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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
 48   49   50   51   52 
The role of tutor's questioning in mentoring learners' responses to and uptake of feedback on writing Saeed, Murad Abdu; AbuSa’aleek, Atef Odeh; Al Qunayeer, Huda Suleiman
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.v11i3.34600

Abstract

How teachers can provide effective feedback that promotes' students' active responses to and use of it is the question of the current debate in research. The need for teachers to formulate/compose their feedback in the form of questioning alleviates their authoritative roles in the process. Therefore, this study explored the role of teacher Google Doc-based feedback given in the form of questions on the assignments of 14 pairs of undergraduates in a Malaysian university in fostering their responses to feedback and uptake of it in writing. The results revealed that the feedback questions fall into single Yes/No questions, single Wh-questions, and a combination of both, which served as eliciting responses, eliciting information, seeking clarifications, requesting, checking certainty, and inviting learners to respond to and interact over the e-feedback before using it in revising their texts. Findings indicate that Google Docs functions as an interactive platform where students diversify their responses to e-feedback, such as commenting on the e-feedback, interacting around the e-feedback issues, seeking further feedback, resolving the e-feedback, and addressing the e-feedback through edits/text revisions. Furthermore, the way e-feedback questioning is formulated influences how students respond to and use e-feedback in revising their assignments. The study provides valuable suggestions for teacher feedback practices in graduate courses in higher educational institutions.
Conceptual metaphors in North African French-speaking news discourse about COVID-19 Lahlou, Hicham; Rahim, Hajar Abdul
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.v11i3.35949

Abstract

Conceptual metaphors have received much attention in research on discourse about infectious diseases in recent years. Most studies found that conceptual metaphors of war dominate media discourse about disease. Similarly, a great deal of research has been undertaken on the new coronavirus, i.e., COVID-19, especially in the English news discourse as opposed to other languages. The present study, in contrast, analyses the conceptual metaphors used in COVID-19 discourse in French-language newspapers. The study explored the linguistic metaphors used in COVID-19 discourse in these newspapers and conceptual metaphors that underlie and motivate them, using a conceptual metaphor theory framework (CMT). Therefore, two North African French-language newspapers, namely Libération, published in Morocco, and La Presse de Tunisie, published in Tunisia, formed the corpus of the current study. The results showed that the most frequent framing of COVID-19 was in terms of WAR, followed by DISASTER and KILLER, respectively.
Readiness for autonomous English language learning: The case of Indonesian undergraduate students Daflizar, Daflizar; Petraki, Eleni
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.v11i3.34259

Abstract

The purpose of this study was threefold: (1) to investigate how Indonesian undergraduate students perceive their teachers’ and their responsibilities in English language learning; (2) to investigate how the students perceive their abilities related to autonomous English language learning; (3) to examine if there are differences in the students’ perceptions of their responsibilities and abilities concerning gender and majors of study. The study employed a mixed-methods research approach with a sequential explanatory design and recruited 402 participants in the quantitative phase and 30 participants in the qualitative phase. The data were collected through questionnaires and semi-structured interviews. The findings showed that the majority of students deemed the teacher to be the one in charge of their learning despite their positive perceptions of their abilities. No significant difference was found between males and females in their perceptions of responsibilities and abilities. Regarding majors of study, no significant difference was found between English major students and non-English majors in their perceptions of their abilities; however, there was a significant difference between the groups’ perceptions of their responsibilities. The research advocates the need for awareness-raising on the benefits of learner autonomy and appropriate teacher training for the Indonesian context.
Perception of English vowel contrasts by Acehnese-Indonesian bilingual learners of English Masykar, Tanzir; Hassan, Roshidah Binti; Pillai, Stefanie
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.v11i3.35086

