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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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Static infographics effects on the receptive knowledge of idiomatic expressions Alrajhi, Assim S.
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.v10i2.28596

Abstract

Idiomatic expressions are essential components of EFL learners’ linguistic repertoire. Nevertheless, learning such inherently perplexing language constructs poses a challenge to learners. Therefore, the present study was motivated by examining a modern tool (infographics) that is relatively under-researched in EFL settings and potentially conducive to fruitful vocabulary learning. Grounded in dual coding (DCT) and cognitive load (CLT) theories, this study aims to examine the effectiveness of visualizing English idioms via static infographics. Data were collected using three instruments (a pre-/post-test, an attitude questionnaire, and semi-structured interviews) in a mixed-method design. The participants consisted of 78 Arabic speaking students at a Saudi university. Divided equally into two groups, these participants were instructed to learn 60 idioms in five computer-mediated sessions. Students in the control group studied the target idioms via online texts, whereas those in the experimental group studied them via online static infographics. The findings show that despite the significant increase in the post-test scores of both groups, the treatment group outperformed the control group as indicated by the statistically significant difference in scores. Consequently, the findings signify a high potential of static infographics to foster receptive knowledge of idioms. Moreover, the participants show positive attitudes toward the utility of static infographics on learning idioms. Meanwhile, the qualitative findings reveal a number of compelling factors induced by productive constituents and adequate content of the infographics. Those factors are conducive to effective learning and retention, triggering motivation and interests, promoting autonomous and efficient learning, and attracting learners’ attention.
Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners Shehzad, Muhammad Waleed; Ahmed, Rida; Razzaq, Shazma; Akhtar, Amer; Hasan, Md. Kamrul
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.v10i2.28616

Abstract

Boredom is a well-researched concept in various contexts; nonetheless, there is scarceness of research related to the relationship of boredom with reading comprehension performance in EFL context. Therefore, this study intends to determine the connection between reading boredom and reading comprehension performance by employing reading boredom coping strategies as a mediator. A quantitative research approach, and a cross-sectional and correlational research design was employed to conduct this study. Questionnaires and a reading comprehension test were used to collect data from 306 Saudi EFL students. Findings indicated that reading boredom showed a significant but negative relationship with reading comprehension performance. Also, reading boredom was positively and significantly related to reading boredom coping strategies. Moreover, reading boredom coping strategies showed a positive and significant relationship with reading comprehension performance. Lastly, findings indicated that reading boredom coping strategies mediated the association between reading boredom and reading comprehension performance. On the basis of aforementioned findings, numerous recommendations for EFL students, teachers, and policymakers were offered.
EFL learners’ experience of a MALL-based vocabulary learning tool Alhadiah, Abdullah
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.v10i2.28590

Abstract

Since vocabulary learning plays a crucial role in the journey of language learning, various programs and mobile applications have been developed to assist vocabulary learning. However, the effectiveness of MALL-based (mobile-assisted language learning) tools can be determined by examining the perception of users, who are learners in this case, because, as Beres (2011) emphasized, learners do not always perceive learning tool effectiveness in the same way as educators. Thus, the primary purpose of this study is to investigate the perspectives of learners regarding the use of one of the programs that can be used for vocabulary learning — Quizlet. The perceptions of thirty-eight Saudi EFL (English as a Foreign Language) freshmen college students regarding the use of Quizlet for fourteen weeks were examined using questionnaires and interviews. The main findings of the study show that the students demonstrated positive attitudes towards the use of Quizlet in English vocabulary learning. They perceived it as a useful program that was easy to use, and they reported the intention to use it in the future. The present study highly recommends the use of MALL-based tools for vocabulary learning for their usefulness inside and outside the classroom.
Towards developing colloquial Indonesian language pedagogy: A corpus analysis Nataprawira, Halim; Carey, Michael
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.v10i2.28610

