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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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COUNTER-CLAIMING FOR A CRIME NARRATIVE: AN EVALUATION OF THE DEFENDANT’S PLEA AT THE CORRUPTION CRIMINAL COURT Hermawan, Ripan; Rahyono, F.X.; Dallyono, Ruswan
Indonesian Journal of Applied Linguistics Vol 11, No 1 (2021): Vol. 11, No. 1, May 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i1.34669

Abstract

In a criminal trial, the plea of the accused is arguably a very important appraising discourse tool functioning mainly to counter the crime narrative made by public prosecutors in their indictment and closing statement. As an appraisal instrument, the plea represents the stance of the accused with regards to the facts of the case as well as the legal aspects of the alleged crime. In this regard, the plea may serve both argumentative and persuasive functions and may shape, to some extent, the understanding and the consideration of the judges who decide on the case. The study, which is qualitative in nature, uses Martin and White’s appraisal theory (Martin and White, 2005) to investigate evaluation strategies employed by an accused of a corruption case in his plea. Evaluation strategies are defined here as strategies in discourse used to counter the crime narrative by employing relevant evaluative resources. The result of the analysis shows that the accused strategically uses the three main discourse semantics resources, i.e. engagement, attitude, and graduation. The contractive options of engagement (deny, counter, and pronounce) are used to counter aspects of the crime narrative, while judgment of propriety (social sanction) and capacity (social esteem) of the attitude component are employed mainly to evaluate aspects of the crime narrative negatively and aspects of the counter narrative positively. Furthermore, amplification and quantification options of the graduation component are used to strengthen the degree of evaluation. It can be concluded that the narrative of plea is arguably an important evaluative instrument which, strategically and professionally constructed, may help the accused convince the judges of his/her innocence.
Semiotic analysis in Islamic-Javanese healing texts Widyastuti, Sri Harti
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.43708

Abstract

The Javanese healing texts are mostly found in Ancient Javanese and New Javanese. The texts depict the social-cultural backgrounds of the society producing the texts. Healing texts are written in particular patterns, completed with spell prayers which form the compound between the signifier and the signified. Hence, the present study is aimed at analyzing healing texts using Pierce theory and the semiotic method to find icons, indexes, and symbols. The study used the descriptive qualitative method of the Pierce approach. The data sources were texts as the transliteration result of the manuscripts Serat Primbon Djawi (Dossier of Javanese Almanac), Boekoe Primbon Djampi Jawi (Book of Javanese Medicine Almanac), Serat Primbon Jawi (Dossier of Javanese Almanac), Serat Primbon Wirid (Dossier of Spell Almanac), Serat Primbon (Dossier of Almanac) and Serat Primbon Jampi (Dossier of Almanac of Javanese Medicine) transliteration by Bratakesawa. The data were analyzed using the descriptive technique in which the data worthiness was appraised by semantic validity and intra-rater validity. Findings show that all texts are constructed of semiotic structures of icons, indexes, and symbols. In the icons, there are similar relations with verses of the Holy Quran and the nine holy clerics, spreaders of the Moslem religion. The indexes show causal relationships between the cause of the ailments and the therapies in the form of medicinal mixtures. The symbols function to show resentment of cultures that brace them and relate between icons and indexes for the unified healing formulations that are integrated and have suggestive powers.
Exploring factors affecting peer-led team learning in EFL classes: A case of secondary schools in Ethiopia Alemayehu, Mastewal Misganaw
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.32047

Abstract

Peer-led team learning (PLTL) has become common in ESL classrooms across Ethiopia. This study explores factors affecting PLTL in students' verbal participation in English as a Foreign Language (EFL). A descriptive survey was employed as a research method, and mixed approach data collection methods were used. Twenty-four EFL teachers and 114 students of three secondary schools in Ethiopia were taken as the research participants by systematic random sampling. The data collected from questionnaires, interviews, and classroom observation were analyzed qualitatively and quantitatively using a statistical tool in frequency, percentages, ANOVA and multiple regression. The findings indicated that students differ significantly in their level of verbal participation in PLTL groups. Of the twenty-two expected factors, no single factor predicted whether students would participate in PLTL groups. More than one factor was usually working together, or one factor led onto another to affect students' participation. Personality characteristics, motivational factors, and group situation factors were significant to student participation in PLTL. Not every student could get the opportunities to become a group leader, and the groups were static. Since there was an absence of active monitoring, most groups drifted away from tasks and were involved in noisy chat in their mother tongue. Few students in a group dominated others who persevered at group activities. The qualitative findings are consistent with the quantitative ones.
Go hand in hand: Showcasing lecturers’ online collaborative teaching practices Maolida, Elis Homsini; Sofarini, Anisa
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.38533