Abstract

Previous studies have reported that second language (L2) learners filter non-native L2 sounds through their existing native or first language (L1) sounds when learning L2 sounds. The degree of similarity between L1 and L2 sounds can predict the ease of acquisition of non-native L2 sounds. In the context of English language learning in Indonesia, most learners are likely to speak two languages before they learn English at school; Acehnese is not wituout any exception. As a result, they have larger phonemic inventories to rely on when learning English sounds. This study seeks to investigate how Acehnese-Indonesian bilinguals perceive five sets of vowel contrast in English (i.e., /ɪ/ - /iː/, /æ/ - /ɛ/, /ʌ/ - /ɑː/, /ʊ/ - /uː/, and /ɑː/ - /ɔː/). A special focus is given to their perception of English vowel contrasts that are new, similar, and identical to Acehnese and Indonesian vowels. A group of 31 high school students (N=31) from an Islamic boarding school in Aceh participated in this study. An AX test comprising repetition and minimal pairs of English vowel contrasts in CVC word contexts was randomly presented to the students. The data were analyzed by comparing the means of each vowel pair followed by a general linear model statistical analysis and interpreted based on speech perception and production models. The findings indicate that the Acehnese-Indonesian bilinguals discriminate the vowel pairs /æ/ - /ɜː/ and /ɑː/ - /ɔː/ better than the /ɪ/ - /iː/, /ʌ/ - /ɑː/ and /ɑː/ - /ɔː/ pairs. The vowel pairs in which both vowels are novel to Acehnese and Indonesian were moderately discriminated compared to the pairs in which one vowel is similar in both Acehnese and Indonesian. It can be said that students perceived pairs with one vowel similar to Acehnese-Indonesian better than pairs with both vowels or one vowel novel in Acehnese and Indonesian. The findings reported in the paper are expected to inform pedagogic practices, particularly in the development of materials for the teaching of English pronunciation. English teachers in Aceh may incorporate Acehnese words that have similar sounds to English while emphasizing the novel sounds which are absent from the Acehnese vowel system.
Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers Quan, Nguyen Hai
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.v11i3.40592

Abstract

Identifying characteristics of effective teachers has always been a topic of paramount importance. Accordingly, an extensive volume of theoretical endeavours and empirical research has been devoted to the investigation of typical attributes that effective teachers possess in diverse contexts. Yet, current understanding of the issue in Vietnamese setting remains limited. Given that perceptions about effective teachers’ qualities have been typically found to be highly context-bounded, gaining an insight into these attributes in this under-researched context is expected to provide a solid foundation for further attempts to improve the quality of teaching and learning. The present study responds to this pressing need by exploring the perceptions held by 200 learners and 22 teachers in a language school in Vietnam, employing questionnaires for collecting both quantitative and qualitative data. A theoretical framework adapted from Shulman’s (1986, 1987) model of teachers’ knowledge base was employed. Findings from the study revealed both convergence and mismatches in the perceptions held by the teacher and learner groups. As a whole, teachers, and learners convergently prioritised teachers’ subject matter content knowledge as most important, compared to pedagogical content knowledge and teachers’ identity and interactions with learners. Both groups also voted teachers’ ability to provide clear instructions and explanations as the most important pedagogical feature of effective teachers and uniformly downplayed the role of sociocultural knowledge and the ability to effectively use technology. More in-depth analyses, however, showed that teachers placed more importance over the pedagogical aspects of subject matter knowledge, language proficiency, and teaching methodology, whereas learners more appreciated the psychological and motivational aspects. In particular, the teacher participants highly valued the teachers’ ability of classroom management, material adaptation, and facilitating students’ engagement in learning activities. In contrast, qualities most desired by learners included a positive attitude towards the teaching career and teachers’ willingness to care, understand learners’ problems, encourage, and treat all students on a fair basis.
Effects of effort praise on struggling Filipino ESL readers’ motivation and mindset Calingasan, King Arman Alonzo; Plata, Sterling Miranda
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.v11i3.32898

Abstract

Previous research on praising students to improve their motivation and their mindset had mixed results. This inconsistency was the impetus for this paper. The present study employed a mixed-method experimental design to examine the effects of effort praise on reading motivation and mindset of 60 Filipino seventh-grade students who were categorized as frustration-level readers. They studied English as a second language (ESL) where they were expected to comprehend various texts with appropriate reading styles based on the Grade 7 curriculum guide of the Department of Education in the Philippines. Using the Implicit Theory Scale (Dweck et al., 1995), the study found that effort praise led students in the positive rule group to endorse a growth mindset, while the students in the inverse rule group adopted a fixed mindset after receiving effort praise. Moreover, although it may increase reading motivation, the positive effect of effort praise on struggling ESL readers with fixed and growth mindsets may be short-term. This paper concludes with a schematic diagram to illustrate and explain how effort praise affects the mindset and the motivation of struggling ESL adolescents in reading. It also provides practical recommendations to improve reading teachers’ practice of giving positive feedback, specifically effort praise.
Cross-linguistic influence of propositional and lexical semantics errors in Indonesian learner texts Devina, Devina
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.v11i3.36618

