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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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Online support-provision in the self-disclosure of eating disorders Zulkarnain, Nur Azwin; Jan, Jariah Mohd; Wahid, Ridwan
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31760

Abstract

This paper highlights the importance of appropriate communication with individuals who suffer from eating disorders (ED). The negative perception that society has towards ED often leads its patients to conceal their problems and avoid seeking help (Perveen et al., 2017). Understanding the manners in which support-providers approach ED patients in order to eliminate the fear is therefore important. Data was collected from the National Eating Disorders Association (NEDA) website from January to March 2018, where support-providers’ responses to posts of self-disclosure were qualitatively analyzed through computer-mediated discourse analysis (CMDA) using McCormack’s (2010) Categories of Social Support and Blum-Kulka and Olshtain’s (1984) Cross-Cultural Study of Speech Act Realization Patterns (CCSARP). Drawing on the categories of social support proposed by McCormack, it was found that most of the strategies that the support-providers opted for were highly positive and indirect in nature. The findings also showed that the indirect support given was often complemented with words of encouragement and a number of suggestions that were offered as part of the support itself. This allowed the support-providers to appear unimposing on the ED patients while being able to ensure that they were guided on the possible means of recovery.
Wounds and words: A lexical and syntactic analysis of Casocot’s “There are other things beside brightness and light” Tarrayo, Veronico N.
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28594

Abstract

While there has been a sustained interest in conducting stylistic studies on fiction, specifically novels and short stories, the literature about stylistic analysis of flash fiction as a literary genre remains scant. Thus, the present study attempts to conduct a lexical and syntactic analysis of Ian Rosales Casocot’s “There Are Other Things Beside Brightness And Light.” The analysis was anchored in two of the four linguistic and stylistic categories proposed by Leech and Short (2007), namely lexical and grammatical. To communicate the narrator’s traumatic experience, the following lexical categories were found: words that evoke the main character’s recollected sensations, particularly visual; a Latin expression, and slang words; concrete nouns providing access to the feelings of the main character; abstract nouns connoting psychological or emotional processes; and adjectives depicting sensory imageries and representing, along with some verbs, psychological states that carry negative connotations. Stative verbs vis-à-vis dynamic ones echo the impressions of attachment and detachment, and memory in the story, which link to the adverbs of manner in the text. On the other hand, these grammatical features contributed to text interpretation: cumulative or loose sentences depicting a series of rapid thoughts of the narrator who recalls a traumatic experience; mini-paragraphs, i.e., text fragmentation, foregrounding the theme of the narrative; a verb-tense shift from past to future, and the demonstrative pronouns that and this representing the struggle of the narrator to escape from the vexatious memory of pain and trauma; and the em dash paving the way for the narrator’s emotional rumination. The stylistic analysis, particularly lexical and syntactic, provides a more objective and profound understanding of the underlying meanings of the FF under study.
The production of the English stop voicing contrast by Arab L2 speakers of English Hamzah, Mohd Hilmi; Madbouly, Ahmed Elsayed Samir; Halim, Hasliza Abdul; Abdullah, Abdul Halim
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28615

Abstract

The English voiceless stop /p/ and voiced stop /ɡ/ are absent in the consonant inventory of Arabic. This difference provides a fertile ground for empirical research in L2 speech learning among Arab L2 speakers of English. The current study, therefore, aims to explore the English stop voicing contrast as produced by Arab native speakers. Focusing on Voice Onset Time (VOT) as an acoustic parameter, the study seeks to examine the extent to which (1) Arab L2 speakers of English maintain the English stop voicing contrast for /p-b/ and /k-ɡ/, and (2) the L2 VOT continuum by Arab L2 speakers follows or deviates from the L1 VOT continuum in English. The acoustic phonetic experiment involved elicited materials of /p-b/ and /k-ɡ/ from four male native speakers of Arabic. The tokens were recorded in isolation (utterance-initial position) and in a carrier sentence (utterance-medial position). The data were then acoustically analysed following standard segmentation, annotation and measurement criteria. Results reveal that the Arab L2 speakers can, to a large extent, maintain the English stop voicing contrast across all places of articulation, with voiced stops usually being produced with “normal” negative VOT (prevoicing) and voiceless stops usually being produced with “normal” positive VOT and also accompanied with aspiration in the long-lag region. There are also exceptional cases of “abnormal” negative VOT (prevoicing) for voiceless stops and “abnormal” positive VOT (devoicing) for voiced stops, with an extremely larger number of devoiced tokens for voiced stops in comparison to prevoiced tokens for voiceless stops. The results accord well with the Speech Learning Model’s prediction that phonetically “new” sounds are relatively easier to learn than phonetically “similar” sounds. The conclusion is drawn that languages sharing the same sound contrast may exhibit different phonetic implementations in marking a phonological contrast.
A corpus-based list of academic English derivational suffixes Suhandoko, S.; Ningrum, Dian Riesti
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28589

