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<![CDATA[The effect of e-portfolio assessment on EFL vocabulary learning and retention ]]>
<![CDATA[Nava Nourdad]]>;
<![CDATA[Mohammad Amin Banagozar]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.44232
<![CDATA[Vocabulary is one of the main components in learning a new language which provides the ground for language learners to learn and use the language. In this regard e-portfolio, as a recent and novel assessment technique, can have the potential for vocabulary development. This study aimed at investigating the effect of portfolio assessment on Iranian EFL guidance school learners’ vocabulary learning and retention. To this end, 92 guidance school students in the seventh, eighth, and ninth grades, were selected as the participants of the study. They were randomly assigned into two experimental and control groups. While the control group followed the conventional class quizzes the experimental group practiced e-portfolio assessment. The participants in the experimental group were asked to create their e-portfolios and keep a record of what they learned during and after the online sessions. They were also asked to include the reflection sheets in their e-portfolios. Three parallel tests as a pre-test, an immediate post-test, and a delayed post-post were used to gather data about the effect of portfolio assessment in each grade (a total of nine tests). The results of a one-way ANCOVA revealed that the participants of the experimental group outperformed the participants of the control group in terms of EFL vocabulary learning and retention. Considering the outcomes, the study presents some implications for practitioners including language teachers, curriculum and course developers, and language learners.]]>
<![CDATA[Phonological awareness intervention in mother tongue among Filipino kindergarten learners ]]>
<![CDATA[Marites Mercado Abdon]]>;
<![CDATA[Aireen Barrios]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.45802
<![CDATA[Developing strong reading skills in children is crucial to overcoming language and academic barriers and ensuring future success in education. The extent of phonological awareness (PA) substantially affects children's reading ability (Hoff, 2014). Thus, the goal of the study was to document the success rate of ten Filipino kindergarten pupils enrolled in one public school in Calaca who underwent twenty sessions of 30-minute integrated PA intervention. The study employed mixed methods research utilizing intervention design. The quantitative results were taken from a single-group pretest-posttest, and the qualitative results were taken from a thematic analysis of interviews of educational assistants and kindergarten teachers at three-time points. Muñoz et al.’s (2018) pedagogical framework and Cummins’ (1979) Linguistic Interdependence Theory provided foundational support in analyzing how PA intervention in the mother tongue assists children in gradually promoting their reading outcomes in the mother tongue and English. Results show significant differences in PA and letter knowledge in Batangas Tagalog and English before and after the intervention. Batangas Tagalog scores show a very high significant positive correlation. Additionally, observations reveal positive changes among the pupils after undergoing the intervention. The study demonstrates that PA intervention in the mother tongue potentially provides a promising and sustainable way to improve the early reading skills of Filipino kindergarten pupils.]]>
<![CDATA[Investigating the dimensions of students’ interaction in listening online learning environment amidst Covid-19 pandemic ]]>
<![CDATA[Arum Nisma Wulanjani]]>;
<![CDATA[Candradewi Wahyu Anggraeni]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.51083
<![CDATA[The existence of the COVID-19 pandemic forces the Indonesian government to carry on online learning at all education levels, to keep the teaching and learning going on. For students, this ongoing online learning has brought about various impacts on their online learning success. One important factor determining online learning success is students’ interaction. Thus, paying more attention to whether an online learning environment has promoted the students’ interaction is crucial to creating successful online learning. This study aimed to investigate the dimensions of students’ interaction in the online listening learning environment. Moreover, this study also tried to explore how students perceived the interaction in the online listening learning environment. There were 78 students majoring in English Education as participants in this study. A convergent mixed-method was applied in this study, in which the results of the quantitative and qualitative data analysis were brought together. A modified questionnaire of OLLES (Online Learning Environment Survey) and a close-ended interview were carried out to gather the data. The results showed that the dimensions of interaction in the online listening learning environment had a statistically significant high rating. The interaction between the lecturer and the students placed the highest among all of the dimensions. Overall, all the dimensions of interaction in online listening learning were highly perceived by the students. The implications suggested that providing well-designed authentic materials, collaborative activities, and asynchronous models were needed to support the students’ online learning performance.]]>
<![CDATA[Transadapting fable into a parable for Indonesian Muslim children: Strategies and impacts ]]>
<![CDATA[SF. Luthfie Arguby Purnomo]]>;
<![CDATA[Lilik Untari]]>;
<![CDATA[SF. Lukfianka Sanjaya Purnama]]>;
<![CDATA[Muhammad Zainal Muttaqien]]>;
<![CDATA[Robith Khoiril Umam]]>;
<![CDATA[Yustin Sartika]]>;
<![CDATA[Muh Nashirudin]]>;
<![CDATA[Shabrina An Adzhani]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.29101