Abstract

This study was motivated by the situation that many students studying Indonesian language have problems to understand and communicate in spoken Indonesian. This is because Indonesian is a diglossic language in which different sets of grammar and vocabulary are used between the high and low diglossic variants, whereas students are usually only taught the high diglossic variant. Only the high diglossic variant of formal Indonesian has an official status, while the low diglossic variant of colloquial Indonesian does not. Sneddon observed that in everyday speech the linguistic features of high and low diglossic variants are merging into a middle variant that Errington called Middle Indonesian. This study examines the extent to which a middle variant of spoken Indonesian has formed by quantifying the amount of high and low linguistic elements that are present in a corpus of everyday spoken Indonesian derived from audio-recordings and written texts containing spoken language. We collected and classified a 14,000+ word corpus of spoken Indonesian. With reference to published descriptions of high (formal) and low (colloquial) diglossia, each colloquial item in the corpus was counted and calculated as a ratio to the total N of the corpus. Colloquial features were found with an average proportion of 0.39 across the corpus, indicating that colloquial Indonesian lexicon and grammar may contribute as much as 39% to everyday spoken Indonesian. This result evidences the need to include this middle variant of spoken Indonesian in the design and resourcing of materials within the Indonesian language curriculum.
Redefining language and literature learning in the transformation era Suryaman, Maman; Wiyatmi, W.; Pujiono, Setyawan; Kristiyani, Ary
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.v10i3.31755

Abstract

The study was aimed at redefining the learning of language and literature from the perspective of media use in the lesson planning and implementation and students’ responses towards language and literature learning. The subjects of the study were teachers and students of state junior high schools in a regency in Yogyakarta Province. The subjects were taken in three stages, first, with the cluster technique: the eastern, western, central, and northern zones, and second, with the school strata technique: as excellent, moderate, and low. The choice of strata technique was determined based on the results of the 2017 National Exam score ranking. Third, the selection of schools and classes was made randomly. Primary data were obtained from observation, interview, and document analysis; secondary data were obtained from a questionnaire. Results can be described as follows. First, media use designed in the lesson plan included conventional, new, and audio-visual media. Second, media use in the carrying out of the lesson was realized by the teachers in the forms of conventional visual and audio-visual media. Third, students gave fair responses to the use of instructional media in language and literature learning. In the low-coded schools, the use of media designed in the lesson plans was more varied than that of the moderate- and excellent-coded schools; the most preferred new visual media were PowerPoint. In moderate- and low-coded schools, instructional media were shown to have positive impacts on student activity in learning; namely, students were more active because learning was more fun. Contradictorily, instructional media did not have positive impacts in excellent-coded schools on student activity in learning; namely, students were less active because learning was considered unpleasant. As seen from the perspective of the transformational era, no teacher had used interactive digital media.
Creating a bilingual dictionary of collocations: A learner-oriented approach Vaupot, Sonia
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.v10i3.31888

Abstract

Considering the lack of specialised dictionaries in certain fields, a creative way of teaching through corpora-based work was proposed in a seminar for master’s students of translation studies (University of Ljubljana, Slovenia). Since phraseology and terminology play an important role both in specialised translation and in the learning path of students of translation studies, this article presents an active approach aimed at creating an online lexicographic resource in languages for specific purposes by using the didactic tool and database ARTES (Aide à la Rédaction de TExtes Scientifiques/Dictionary-assisted writing tool for scientific communication) previously developed at the Université de Paris (France). About thirty Slovene students enrolled in the first year of master’s study have been participating in the bilateral project since 2018. The aims of such an activity are multiple: students learn in a practical way how to compile comparable corpora from the internet, using the online corpus software Sketch Engine, to find similar linguistic constructions in the source and target languages. They also learn to create an online bilingual phraseological and terminological dictionary to facilitate the translation of specialised texts. In this way, they acquire skills and develop some knowledge in translation, terminology, and discourse phraseology. The article first describes the ARTES online database. Then, we present the teaching methodology and the students’ work, which consists of compiling corpora, extracting and translating collocations for the language pair French-Slovene, and entering them in the ARTES database. Finally, we propose an analysis of the most frequent collocation structures in both languages. The language pair considered here is French and Slovene, but the methodology can be applied to any other language pair.
Role of Regional Language Background and Speech Styles on the Production of Voice Onset Time (VOT) in English among Indonesian Multilinguals Zen, Evynurul Laily
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.v10i2.28604