Abstract

The study reported in this paper aims to create a list of academic English derivational suffixes to help EFL teachers decide which derivational suffixes to be taught first and help their learners, especially those of higher education, expand their vocabulary size. Gardner and Davies’ (2014) 3,000-word list of Corpus of Contemporary American English (COCA) academic was analyzed following Hay (2002) and Plag’s (2006) frameworks by counting the number of words containing the suffixes. This study found 1,251 suffixed words in the corpus deriving from 41 suffixes, which comprise 22 noun suffixes, 13 adjectival suffixes, 4 verbal suffixes, and 2 adverbial suffixes. The suffixes were then ordered into 3 levels based on the frequency; 22 suffixes are put in Level 1, 12 suffixes in Level 2, and 7 suffixes in Level 3. Considering the high frequency, all suffixes in Level 1 should gain more attention of the teachers. The more frequent occurrence of the suffix in a variety of context will provide a greater chance for the learners to get more exposure. Hence, mastering it will likely expand learners’ vocabulary size through combining the suffix and existing base.
Chinese teachers’ perception of how TESOL differs from teaching EAP Li, Yulong; Wang, Lixun
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28609

Abstract

The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particularly beyond the context of the UK. Helping teachers to clarify their perceptions of TESOL and EAP is the first step to facilitate this transition. The present study aims to facilitate Chinese university teachers’ pedagogical transitions from TESOL to teaching EAP by clarifying teachers’ own understanding of these two concepts and by outlining how several different factors contribute to their EAP conceptualisation. By using a multiple case study methodology, the current research has revealed that the investigated teachers’ perceptions of EAP comprised eclectic theories, which overlap with some current EAP literature. Facing a somewhat unethical research culture in China, some teachers added moral rubrics into their EAP concepts as reminders to their students. The teachers reported that TESOL and EAP diverged in discourses and commissions: EAP is more student empowering, but TESOL is more humanistic.
The role of dialogic interaction in EFL writing assessment: A sociocultural perspective Moradian, Mahmood Reza; Miri, Mowla; Alamdar, Parvin
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31754

Abstract

This study investigated EFL writing processes through collaborative assessment from a Vygotskian sociocultural perspective. This study focused on assessing essay writing of one intact group of Iranian EFL learners at the intermediate level of language proficiency (N = 15) based on the placement test administered at the institute. Both learners and their teacher assessed essays based on an analytic scale during seven sessions. Moreover, being engaged in collaborative dialogue, the learners were given the opportunity to discuss existing differences between their self-assessed scores and those assigned by the teacher in order to reach an agreed score. Moreover, all their dialogic interactions were audio-recorded for later transcription and micro-analysis.  Findings of the microgenetic analysis revealed that benefiting from the mediatory role of the collaborative dialogue and the checklist, the group under investigation gained insight into their capacities, weaknesses, and their metacognitive awareness was raised as the result of conducting CA. The findings suggested that learners took advantage of the collaborative dialogue in which they were engaged while assessing their writing tasks. In particular, the dialogic interaction afforded the learners the chance to present, discuss, and test their ideas and consequently enhance their awareness of the writing tasks. The collaborative assessment could help the learners gain a better insight into their strengths and weakness; further, it led to their metacognitive awareness about components of a good piece of writing.
Investigating vocabulary coverage and load in an Indonesian EFL textbook series Rahmat, Yurieke Nadiya; Coxhead, Averil
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31768

