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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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Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context Swatevacharkul, Rosukhon
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20244

Abstract

Reflection is essential for the teaching practice course since it enhances life-long professional teaching development of the teachers. Capacity to reflect needs to be developed. The objectives of this study were 1) to investigate the levels of learning reflection of pre-service EFL teachers at the end of the teaching practice course, and 2) to explore how reflection contributes to changes of the reflection levels.  This study took the form of an embedded experimental mixed methods research design using a close and open-ended questionnaire and semi-structured interview to collect data from 13 international students at an MA ELT program.  Data analysis was performed by a t-test and thematic content analysis.  The findings revealed that 1) on average, the level of Habitual Action, Understanding, and Critical Reflection at the beginning and the end of the course was not significantly different. However, the level of Reflection was significantly different at the end of the course.  Three themes: 1) Revision of past experiences for teaching improvement; 2) Thinking and writing skills development, and 3) Change of beliefs and teaching techniques were generated causing such reflection capacity changes.  Recommendations were provided for further research in this area.
Investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of Indonesian EFL learners Juanggo, Willy
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11462

Abstract

This paper reports the findings in investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of Indonesian EFL learners. Thirty one students at high school level participated in this study; 15 students were from B1 level and 16 students were from B2 level according to Common European Framework of Reference for Languages (CEFR). Students’ written compositions were used as the main data for this study. The gauge was done based on the result of the calculation of lexical frequency profile (LFP). The result of the calculation showed that the lexical diversity index of students at higher level was greater than that of students at lower level. In addition, based on the calculation per LFP category, it was found that the two groups shared similar patterns of lexical diversity index in which most varied vocabulary used in their writings falls into the second most common 1000 wordlist, followed by vocabulary that belongs to “not in the lists” category and AWL, respectively. Subsequently, the first common 1000 words category became the least varied words used by the learners. In terms of lexical sophistication, it was found that the percentage of advanced vocabulary used by less proficient learners was slightly larger than the percentage of advanced vocabulary used by more proficient learners. However, there was no significant difference found between two groups of learners in terms of lexical diversity and lexical sophistication.
CONGRATULATION STRATEGIES OF JORDANIAN EFL POSTGRADUATE STUDENTS Al-Shboul, Yasser; Huwari, Ibrahim Fathi
Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i1.2664

Abstract

This study investigates congratulation strategies used by Jordanian EFL postgraduate students. It also investigates the types of positive politeness strategies in the congratulation speech act. Data were collected using an adopted version of discourse completion test (DCT) by Dastjerdi and Nasri (2013). Data were encoded and analyzed based on the taxonomy of congratulation strategy proposed by Elwood (2004). Furthermore, data were analyzed based on a modified version of positive politeness strategies proposed by Brown and Levinson (1987). Findings revealed that the most frequently used strategies of congratulation were illocutionary force indicating devise (IFID), offer of good wishes, and expression of happiness. Regarding the positive politeness strategies, findings revealed that the most frequently used strategies by the participants were giving gift to listener, exaggeration, and ingroup identity marker. The study concludes with a discussion of important directions for future research such as including more participants with different social background. The results are expected to be useful information in cross-cultural comparison studies and other related areas.
Pragmatic Competence in the Spoken English Classroom Krisnawati, Ekaning
Indonesian Journal of Applied Linguistics Vol 1, No 1 (2011): Volume 1 No. 1 July 2011
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i1.102

Abstract

Abstract: Learners’ ability in carrying out communicative activities is highly demanded in the spoken English classroom. This paper discusses some aspects that should be taken into account when conducting a spoken English class in relation to raising pragmatic awareness through the inclusion of pragmatic instruction in the classroom. Some theoretical reviews for the inclusion of pragmatic instruction are also discussed. Through the inclusion of instruction in pragmatics in the spoken English classroom, learners are expected to develop their pragmatic competence and, therefore, are able to communicate naturally despite the fact that the full range of interactions with native speakers is limited.   Key words: communicative activity, pragmatic instruction, pragmatic competence
Processing instruction: Learning complex grammar and writing accuracy through structured input activities Modirkhamene, Sima; Pouyan, Aram; Alavinia, Parviz
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11479

Abstract

Aimed to change the way input is perceived and processed, processing instruction (PI) tends to help learners focus on particular grammatical forms and alter their inappropriate processing problems so that they make a better form-meaning connection. As an attempt to extend the existing research on the use of PI, the present study was carried out to examine 40 elementary EFL learners’ grammatical achievement having been exposed to PI-based structured input activities. Two groups of learners, namely, PI (n = 20) and traditional instruction (TI, n= 20) were instructed the simple past tense –ed using PI-guided structured input activities and the conventional deductive method, respectively. Findings obtained from a set of interpretation and production tasks in pre- and post-test stages (immediate and delayed) revealed the superiority of the PI group both in the short term and the long run when compared to their peers instructed through the conventional deductive approach. Furthermore, within-group comparisons revealed some variation in participants’ performance in interpretation vs. production tasks. The discrepant findings in the production against interpretation tasks were also confirmed by what we obtained from the attitude survey; indicating that although the learners appreciated the effective role of PI in their results of attitude survey, confirming learners’ appreciation of the effective role of PI in their comprehension of the target structure, they were not very positive to the production tasks. It is concluded that different stages of comprehension and production in second language development, reflected as the general proficiency of the learners, potentially differ in terms of drawing learners’ attention to target structures more specifically when the tasks (e.g., production) are more cognitively demanding.
FROM STORYTELLING TO STORY WRITING: THE IMPLEMENTATION OF READING TO LEARN (R2L) PEDAGOGY TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA Damayanti, Ika Lestari
Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i2.4870