<![CDATA[The demand for domestication and localization of children’s literature compels translators to not only translate the texts but also transadapt them. Significant problems arise when the texts have to fit the cultures and religions of the target users. This qualitative study attempts to address this issue. Gathering teachers of Taman Pendidikan Al Qur’an (TPQ) or Qur’an study club for Muslim children in the Greater Boyolali area of Indonesia, children’s literature translators, and TPQ students in a Focus Group Discussion, we investigated the strategies of transadapting fables in English into Bahasa Indonesia with Islamic values as the core teaching along with the impacts ensued. Through the FGD constructed based on the purification strategy by Klingberg (1986), translation as adaptation and selection by Gengshen (2003), children picturebook translation by Oittinen (2000), narrative connectedness by Christman (2004), proairetic decoding by Nikolajeva (2010), and skopos by Reiss and Vermeer (2014), paratextualization, insertion, and bleaching strategies are constructed. Paratextualization adds clickable religious comments on the digital versions of the fables. Insertion adds religious lessons within the text. Bleaching refines any expressions considered unfit for the target religious values. These strategies trigger an impact called drifting. To reveal the extent of faithfulness, we constructed a drifting-level assessment. This assessment enables translators to reveal whether a transadapted children’s literature is still on track, slipped, or out of track. The study finding is expected to fill up the theoretical absence of transadaptation strategies and drifting level assessment. Its practical nature also brings benefits for children’s literature translators and TPQ teachers.]]>
<![CDATA[Lexical development in an Indonesian-Balinese bilingual child ]]>
<![CDATA[Ni Luh Putu Sri Adnyani]]>;
<![CDATA[Ni Made Rai Wisudariani]]>;
<![CDATA[I Wayan Swandana]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.51089
<![CDATA[It is debatable whether bilingual children can distinguish between their two languages from an early age. This study aims to describe how a bilingual infant differentiates between her two languages, focusing on the acquisition of a dual vocabulary. This topic is addressed in a bilingual case study of an infant who acquired a national language (Indonesian) and an indigenous language (Balinese) simultaneously from birth until the age of one year and eleven months. Within the family, the two languages are used interchangeably. The parents' native language is Balinese, and Indonesian is the neighbourhood’s lingua franca. However, within the peer group, Indonesian is the dominant language. Daily diaries are used to record the child's vocabulary development in combination with weekly video recordings in the two language settings. The study shows that the child develops vocabulary in both Indonesian and Balinese. Since Indonesian and Balinese are closely related, the child also develops words that are shared by the two languages. During the development of the child’s vocabulary, Indonesian words outnumbered Balinese words due to the dominant use of Indonesian in the environment. The research demonstrates that translation equivalents (TEs) mean those language choices are available from the early stages of language development. The study shows that translation equivalents (TEs) demonstrate those language choices are available from the initial stages of language development. The findings highlight that a child who is exposed to two closely related languages can differentiate different language systems from an early age. Despite the child's ability to differentiate between the two languages, the national language develops at a far quicker rate than the indigenous language.]]>
<![CDATA[Nominal groups in deaf and hearing students’ narratives: A functional perspective ]]>
<![CDATA[Marsandi Manar]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.51088
<![CDATA[Understanding the language aspect of deaf students in reference to their hearing counterparts plays a salient role in providing language teaching and learning treatment for the former. As the initial effort to contribute to the language pedagogy for individuals with deafness, this study reveals the patterns of nominal groups in the Indonesian narratives of four deaf senior high school students and four hearing students of the same level. A qualitative text analysis was adopted as the research design to investigate the nominal group patterns in both data sets. Eight narratives about “being chased by a dog” were first identified in terms of their schematic structure. Then the ‘things’ or ‘participants’ in the stories were analysed based on the experiential nominal group framework of Halliday and Matthiessen (2004), consisting of Deictic, Numerative, Epithet, Classifier, Thing, and Qualifier. The analysis of nominal group patterns shows that ‘participants’ in the four stories of deaf writers were most frequently represented with Thing only (76.9%), Thing + Deictic (17.9%), Thing + Qualifier (3.8%), and Thing + Epithet (1.3%). In the compositions of their hearing peers, five other patterns were also employed, including those with three constituents like Thing + Deictic + Qualifier. The findings of this study hint at the simplified nature of deaf students’ nominal groups. In narratives, complex nominal group patterns contribute to representing things specifically. It is expected that further treatment can be provided to assist deaf students in making meaning of their narratives functionally, for example, by using complex nominal group patterns.]]>
<![CDATA[Arabic lexicon in Sundanese language: An ethnolinguistic study on the pilgrimage ceremony of the indigenous people in Dukuh village ]]>
<![CDATA[Husnul Qodim]]>;
<![CDATA[Fajar Rohandy]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.45195
