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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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Another Look at the Rhetorical Moves and Linguistic Realizations in International and Indonesian Journal Articles: A Case of Tourism Research Kurniawan, Eri; Sabila, Nurul Aini Akrima
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.v11i2.32055

Abstract

Although a significant number of studies have been conducted to explore the rhetorical structures of research article abstracts, there is a paucity of research specifically comparing the move patterns, and linguistic features of tourism research article abstracts published in international and national journals. Such a comparison is quintessential to address a notion that journal indexation may factor into the quality of textual organization in abstract writing. Employing Hyland’s (2000) analytical framework, the paper analyzed 120 tourism research article abstracts from international journals indexed by Scopus and Indonesian journals indexed by Sinta. Findings revealed more similarities than differences across the two corpora. All of Hyland’s five moves were generally found in the abstracts, with  M2 (Purpose), M3 (Method), and M4 (Product) as the most occurring moves in both data sets. An exception was found in M1 (Introduction) and M5 (Conclusion), where M1 was favored and M5 was excluded in Sinta-indexed abstracts, yet the reverse was true of Scopus-indexed counterparts. In terms of the linguistic features, present tense and active voice were evidently dominant across both data groups, with a notable exception in Method move, where past tense and passive voice were more favorable. These findings appear to suggest that journal indexation does not profoundly influence abstract writing. Recommendations and implications for academic writing for publication purposes are also discussed.
A Comparative Study of Reporting Verbs Used in the Introduction Chapters of Bachelor’s Theses and Master’s Theses by Chinese English-Majored Students Wen, Shuangqing; Pramoolsook, Issra
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.v11i2.32748

Abstract

Reporting verbs (RVs), as rhetorical lexical devices, play a key role in academic writing because they enable writers to attribute content to other sources and allow them to convey both the kind of activities reported and their evaluation of the reported information. However, no study has been conducted on how RVs are used differently between bachelor’s theses (BTs) and master’s theses (MTs) in the Chinese context. Through corpus-based and comparative analysis, this study, therefore, aims to analyze and compare the use of RVs between 30 BT Introduction Chapters and 30 MT Introduction Chapters by Chinese English-majored students in terms of denotative potentials and evaluative functions based on Hyland’s (2002) classification framework. The results reveal that RVs used by undergraduate students are smaller in amount and narrower in range compared with those used by master’s students. Concerning the denotative potentials of RVs, a similar distribution of RVs was found in the two corpora. Both undergraduate and master’s students prefer Discourse Act RVs and Research Act RVs to Cognition Act RVs. Regarding their evaluative functions, undergraduate students show a tendency toward non-factive RVs, while master’s students tend to use factive RVs. These findings provide a valuable view of how Chinese English-majored students use RVs in their thesis writing, but their knowledge of the rhetorical functions of this device is still insufficient. The findings might increase thesis writers’ knowledge on the significance of RVs and raise their awareness of using RVs appropriately and effectively in their thesis writing, or even in all kinds of academic discourse. This paper then provides some suggestions for thesis writing courses.
Teaching French Language Through Films: The Cultural Contents in French and Francophone Films Tjahjani, Joesana; Jinanto, Damar
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.v11i2.29450

Abstract

Foreign language teaching in the current globalization era needs to compete with technological development. This competition is related to the discovery of digital technology-based methods to motivate learners to provide more interesting cultural content in language classes. For teachers from different cultural backgrounds, authentic documents such as films are considered very effective in delivering cultural content. This research takes a French film, Intouchables, and a Canadian francophone film, Monsieur Lazhar, as a research corpus for their cultural content to be analyzed. The proper understanding of the two films' cultural content can inform a digital technology-based French-language teaching medium. To discover what strategies or formulas are used in teaching French with cultural-laden films as teaching media requires studying the films by dissecting the structure of the text. Examination of the structure of the films was based on the theory of Boggs and Petrie (2008), equipped with in-depth reading to find signs in the text by referring to Buckland (2004); and also the identification of cultural content using the cultural approach by Stern (1992). The construction of a teaching plan with a language teaching approach by Damen (1987) and Byram (1997) will be the last step. This research provides an academic outcome that is a film structural analysis to identify cultural content in the two films. The second outcome is a practical categorization of cultural content utilized as a language teaching material.
“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers Harsanti, HG Retno; Manara, Christine
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.v11i2.26379

