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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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Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents Anita Triastuti; Suwarsih Madya; Philip Chappell
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46563

Abstract

This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum.
Profiling physiotherapy students’ interactions patterns in history taking Harni Kartika-Ningsih; Faizah Abdullah Djawas
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46540

Abstract

In physiotherapy education, history taking – in which a physiotherapist interacts with a patient to determine a prognosis – requires a set of communication skills which can be challenging for most student physiotherapists. One way to better understand the struggle that the students face is to examine the language and function of the interactions they use. This paper aims to investigate the way students perform their communication skills in history taking role-play. This study employed a qualitative discourse analytic method following the interpersonal discourse of NEGOTIATION, genre and register frameworks from the systemic functional linguistics. The data were obtained from a recorded students‘ role-play for their final assignments in a physiotherapy class. These data were then analysed by following the discourse analytic frameworks to map the structures and function of their interactions. The findings reveal that the students structure history taking stages similarly, while the length of exchange structures they build to gather information show differences in which skilled students tended to be more extensive in the interactions. The findings suggest that making explicit of the stages and move options may provide better awareness of the available choices the students can have in the history taking interactions.
Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing Lailatun Nurul Aniq; Nur Arifah Drajati; Endang Fauziati
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46535

Abstract

Little is recognized regarding teachers’ beliefs about teaching with the appropriate framework integrating technology into language instruction, particularly during the COVID-19 outbreak. TPACK is a framework for apprehending knowledge domains required by EFL teachers nowadays. The preliminary study indicated that among the four English skills taught to middle school students, teaching writing was the most challenging. Therefore, it is essential to understand more about teachers’ beliefs regarding the practice of the TPACK framework in teaching writing. For that reason, This study aimed to (1) explore teachers' beliefs about the TPACK framework and (2) analyze classroom practices in teaching writing. This case study examined three teachers from different senior high schools in Indonesia of their beliefs about teaching writing with the TPACK framework and their classroom practices. A semi-structured interview was administered to explore their beliefs, while classroom observations focused on their classroom practices. The results demonstrated similarities and differences among teachers’ beliefs about learning objectives, teacher’s role, and assessment, while in classroom procedure and instructional material, teachers shared identical beliefs. Indeed, there was a majority of consistency between teachers’ beliefs and classroom practices of teaching writing with the TPACK framework. Despite its paramount consistency between teachers’ beliefs and classroom practices, the presence of the government to educate teachers is urgently needed, which can be in the form of virtual TPACK training. Then, this study may provide references for teaching writing with the TPACK framework that can adequately be applied during the COVID-19 outbreak and new normal.
The rhetorical structure of newspaper reports: A synergy between corpus, genre and discourse analysis Hafizah Hajimia; Nur Rasyidah Mohd Nordin; Manvender Kaur Sarjit Singh; Philip Golingai
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46433

Abstract

The pandemic has intensified issues faced by the journalism community in Malaysia. This study is an attempt to help the media industries upskill themselves in terms of the written discourse. This study describes the rhetorical structures in Malaysian newspaper reports, namely The Star, in terms of the rhetorical moves and steps by using the genre theory, corpus-based discourse analysis and corpus analysis. MyCORONAS (Malaysian Corpus of Online Newspaper Articles) corpus of 90 selected news reports consisting of crime news (TSC), environmental news (TSE) and political news (TSP) was compiled and analysed quantitatively and qualitatively to identify the frequency, functions, and patterns of rhetorical moves. The findings identified a nine-move structure for the newspaper reports. The nine-move structure consists of five optional moves and four obligatory moves. Variations in the use of the steps were observed within the sub-genres. Additionally, based on the functions of the moves, it was found that the newspaper report is a hybrid genre with various communicative functions. Based on the patterns of move distribution, the dispersion value shows that the moves are tightly clustered. To conclude, the findings of this study will heighten the awareness of ESP learners on the importance of using appropriate rhetorical moves to write a newspaper report which will help the journalism industries reform themselves during the pandemic.
A needs analysis to develop new curriculum for Korean college students in higher education Eunjeong Park
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46564