Abstract

It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language.  This action-oriented case study aims to enhance students’ written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students’ written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1) preparing before reading (stories), (2) detailed reading, (3) joint rewriting, and (4) individual rewriting. Before and after the intervention, students’ narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence.  The preliminary findings indicate that there is a shift in students’ ability from writing fragmented and spoken-like language to more literate written narratives.   It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.
MENTOR COACHING TO HELP PRE-SERVICE TEACHERS IN DESIGNING AN EFFECTIVE LESSON PLAN Amalia, Lulu Laela; Imperiani, Ernie
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.171

Abstract

Abstract: This paper investigates how mentor coaching, which is intended to prepare preserviceteachers of English as a Foreign Language in facing their teaching practices, help themdesign lesson plans. A lesson plan, as Farrell (2002) stated, is a collection or a summary of ateacher’s thoughts about what will be covered during a lesson. This means that before comingto the teaching process, a teacher should prepare systematic steps to be conducted in a class inorder to reach the objective of a lesson. However, most pre-service teachers are confused withthe designing process of lesson plan that is how to articulate the government curriculum intooperational details. For example, they do not know which activities to include in the lessonplan, and they do not understand how to determine indicators or “enabling objectives” (Brown,2007) for assessing students’ achievement in the lesson. Therefore, mentor coaching is seen asone of alternatives in helping pre-service teachers. Mentor coaching, as Nolan (2007, cited inZepeda, 2012, p. 165) said, is a “structured process whereby an experienced person introduces,assists, and supports a less-experienced person (the protege) in a personal and professionalgrowth process.” In the context of this study, the experienced person refers to the teacher/thelecturer in the class and the less-experienced person in this context refers to the pre-serviceteachers or student teachers. This study used action research as the method. Furthermore, thedata were obtained by distributing questionnaire and collecting pre-service teachers’ lessonplans as well as conducting an interview. In addition, after having designed a lesson plan withmentor coaching technique, the pre-service teachers were asked to reflect the process in orderto gain their perception about the mentor coaching technique. It is important to find whatthey think and feel about this mentor coaching process because it is expected that this type ofcoaching will be useful in helping pre-service teachers to write an effective lesson plan.
Teacher-student collaborative assessment (TSCA) in integrated language classrooms Shuguang, Sun; Qiufang, Wen
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13301

Abstract

Assessing students’ productive performance is challenging in China because large class sizes inevitably lead to heavy workloads for teachers. To address this problem, a new method of assessment, teacher-student collaborative assessment (TSCA)—was proposed in 2016 to organize and balance different modes of teacher assessment, self-assessment, peer assessment, and computer-mediated assessment. The present study took one intact class as a case, aiming to explore how TSCA could be carried out efficiently and systematically in the classroom and how students perceived TSCA. Qualitative data obtained include students’ writing drafts and revision, interview, and reflective journals of the students and the teacher. Interview data indicated that the students responded to this type of assessment positively and thought they benefited greatly from the teacher’s instruction and peer discussion. This was triangulated by the students’ reflections in which all the students spoke highly of TSCA and agreed that this method was a good way to pinpoint their weaknesses and help them learn how to revise their essay better. The students reported that they formed a new perception of self-assessment and self-revision and felt that a lot was gained.
QUESTION FORMATION OF BAHASA INDONESIA AS A SECOND LANGUAGE Sakhiyya, zulfa
Indonesian Journal of Applied Linguistics Vol 3, No 1 (2013): Volume 3 No. 1 July 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i1.196

Abstract

Abstract: This article aims to implement Processability Theory (PT) to Bahasa Indonesia or Indonesian language and to identify developmental stages for question formation in the setting of Bahasa Indonesia as a second language (ISL). PT provides a theoretical framework in making predictions about the course of language development, in this case the question formation acquisition. This study proposes developmental stages of question formation in ISL setting by contrasting the lexical functional grammar of Indonesian question as compared to ESL question formation. Four stages of ISL question formation were proposed. The proposed stages serve as the basis for data analysis and to show its plausibility.
Engaging young learners of English with digital stories: Learning to mean Lestariyana, Reni Puspitasari Dwi; Widodo, Handoyo Puji
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13314

Abstract

Using a digital story to teach English to pupils in primary schools is not a new enterprise in the field of TESOL. However, this learning platform remains under-practiced in Asian primary schools where English is socio-politically viewed as a foreign language. To fill this gap, we implemented digital storytelling (DST) to engage children in the creation of digital stories and in learning to mean in a multimodal way. This article specifically describes our experience of using DST as pedagogical innovation with pupils of 10-12 years old. In this DST project, pupils jointly created digital stories as multimodal texts. In this respect, they utilized different linguistic resources (e.g., Javanese, Bahasa Indonesia, and English) as well as visual and technological affordances, which assisted them in voicing their real-life experience through digital stories. The practical implication of the project is that primary school teachers of English can experiment with DST to engage pupils in meaningful project-based language learning.

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