Abstract

Native-speakerism is a crucial issue to discuss in ELT, especially related to the different ideological views on World Englishes and ‘standard’ English. Differences in ideology about English and its variations have an impact on the English teaching implementation. Many studies have examined discrimination practices driven by native-speakerism ideology in educational contexts such as in the preference of English teacher recruitment which prefers teachers who are considered as native speakers. Although studies have discussed native-speakerism ideology, not many studies have discussed native-speakerism ideology from the perspective of English teachers in Indonesia. This study, therefore, aims to find out how widespread this ideology is among English teachers of a private school in metropolitan Jakarta. It seeks to explore the dimensions of native-speakerism in the various aspects of the English teaching profession. This study is interview-based research with seven participants. Data collection was done by conducting individual interviews for 30-40 minutes which then were analyzed descriptively to identify the recurring themes. The results showed that there were traces of native speakerism ideology among the English teachers in Permata schools that views English from a purist perspective towards the language and its culture. This purist perspective is reflected from how they defined native-speakers of English and depicted the ownership of English, language learning and teaching beliefs, and their teaching practices.
Exegetical Translation of the Qur'an: An Action Research on Prospective Islamic Teachers in Indonesia Abdussalam, Aam; Supriyadi, Tedi; Supriadi, Udin; Saepudin, Aep; Pamungkas, Muhamad Imam
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.v11i2.34691

Abstract

To accomplish the mission of spreading the message of the Quran, prospective Islamic teachers need to be equipped with the ability to translate the Qur'an. However, in reality, they face difficulties in understanding the messages of the Qur'an because of their low Arabic language skills. This research aims to find practical steps to improve the competence of prospective Islamic teachers in translating the Qur'an. This research involved 35 prospective Islamic teachers, consisting of 20 men and 15 women from various districts at a tertiary institution in West Java Indonesia. Data were collected using surveys, observations, and semi-structured interviews. Data were thematically identified, coded, evaluated, categorized, and analyzed using the analytical tool of content analysis. This research produced six learning steps (summarized in an acronym TARJIM as developed from the Tamyiz method). The Tamyiz method was a hypothetical model that was used as the foundation of this action research. These steps were able to improve the ability of prospective Islamic teachers in translating the Qur’an from the beginner level to the skilled level as many as 27 (77.14%) participants, from the basic level to the skilled level as many as five (14.28%) participants, and from the basic level to advanced level as many as three (8.57%) participants. Moreover, the six steps provided skills for the prospective teachers in translating the Qur'an verses that have exegetical nuances. The findings show that the six steps were effective steps to increase the competence of translating the Qur'an for prospective teachers of Islamic Religious Education.
The Contribution of Genre Awareness and Reading Habits Towards Students' Reading Comprehension Andreani, Sri; Muniroh, Siti; Suharyadi, Suharyadi; Astuti, Utari Praba; Yulizar, Yulizar
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.v11i2.35260

Abstract

Previous studies revealed that genre awareness and reading habits partially correlate with reading comprehension. This article reported the results of a study aiming to find out the contribution of genre awareness and reading habits towards the development of students’ comprehension of reading English texts. The participants of this study were 68 students of the Department of English of a state-owned university in East Java, Indonesia, in the 2020/2021 academic year. These students took the three reading courses (Intensive Course, Basic, and Intermediate Reading courses) and were assumed to have been familiar with genres and have developed some reading habits. This research employed a correlational design, involving two predicting variables (genre awareness and reading habits), and one response variable (comprehension). The data were gathered using three instruments: an objective test to measure students’ genre awareness, an online questionnaire to identify students’ reading habits, and an objective test to measure students’ reading comprehension. The data were analyzed using multiple linear regression analysis aided by SPSS/PASW Program. The results showed that the data are normally distributed so that conclusions can be drawn accurately that genre awareness and reading habits partially and significantly contribute to reading comprehension. The results also indicated that genre awareness and reading habits simultaneously and significantly contribute to reading comprehension, as shown by the results of the analysis that genre awareness and reading habits contributed 0.203 or 20.3% to reading comprehension. The rest (79.7%) was attributed to other variables outside the variables under study. This study concludes that good genre awareness and good reading habits help students develop good reading comprehension. The results provided in this paper can be used by English teachers as an alternative to help their students improve their genre awareness and cultivate good reading habits.
Managing Readers' Impressions of Research Article Abstracts Through Metadiscourse Gustilo, Leah; Comillo, Maria Isabel; Valle, Aileen; Comillo, Rosendo III
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.v11i2.34255