Abstract

This article reports a corpus-based study of a series of Indonesian EFL textbooks for senior high school students from grades 10to 12 (16-18 years old), published by the Indonesian government. The textbooks were collected from the Indonesian bookkeeping information system and transferred into ready-to-analyse corpora using Range Programme (Heathley et al., 2002) to know the vocabulary load and what words are available for learning. The most significant finding in this study showed that the textbooks require 3,000-4,000 word families to reach 95% coverage with some help needed to comprehend the textbooks and 5,000-6,000 word families to gain 98% coverage which means the students can cope independently to read the textbooks. The textbooks contain a large amount of high-frequency words with more than 80% and up to 7% of Indonesian words which play roles in learning objectives and pre-vocabulary teaching activities. The results of this study suggest the vocabulary features and implications for learning, present the pedagogical implications for teachers and textbook writers, and provide a springboard for future research.
Textual construction of the hearing-impaired students’ recount texts: A case of students with special needs in writing to mean Gunawan, Wawan; Wirza, Yanty; Holik, Nici Azhari
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28603

Abstract

Being cohesive in writing for the hearing-impaired students is very crucial, serving as an alternative means of expressing ideas without using sign language in communicating with people in general. This study aims to analyze the textual structure of the hearing-impaired students’ recount texts to instantiate how they structure language in communication. This study focused on investigating the choice of theme and thematic progression patterns as an instantiation of making meanings among the hearing-impaired students as a minority group of students with special needs. The data were 36 recount texts of high and low achiever students collected from three educational levels: elementary, junior high, and senior high schools. Following a qualitative approach to data collection and analysis, this study relied on Systemic Functional Linguistics as the main conceptual framework for investigating types of theme and thematic progression patterns, and how these two elements showed the features of writing to mean among the hearing-impaired students. In terms of theme choices, the findings indicate that low achiever hearing-impaired students employed more marked themes with a lack of ability in writing to mean. In terms of thematic progression, theme reiteration pattern was the most frequently employed pattern, indicating a strong intention to the topic. The study informs that the textual description of the hearing-impaired students’ writings could help the teachers understand what and how to teach to improve their writing to mean.
A semiotic analysis of toponymy in classic Sundanese literary texts Koswara, Dedi; Hermawan, Budi
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31743

Abstract

This paper investigates classic Sundanese oral literary text Carita Pantun Sanghyang Jagatrasa (CPSJ) and the manuscript of Wawacan Sanghyang Jagatrasa (WSJ) in terms of (1) the transformation of CPJS from oral into written text, (2) the formal structure of CPJS as a narrative poem and the formal structure of WSJ. The investigation employs oral and written literary text approaches based on Propp (1975), and Lord (1976) to examine the texts. The analysis found that (1) structurally CPJS possesses eight formulas, 13 functions, and seven spheres of actions while WSJ possesses six actant models and three functional models, (2) the transformation of CPSJ from oral literary text to a written text lies on the literary conventions, narrative technique, expressions formula, vocabulary, and sentence constructions, (3) the appearance of universal toponymy and anthroponymy in CPSJ and WSJ can semiotically be perceived as a reflection of the existence of classic Sundanese mythology which links human life, animals, and the environment in a harmonious ecology. Semiotically, the transformation is understood as an effort to preserve the moral values contained in CPJS into WSJ relevant to the situation and condition of Sundanese people’s interest.
Procrastination and its effect on English writing errors and writing performance of medical students Kafipour, Reza; Jafari, Samaneh
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31763

Abstract

This study aims to investigate the relationship between procrastination and students’ writing performance. It also seeks to find a correlation between students’ writing error types and procrastination. The study followed a quantitative-survey design that utilized a writing test and a questionnaire to collect data using a convenience sampling method from 44 medical students at a university in Iran. Descriptive and inferential statistics were used to analyze data. Based on the results, the most frequently occurred errors were developmental errors followed by others and ambiguous errors. Interlingual errors were found as the least frequently occurred errors. Besides, procrastination was strongly and negatively correlated with and contributed to the students’ writing performance.  Finally, procrastination contributed to all four types of errors made by the students as the dependent variable’s variance value correlated significantly with all the independent variables. As some implications of this study, teachers can learn about learners’ writing error types and inform their instruction. Additionally, this can help instructors develop methods that can help decrease procrastination levels among learners.

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