Abstract

Language teachers and instructors should always consider how to successfully develop new curricula. A medium-sized university in Korea launched a new liberal arts course for freshmen. A language instructor conducted a need analysis to understand the needs of college students to develop a new curriculum of the assigned course. The purpose of this study is to examine the needs of Korean university students who learn English to develop new curriculum and instruction reflecting learner needs accordingly. Data were collected through interviews and survey questionnaires. The qualitative data of the interview went through a thematic analysis process, and the quantitative data of the survey were analysed through statistical tests. As a result, various perspectives of students were revealed. First, this study showed that competency-based language instruction is essential for learners’ language development. Second, skill integration was needed to improve language skills. Third, the students expected constructive feedback from the instructor on their English grammar and vocabulary use. This study presents the significance of performing needs analysis and suggests that language teachers should consider it for their professional development and growth in higher education.
Production of gutturals by non-native speakers of Arabic Bassil Mashaqba; Anas Huneety; Mohammed Abu Guba; Bara'ah Al-Duneibat
Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i2.26143

Abstract

This paper investigates the production of Arabic gutturals by native (NSs) and non-native speakers (NNSs) of Arabic. A total of 40 participants, 20 NSs and 20 NNSs were recruited. 240 tokens were collected using two major methods: free speech and nonsense word testing. Using PRAAT software (version 6.1.01), the tokens were analyzed acoustically to measure F1 and F2 and to signal the (non)significance of the difference between the target groups and auditorily to rate gutturals’ production accuracy by NNSs. F1 and F2 of the vowels neighbouring the gutturals were normalized using the speaker extrinsic Labov ANAE method (NORM version 1.1) to eliminate the effects of gender and age. The study demonstrates some important findings: in terms of quality, the F1-F2 approximation varies by nativeness in that NNSs were unable to make enough coarticulatory effects associated with Arabic gutturals. This result indicates that NNSs do not make a sufficient primary constriction in the posterior regions of the vocal tract. Relying on auditory judgments of accuracy, the most accurately produced gutturals by NNSs were the voiceless glottal fricative /h/ followed by the voiceless glottal plosive /ʔ/, and the lowest ranked gutturals were the voiced velar fricative /ɣ/ and the voiced pharyngeal fricative /ʕ/. The study concludes that non-temporal cues especially F1 and F2 are essential correlates to Arabic gutturals’ production. Because such factors are language-specific, they should be taken into consideration in the teaching of Arabic as a second/foreign language.
Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy Iyen Nurlaelawati; Wawan Gunawan; Nenden Sri Lengkanawati
Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i2.51086

Abstract

Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experience in teaching leaves a gap in the existing literature, thus becoming the aim of this study. The study was carried out in a case study design, involving three preservice teachers in a teaching practicum program as the participants. The study took place in a high school in West Java Province, Indonesia. The data were collected through classroom observations and interviews, which then were analyzed to search for themes generated by a qualitative approach and amplified by pedagogic register analysis.  The findings showed that through adaptation and modification, the participants implemented most of the stages of R2L pedagogy in their teaching context. The phases of teaching and learning created classroom interaction better between the preservice teachers and students, leading to enhancing student participation in the teaching and learning activities. The analysis also indicated the challenges that the participants encountered, such as text selection and contextual strategies of detailed reading. This study suggests that R2L pedagogy provides purposeful staged activities significant in enhancing students’ participation, thus leading to better student learning engagement.
A learner corpus analysis of problem-solving schemata and move structures in debating discourse Ying Zhou; Hasliza Abd Halim
Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i2.32486