Abstract

Collaborative teaching has been performed by special educators in K-12 schools for decades, and myriads of studies have witnessed its promising impacts on both students and teachers. Notwithstanding its vogue, only a few studies have primarily dealt with its implementation in higher education. Furthermore, empirical attempts accentuating lecturers’ stepwise practices during collaborative teaching implementation remain under-explored, especially when the practices are undertaken online. This study, henceforth, intends to fill the void. In total, the experiences of two collaborating lecturers, leading Teaching English for Foreign Language (TEFL) and Technology-Enhanced Language Learning (TELL) course, were scrutinized. Their practices were documented for 20 weeks and their views were also assembled to grasp how they perceived their online co-teaching practices. In addition, the views from six representative students were assembled at the end of the term through focused group discussion. Through Joint Practice Development (JPD) framework, lecturers’ online collaborative teaching practices were captured and conceptually grouped into five developed stages – collaborative planning, collaborative instruction, peer feedback and evaluation, follow up, and refinement stage. Admitting lecturers’ online co-teaching approach, students contended that its implementation was opportune in bridging their needs of pedagogical knowledge and related technology, facilitating learning efficiency, and fostering their collaboration awareness. Albeit its effectiveness, students are also concerned with collaboration appearance clarity, learning proficiency, and autonomy. Thus far, this teaching approach is worthy of continuing in the higher education, with clear format to adopt.
Issues in reading comprehension: A case of an Indonesian bilingual dyslexic student Angkita Wasito Kirana
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.33581

Abstract

The complexity of a reading process often becomes an obstacle for students with dyslexia, particularly those studying in bilingual schools. To date, few studies discuss the Indonesian-English bilingual dyslexic student’s reading processes when they encounter reading texts in both languages they are acquiring. This study aimed to investigate the tendency of a dyslexic student’s reading comprehension in reading texts in the Indonesian and English language. This was done by comparing the reading comprehension of a second-grade Indonesian dyslexic participant (age=9) and four control participants. Two sets of reading instruments, written in the Indonesian language. The keywords used in each language were taken from participants’ textbooks. There were two types of sentences in the reading instrument; highly contextual sentences and sentences which is in accordance with participants’ background knowledge. After reading each sentence, they were asked to answer comprehension questions about each keyword. The scoring was based on their answer accuracy. The results were analyzed based on the reading comprehension theories proposed by Kintsch and Rawson (2005). The results showed that the two groups used different strategies to comprehend the text but the dyslexic participant's reading performance was lower than the control participants' performance in both languages. The results suggested that the dyslexic participant’s reliance on his background knowledge and lack of ability in retrieving appropriate keywords were the sources of his poor reading performance. Practices to improve skills in retrieving background knowledge and utilizing working memory span are suggested.
Exploring undergraduate students’ experiences in dealing with post-editing of machine translation Harto, Sri; Hamied, Fuad Abdul; Musthafa, Bachrudin; Setyarini, Sri
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.42825

Abstract

Although post-editing of machine translation (PEMT) has been much discussed and spoken among students in higher education institutions, little empirical evidence has been reported regarding the students’ real practices in their academic life. To fill this practical gap, this article explores the students’ experiences in dealing with PEMT in a Theoretical Foundation of Translating and Interpreting (TFTI) course. This exploration elaborates practical insights into how the students initially started practicing translation through PEMT in their actual day-to-day practices. Fifty-eight English students studying in an undergraduate program in a prominent public university in Indonesia voluntarily participated in this qualitative case study. Data were collected from students’ focused-group discussion (FGD), survey questionnaire, in-depth interviews, and students’ documents and the data were analyzed using thematic analysis. Findings showed that post-editing process provides the students with experiences in building their text knowledge to enable them to have high awareness and sensitivity to the academic texts. In addition, in PEMT practices, the students’ experiences were explored through the implementation of translation methods and techniques expected to build their awareness in PEMT with regard to language structure and language function. These experiences have given some empirical inputs for the lecturers to design relevant tasks and apply various translating practices for students’ more meaningful learning.
A comparison between English demonstratives and Vietnamese demonstratives in argumentative essays Nguyen, Nguyet Minh
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.34174