Abstract

This paper seeks to contribute to the nature of cross-linguistic transfer in the production of English Voice Onset Time (VOT) by adult multilingual speakers in Indonesia in view of how different regional home languages and speech settings shape the phonetic realizations. Three adult multilinguals participated in this pilot project. They are all learners of English as the third language (L3) at the Department of English of a state university in Malang, Indonesia who acquire different regional home languages – Javanese, Sundanese, and Madurese – as the first language (L1) and speak Indonesian as the second language (L2). The participants’ production of bilabial stop consonants of English /p/ and /b/ were elicited from two different speech settings; a careful speech via text readings (monologue and dialogue) and wordlist reading, and a spontaneous speech through natural conversation among participants. 21 tokens from each participant were then analyzed acoustically in Praat. The findings show that the bilingual speaker with L1 Sundanese consistently produced the shortest VOT values of both /p/ and /b/. The Javanese speaker produced the intermediate lag, whereas the Madurese speaker produced the longest aspiration interval. It is shown that the Sundanese language provides the strongest transfer effect, while Madurese gives the least effect. In light of cross-linguistic transfer, however, the overall VOT productions clearly put forth evidence of L1 phonological transfer. The production of non-native bilabial stop VOTs of English is largely due to the absence of this phonetic property in Javanese and Sundanese while Madurese shows marginal similarities. The findings also demonstrate that speech styles play only a marginal role in determining the production of VOTs that the VOTs of /p/ and /b/ in careful speech is found to be slightly longer than in the spontaneous settings. This study makes an original contribution to the area of phonological acquisition in adult speakers by giving attention to the understudied languages of Indonesia in order to more fully understand the interaction of different language systems in multilingual language acquisition and development.
The representation of cultural values in Korean as a foreign language (KFL) textbook Samsudin, Didin; Ansas, Velayeti Nurfitriana; Triarisanti, Risa
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.v10i3.31749

Abstract

The representation of cultural values in textbooks is crucial to be examined because learning a foreign language is bound with the culture. Although previous research has quite extensively investigated this issue, much is yet to be explored in the context of Korean as a foreign language learning. This study aims to address the gap by investigating how cultural values are represented in the Korean as a foreign language (KFL) textbook, published by The Korea Foundation for Indonesians. A critical discourse analysis (CDA) approach was employed to analyze the data. The findings exhibited the representation of cultural values in four language skills: listening, speaking, reading, and writing. The introduction to the Korean language could be given through cultural recognition. Among the identified cultural values in the textbook, the representation of showing respect to creative products or the results of local culture was more evident than the other categories, followed by showing respect to cultural differences from various ethnic or religious groups and merging with nature and life. However, the representation category of showing respect to indigenous people’s culture was not seen in the textbook. This suggests that the textbook is intended to foster the students’ multicultural awareness in learning Korean as a foreign language.
Non-Native English Lecturers' Motivational Practices in a Tertiary Educational Environment Nur, Sahril; Hardini, Tri Indri; Patak, Andi Anto
Indonesian Journal of Applied Linguistics Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i2.32852

Abstract

To fill in the gap on how tertiary educational environment’s non-native English lecturers in Indonesia use all motivational activities, this qualitative case study examined how they think about motivational strategies in the classroom, how they put the knowledge into effect, and how EFL students think about their lecturers' motivational strategies. This study focused on a single embedded design in which participants from a single organization were divided into two major clusters. Interviews with five non-native English lecturers and thirteen English Literature students, observation, and field notes were utilised. The participants believed that there are two types of motivation: natural and nurtured, with nurturing motivation receiving more attention. The instructor element is central to motivation, according to participants in both clusters. Both participants stressed the importance of getting a figure to obey. This understanding was positively reflected in practices where lecturers developed, produced, and sustained motivational teaching strategies in the classroom, demonstrating dominance. Sharing non-native English lecturers' success stories, contextualizing, and encouraging were among the study's specific activities. Motivation is essential for learning, but the type and techniques used can differ depending on the situation. These results indicate that a proper and replicable Motivational Teaching Practices (MTP) paradigm necessitated national or regional adaptations due to contextual factors. However, MTP components relevant to English Literature students were ignored by lecturers. Realising MTP’s importance may lead to successfully achieving learning outcomes in higher educational settings.
Unfolding Layers of Meanings: Visual-Verbal Relations in Just Ask—A Children’s Picture Book Damayanti, Ika Lestari; Moeharam, Nicke Yunita; Asyifa, Firly
Indonesian Journal of Applied Linguistics Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i2.39195

Abstract

Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers.  Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.

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