Abstract

A plethora of research on academic discourse analysis has supplied empirical findings that readers’ impressions of texts can be managed through the utilization of metadiscoursal resources linked to the social intentions and practices of academic communities. However, the writers’ efforts in meeting the readers’ expectations through metadiscourse in the specific rhetorical moves of abstracts across disciplines have not been much researched. The study examines the rhetorical moves of research article abstracts (RAAs) and the distribution of metadiscourse markers (MDMs) across the identified moves using a corpus of 300 abstracts in four disciplines. The analysis shows that product, purpose, and method moves were given more prominence by most of the writers across disciplines. Transition markers were the most utilized interactive markers, while hedges and engagement markers were the most prominently used interactional markers. This study provides implications for research article abstract writers to manage readers’ impressions of texts and comply with the expectations of the discourse community in their respective fields.
Exploring the Relationship Between Translation Students’ Personality Characteristics and Their Preference for Using Translation Strategies Navidinia, Hossein; Imani, Parisa; Mobaraki, Mohsen
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.v11i2.23985

Abstract

For years, research in translation studies has focused on examining linguistic and sociolinguistic features of the source and target texts, and the active role of a translator as an important agent in the process of producing a target text has been underestimated. However, recently the importance of the influential role of translators and their personal characteristics have been highlighted. Considering this important development, the aim of this study was to examine the possible relationship between translation students’ personality characteristics and their preference for using translation strategies based on two translation strategy models proposed by Vinay and Darblenet (1995) and Venuti (1995). For so doing, 100 translation students were asked to answer the NEO FFM Personality scale and choose one of the suggested translations for each of the 69 sentences designed based on the translation models. The data were analyzed using SPSS (version 22) and Smart PLS (3.0) software. The findings indicated that some of the participants’ personality traits like neuroticism and openness to experience had a significant relationship with the use of some translation strategies such as adaptation, modulation and borrowing. The findings were discussed and the implications were made. 
Attitudes Towards Learning English Among The Aliya Madrasah Students in Bangladesh Rahman, Abu Rashed Md Mahbuber; Jalaluddin, Ilyana; Mohd Kasim, Zalina; Darmi, Ramiza
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.v11i2.34121

Abstract

Affective variables such as attitude, autonomy, motivation, self-esteem, and anxiety are crucial among the factors that contribute to learning a second/foreign language. Among them, one of the most important factors in inspiring learners to learn a language is their attitudes towards learning. The purpose of this study was to examine the cognitive, emotional as well as behavioral attitudes of Bangladeshi Aliya madrasah students towards learning English. The study also explored the differences in their attitudes towards learning English based on demographic profiles, that is, their gender, their parents’ monthly family income, and their parents’ education level. Data were obtained via questionnaire surveys and they were analyzed quantitatively using descriptive statistics, independent T-test, and one-way ANOVA. The results revealed that the participants demonstrated highly positive cognitive, emotional, and behavioral attitudes towards learning English. The analysis also showed that there was a statistically significant difference in the students’ attitudes towards learning English based on their parents’ monthly family income and their parents’ education level. However, the results presented no significant difference in the students’ attitudes towards learning English in relation to gender. This finding may help teachers to improve their classroom preparation by understanding their students’ attitudes better and making the learning activities easier for them. Moreover, it may inform the students’ attitudes to the authorities and policymakers responsible for devising policy for madrasah education, planning curriculum and designing materials for the madrasah students.
Academic Motivation in English Online Classes: A Comparative Study of Universities in Malaysia and Indonesia Omar, Suhaida; Shaharuddin, Wan Yusoff Wan; Azim, Nik Ahmad Farhan Azim @ Nik; Nawi, Noor Syamimie Mohd; Zaini, Noraini; Syahfutra, Wandi
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.v11i2.34538

Abstract

This study intended to fill the gap of undergraduates’ academic motivation in Malaysia and Indonesia where, to date, little study has been done. It investigated and compared undergraduates’ academic motivation levels in English online classes in two universities in both countries. Online questionnaires on students’ self-regulated learning (SRL) and self-efficacy towards online learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ) were distributed to 206 undergraduates from University A in Malaysia and 174 undergraduates from University B in Indonesia. Switching from physical traditional to online classes is the new norm that could be challenging and demotivating, but the results showed that the students from both universities achieved mostly high mean scores of the SRL and self-efficacy items. This indicated that their academic motivation levels were high, they were in control over their learning process, and have positive perceptions towards online classes. This uniformity also implied that although English is a second language in Malaysia, and a foreign language in Indonesia, the undergraduates were not affected by their linguistics, and institutional contexts. This study has contributed towards the extension of the current knowledge involving undergraduates’ academic motivation towards learning English online and suggested that teachers could help to strategise students’ SRL and self-efficacy to increase their English language performances, particularly in the pandemic era. Further research could explore the effects of academic motivation on learning outcomes or language performance as this could assist teachers to improve learners’ English proficiency in online classes.

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