Abstract

In English and Vietnamese, demonstratives are considered one of the most important linguistic items for their ability to enhance writing coherence. Crucial as they are, few investigations have been conducted to analyze the differences in their uses in English and Vietnamese written discourse. This research attempts to investigate the differences in the use of Vietnamese demonstratives and English demonstratives in model Vietnamese (MV) and model American English (MA) argumentative essays. Adopting both quantitative and qualitative analyses, it focuses on the frequency and pragmatic uses of proximal and distal demonstratives in the two languages. It was discovered that English essays had significantly more proximal and cataphoric uses of demonstratives than Vietnamese essays. While English proximal demonstratives this(these) indicated topic shifting and distal demonstratives that(those) signaled topic continuity, a contrary pattern was observed in Vietnamese. Moreover, in investigating the referential uses of demonstratives, it was revealed that the use of Vietnamese demonstratives differed from English in the sense that they could act as discourse connectives facilitating the interpretation process of the readers. The study’s results contribute to the cross-language analysis and comparison of demonstratives and provide implications for the teaching of English demonstratives in academic writing in Vietnam.
Establishing a COVID-19 lemmatized word list for journalists and ESP learners Saed, Hadeel A; Hussein, Riyad F.; Haider, Ahmad S; Al-Salman, Saleh; Odeh, Iyad M.
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.37103

Abstract

The aim of this research is two-fold; first, to explore the most frequent COVID-19 inspired words in medical news reporting contexts, and second, to classify them into different categories. This paper adopts a corpus-based approach to build a lemmatized academic word list (AWL) inspired by the COVID-19 pandemic. Factiva was used to retrieve the pandemic-related articles published in News Rx from January 1 - October 31, 2020. A total number of 18,249,093-word corpus was compiled. The corpus linguistic software program Wordsmith (WS-6) (Scott, 2012) was used to generate a word list based on the complied corpus. Subsequent to compiling, lemmatizing, and analyzing the AWL, six categories were identified, namely, acronyms and abbreviation, diseases, COVID-19, biology, medicine, and scientific disciplines, all of which are of essential use for media workers, ESP learners of journalism, medicine, nursing, pharmacy, and allied health sciences. Building such a discipline-specific glossary will be of special pedagogical value for health journalists, textbook writers and curriculum designers, instructors, and ESP learners in the health sciences field. One of the major contributions of this research is establishing lemmas of a large set of AWL. This set can be utilized by news media workers, health communication specialists, and ESP learners. Lemmatization will ensure rapid dissemination of the word list and its integration in the linguistic system through derivation and other word-formation processes.
CLIL implemented and scaffolded in an EFL higher education context: Engineering research methodology course Kanoksilapatham, Budsaba; Khamkhien, Attapol
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.36913

Abstract

The increasing global and local demands to improve English proficiency have been a burgeoning challenge across the entire paradigm and domains. Specifically, in academia, the ability to read English research articles is of paramount importance. Meanwhile, Content Language Integrated Learning (CLIL) implementation has been recognized to be a successful teaching approach. This study aims to estimate the CLIL impact on enhancing the students’ English research article reading skills, enlarging their vocabulary repertoire, and boosting the students’ and instructors’ satisfaction. The focus of the study is on a “research methodology” course for engineering students in Thailand. Throughout CLIL, the language teachers and engineering teachers closely collaborated, designing course materials and developing language activities. To assess research article reading skills and vocabulary knowledge, two sets of similar pretests/posttests were administered. Then, to assess the students’ level of CLIL satisfaction, questionnaires were completed, and two separate focus group discussion sessions were conducted with the students and teachers. Test score analysis yielded a significantly enhanced output in both the content subject and English vocabulary knowledge. Additionally, questionnaire and focus group discussion data analysis indicated that both the students and teachers had positive attitudes toward CLIL instruction. Taken together, this study demonstrates that to achieve full optimization of CLIL benefits, scaffolding needs to be supplemented to accommodate individual learning contexts. 
Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities Syafryadin, Syafryadin; Suherdi, Didi; Nadya, Nyayu Lulu; Harahap, Alamsyah; Astrid, Annisa
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.34667

Abstract

The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.

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