taken from the text of the Opening Statement by O.J. Simpson’s Defense Lawyer (Walraven, 1995). Although this text does not seem new regarding the publication date and some articles have discussed this, it is a seminal work, which can represent the construction of language power in the opening statment. To analyse the data collected from this text, the researcher adopted the model developed by Miles and Huberman (1994). This study firstly explores the overview of opening stetement persuasive features. In addition, it presents the finding and discussion which reveal that language power in the courtroom can be reflected in some persuasive features such as metaphor, repetition, and rhetorical question as found in the text of Opening Statements by O.J. Simpson’s Defense Lawyer.]]>
<![CDATA[Visible Boys, Invisible Girls: The Representation of Gender in Learn English with Tito (A Critical Discourse Analysis of English Language Textbooks for Primary School) ]]>
<![CDATA[Antiksari, Nadia Tiara]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 1, No 1 (2011): Volume 1 No. 1 July 2011 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v1i1.101
<![CDATA[ABSTRACT: This study, entitled “Visible Boys, Invisible Girls: The Representation of Gender in Learn English with Tito (A Critical Discourse Analysis of English Language Textbooks for Primary School)â€, is aimed at revealing the representation of gender in a series of Indonesian primary school English textbooks which are published by PT. Mutiara Permata Bangsa, Yogyakarta in 2007. The study is also aimed at gaining information about the editor’s perspective upon the issue and investigating the underlying ideology behind the representation. This research employs the framework of Critical Discourse Analysis (CDA). The main data are six textbooks for primary school. This study also conduts an inteview with the book editor. The text analysis utilizes transitivity system of Halliday which focuses on investigating Participants, Processes, and Circumstances of a clause. It is supported by lexical choise analysis of the text and a qualitative analysis of the interview. The findings show that the books favor males than females. Male characters are more visible in that they occur dominantly and they appear to hold more important roles of Participant. In terms of Gender stereotyping, males are perpetually associated with a more well-paid jobs i.e. ‘doctor’ and ‘pilot’ for male characters and ‘teacher’ for females’. Meanwhile, females are more likely valued by their physical appearance and personality i.e. ‘slim’, ‘fair-skinned’, ‘beautiful’, ‘kind’, and diligent’. At the end of the research, the editor admitted the lack of concern on the issue of gender in composing her textbooks. These seem to indicate male domination as the underlying ideology behind the representation.  ]]>
<![CDATA[Washback of English national exams at ninth-grade level in Thailand and Indonesia ]]>
<![CDATA[Sundayana, Wachyu]]>;
<![CDATA[Meekaeo, Panusak]]>;
<![CDATA[Purnawarman, Pupung]]>;
<![CDATA[Sukyadi, Didi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i1.11478
<![CDATA[Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.]]>
<![CDATA[ENGLISH MEDIUM INSTRUCTION IN THE PRIVATE UNIVERSITIES IN BANGLADESH ]]>
<![CDATA[Islam, Monjurul]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 3, No 1 (2013): Volume 3 No. 1 July 2013 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v3i1.195
<![CDATA[Abstract: As it is viewed English Medium Instruction (EMI) at tertiary level has emerged as a big educational issue in Bangladesh as well as many parts of the world. Hence, the present trend of Bangladeshi higher education has assessed some crucial reasons of the extended use of English as a medium of instruction. Although education researchers in other countries have worked in this area to understand this educational issue, there has been very little research on EMI at tertiary level in Bangladesh. That is why, this study reports a case study involving teachers and students in a private university in Bangladesh by critically examining the language practice and implementation of EMI policy within the context of Bangladeshi higher education. Based on the analysis of interview data, it is argued that through their language practices and beliefs students and teachers constructed their perception towards the accomplishment of EMI policy, educational choice and effectiveness of EMI policy. It is suggested that implications of MOI policies world-wide and the national level practices of students’ content knowledge and English proficiency development in a globalizing world where English is widely believed to hold mammoth prospective for individuals and societies because of its role in human capital development.]]>
<![CDATA[A narrative case study of Indonesian EFL learners’ identities ]]>
<![CDATA[Wirza, Yanty]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i2.13313
<![CDATA[Much research on identity (re)construction in periphery countries (e.g., Pakistan, Thailand) continues to shed light on how English learners negotiate and construct their identities. This narrative case study explores how two Indonesian learners of English who have been learning English for many years reflect on their journey of identity construction as English learners in their local contexts. Nested in a narrative inquiry methodology, this study examined the participants’ personal stories that were unique, rich and nuanced with the interplay of social, cultural and political dimensions (re)shaping their experiences. The initial phases of identity construction revealed from the participants’ early years indicated that the emergence of identity as English learners was largely marked by a false or negative association of the English language in relation to various aspects of being a school subject leading to a false sense of positive identity. Pedagogical implications of the study are also presented in this article.]]>