Abstract

Advanced language acquisition applies rigorous understanding of the target language (TL) which oftentimes achieved by comparing mother tongue features to the TL. This is where cross-linguistic influence (CLI) occurs as learners transfer knowledge among languages. The study aims at investigating CLI in propositional and lexical semantics through questionnaire, weekly discussion, and assignment entries of 34 learner texts of Indonesian for Business Communication course at a private university in West Jakarta. Referring to Odlin’s (1989) CLI framework of semantics domain, the results show that CLI presents in 1) propositional semantics by 37.6% (i.e., semantic case by 4,3% and semantic universality and relativism by 33,3%) and 2) lexical semantics by 62,3% (i.e., cognate vocabulary by 8,6%; lexical universals and acquisition by 43% and lexicon and morphology by 10,7%).  English (as the medium of instruction) influences the Indonesian production in word-choice, demonstrative determiner ini and itu; prefix-suffix conjugation (i.e., particle -lah, active-passive voice); and relative conjunction yang. The findings suggest the patterns of error produced by learners whose mother tongue is Dutch and who use English as their second language. Moreover, in Indonesian for Business Communication course, lecturers can refer to the findings of this research as a guide to support learners with their Indonesian language production. The findings also demonstrate that learners who are familiar with informal-daily Indonesian take more time in developing adequate formal Indonesian, compared to those who do not use the language as their daily communication.
Children’s humor development: A case of Indonesian children Sahayu, Wening; Triyono, Sulis; Kurniawan, Eri; Baginda, Putrasulung; Tema, Nurul Huda Gus
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.v11i3.43707

Abstract

Humor has been characterized as an index of children’s language development and cognitive performance. While research on this area has been abound cross linguistically, specific inquiry on children’s humor development in the Indonesian context remains scant. Occupying this lacuna, this research sought to examine kinds of humor acquired by the children in early childhood by invoking McGhee’s humor developmental stages. Embracing a descriptive qualitative method, the study involved eleven Indonesian-speaking children in Yogyakarta aged around 1 to 5 years old, where the data were assembled primarily through direct naturalistic observations. The children’s spontaneous humor production was recorded as they were interacting with their peers and/or their parents in their homes and neighborhoods. The findings revealed that the children could perceive and produce nonverbal and verbal humor, confirming existing literature. As they grow, certain patterns of humor also emerge, indicative of their cognitive and social development. More research is necessary to better understand how children of different linguistic and cultural backgrounds understand, respond to or initiate a humorous situation.
Indonesian TV anchors’ final -k sound shift: The nature and the cause Irnanda, Septhia; Yoestara, Marisa; Ismawirna, Ismawirna; Faisal, Faisal
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.v11i3.36714

Abstract

This study aimed, firstly, to observe the phonological change of the Standard Indonesian (SI), particularly the final-k syllabic pronunciation used in the journalistic videos aired between 1980 – 2019. Secondly, the study investigated the nature of the sound change by taking into account the theories of Lexical Diffusion. Lastly, the plausibly cause of the sound change was figured out, considering the sociolinguistic factors; orthographic re-regulation, post-colonial language policy, borrowing, and contacts. Methodologically, it is a diachronic study using a set of television news videos as the main source of data. A battery of findings from other related studies was employed to support the discussion on the nature and the reason for the sound change. The results show that the phonological shift of coda /ʔ/ ~ /k/ happened to most final -k syllabic words across the periods observed, but with varying degrees of rapidity, where the high-frequency words tend to be more sustained. The results also indicated that phonological shift of coda /ʔ/ ~ /k/ that occurred in the Indonesian TV-broadcast language was transferred from the Jakartan dialect, although some evidence of the 1972’s alphabetic writing system reformation also plays a considerable role in the TV News readers’ final -k sound shift.
Photovoice: Young children online English language learning, parents’ voices and its implication to educational policy and provision Nugroho, Kurniawan Yudhi; Sakhiyya, Zulfa
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.v11i3.35083

Abstract

The COVID-19 pandemic has brought significant changes to the education sector. The shift from classroom-based conventional learning to virtual mode means that the study from home policy appears to place responsibilities of students learning on parents. By focusing on primary level education, we explored parents’ voices and aspirations in assisting their children in taking online English language classes. As most of the parents have been overwhelmed, we offer some insights regarding how to mitigate the problems. Using photovoice, fifteen parents whose children were learning English language in primary schools were invited to take the photographs from the online English language learning (OELL) program and discussed the photographs. We used Photovoice in the project to capture parents’ concerns over the program and their relationship with the pandemic. Thematic analysis was used as a tool to generate important themes from the photovoice data. While appreciating the program, our respondents highlighted the obstacles and concerns over the online English learning through their photographs. In this article, we demonstrated, that photovoice not only offered a space to explore parents’ experiences in engaging in their children’s OELL program, but also served as a space for parents’ aspirations in disrupting and influencing educational programs and reforms.

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