Abstract

Problem-solving is essentially a process with schematic, conversational and procedural attributes. This skill set is essential for graduates to solve problems they encounter in their social, academic, and professional lives. A huge portion of problem-solving practice may be found in debating. Due to the magnitude of problem-solving skills, this study aimed to investigate the synergetic role of debating practice on problem-solving language development in a corpus-assisted way. This study compiled a learner corpus containing 32,3975 tokens of 28 transcribed debates from the World University Debating Championship on YouTube (see Appendix). A corpus-based analysis by AntConc explored the schematic features of problem-solving patterns in terms of type-token ratio, collocation, standardized frequencies, and concordance lines. The findings show that problem-solving representations were outstanding in the debating learner corpus with a high type-token ratio, Problem schema, and Solution schema. Patterns concerning problem, need, and solution(s) appear with a highly standardized frequency. In addition, a concordance analysis of the most frequent keywords revealed the schematic variations of problem-solving functions employed by debaters. The genre analysis confirms the presence of problem-solving procedures in the sequence of the Situation, the Problem, the Response or Solution, and the Evaluation and its conversational inherency under diverse opinions. These findings provide corpus evidence for the schematic, conversational and procedural representation of problem-solving. Thus, debating practice is a significant vehicle to facilitate students’ problem-solving sense development of knowledge schema, conversations, and genre prototypes.
Assessing and validating young Kazakhstanis’ reading skills in English, the impact of classroom climate, and their engagement on reading skills Aigul Akhmetova; Soeharto Soeharto; Gaysha Imambayeva; Benő Csapó
Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i2.37321

Abstract

Improving reading skills in English for young Kazakhstani learners is a challenging process, but it was unfortunate that teachers in Kazakhstan do not frequently apply and implement assessments in the context of a school or classroom.  Following a pilot study conducted in 2018, a continuous assessment was considered necessary to highlight the errors and challenges related to such unfortunate condition. This study performed validation and assessment of reading skills in English as a foreign language (EFL) within a classroom climate and in relation to the engagement of students in grades 6 and 8 in Kazakhstan. The participants were chosen randomly from seven secondary schools in a major city. The first language of all the participants (N = 1,206) was either Kazakh or Russian. Data from 906 students following data screening were analyzed. EFL Reading comprehension tests and a questionnaire regarding the students’ classroom climate and engagement were administered via the eDia online assessment platform. The analysis involved an exploratory factor analysis, a confirmatory factor analysis, and an internal consistency test using Cronbach’s alpha, composite reliability, and construct validity. To determine the effects of factors detected from the background variables on students’ reading results in EFL, a regression analysis was conducted. As results, no gender differences were found for either grade. However, in grade 6, students whose first language was Kazakh performed better than the students whose first language and/or language spoken at home was Russian. In grade 8, the differences between Kazakh and Russian students were negative but non-significant. Nevertheless, despite the weak relationship between the latent factors and reading skills, both grades showed a good model fit to the data and good factor loadings. Implication of the study and further research are also discussed.
Staying local in a global discourse: A study of comments on selected minifictions by a Sundanese woman writer in Fiksimini Basa Sunda Facebook Group Raden Safrina
Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i2.51092

Abstract

This paper examines the social meanings from interactions of a Facebook group which posts mini fictions in the Sundanese language. The examination was more specifically focused on comments for mini fiction posts written by a woman writer. Following the idea of locality as essentially ‘a situatedness’ (Ahmed, 2000), the study framed the interactions as locality and situated the locality as it intertwines and intersects with more global issues. The study began by selecting mini-fictions in the Sundanese language that received at least 100 comments from their readers. Interactions arising from comments about the selected texts were examined to situate the intertwine of locality in the texts and the more global responses in the comment sections. Selected interactions were then examined using a Hallidayan critical discourse analysis. Taking situatedness as the focus, the analysis indicates that interpersonal themes attracted comments where locality and globality are situated to construct irony where locality pales in the face of globality. Therefore, it seems that more efforts should be made to strategically situate locality in a more vantage point in the global world.

Page 53 of 63 | Total Record : 626

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