<![CDATA[The fact that a large number of Arabic loanwords exist in Indonesian-type languages has been public knowledge; however, the number of studies about the types of Arabic lexical items, and their meaning shifts particularly in the Sundanese language is surprisingly scant. To occupy such an empirical void, the present study explores the use of Arabic lexicon in Sundanese language variety spoken by the indigenous people of the Dukuh Village in Cikelet District, Garut Regency, Indonesia. Embracing an ethnolinguistic lens, this study sought to specifically examine the use of their Arabic lexicon, lexical meanings, contextual meanings, and cultural phenomena surrounding the use. A corpus from daily spoken interactions involving ten informants and monologs from elderlies in the Dukuh community serves as the data to be qualitatively analyzed. The results demonstrate that the Arabic loanwords appear in a relatively significant amount of their Sundanese language, 7.37% of the total words in the corpus. Some of the Arabic lexicons retain their meanings identical to those in the source language. However, some have been contextualized so that their meanings somewhat deviated from those of the source language. The Arabic words are evidently found in three main cultural phenomena, i.e., ideas, activities, and artifacts.]]>
<![CDATA[E-portfolio as an academic writing assessment tool in higher education: Strengths and challenges ]]>
<![CDATA[Wirawati Ngui]]>;
<![CDATA[Vincent Pang]]>;
<![CDATA[Wendy Hiew]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.40122
<![CDATA[This study investigated the use of an e-Portfolio for assessment at a Malaysian public university. Prior to the advent of the Internet, paper portfolios are ubiquitous forms of projects and assessments. However, they have limitations in terms of portability, shareability, and delayed two-way communication between instructors and students about progress. In lieu of paper portfolio, the e-Portfolio was introduced in an advanced English language course at a public university in Malaysia. The novelty of the e-Portfolio’s implementation renders it necessary to seek the insights of those who are directly involved in its use. Therefore, this study aims to explore the perceptions of the instructors and students regarding their use of the e-Portfolio throughout the course. This is a qualitative study whereby the main data collection method involved interviews. The data were imported to NVivo 12, and thematic analysis was used as the primary method of data analysis. A total of three instructors and 18 students participated in this study. The findings reveal that the instructors and students perceived the contribution of the e-Portfolio in the aspects of writing stages, digital artefacts, accessibility, personalised writing experience, feedback and communication, and motivation. The results demonstrate that mutually perceived challenges by the instructors and students were poor Internet connectivity and difficulty adapting to the e-Portfolio. The study highlights the benefits and shortcomings of using the e-Portfolio as an assessment tool for academic writing. This will guide practitioners and researchers to better implement the e-Portfolio in higher education institutions.]]>
<![CDATA[Analysis of Nepalese post graduate students’ errors in writing research proposals ]]>
<![CDATA[Pitambar Paudel]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.41113
<![CDATA[With the change in socio-political and educational contexts in global academia, the trend of writing academic papers has arisen among Nepali students and educators in higher education. However, many of them are still unfamiliar with the basic standard to be incorporated in an academic paper. In this context, this study examined the post-graduate students’ errors in writing research proposals. A textual analysis method was employed, where quantitative phase of analysis was followed by qualitative, and the data were collected from 24 purposively selected research proposals and from the interview with 10 students. The quantitative data were gathered from content analysis of the research proposals and qualitative data were collected from the unstructured interview. The collected proposals were studied, erroneous expressions were listed and categorized in to four parameters like grammatical errors, lexical semantic errors, mechanic errors and syntactic errors. The information from the interview was recorded, noted and analyzed. The results exhibited that (1) article and preposition usages were more persistent grammatical errors; (2) run-ons and fragmentation were more reiterated syntactic errors; and (3) uses of single lexical items were more common lexical-semantic errors and punctuation was the more regular mechanical errors. These findings reveal that students have insufficient knowledge and skills for academic writing. Therefore, they need academic writing courses, training, or workshops from the early level of their schooling. The findings of this study are useful for curriculum designers, policymakers, instructors, and students because it provides significant information on the building blocks experienced by English language learners in writing research paper.]]>
<![CDATA[Intercultural competence development during the adjustment period of Indonesian students in the UK ]]>
<![CDATA[Erizal Lugman]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i3.46638
<![CDATA[International students must successfully adjust to cross-cultural differences in order to fulfil their academic goals while studying abroad. As a result, students must acquire new skills, especially intercultural competence, in order to properly communicate with people from other cultures. The purpose of this study is to investigate how Indonesian students in UK universities integrate various components of intercultural competence. This study sheds light on why intercultural competence is required and how it is developed. It is grounded in an ethnographic framework involving twelve student blogs and seven student interviews and observations. According to the findings of this study, the intercultural competencies required by Indonesian students in the United Kingdom can be divided into two categories: attitudes and skills. Accepting cultural differences and having an open mind are examples of necessary attitudes. Some necessary skills are the ability to learn new things about a different culture and the ability to follow the rules of the host society. Intercultural competence is distinct and complex phenomenon that have received little academic attention and hence merit additional examination. The data show that during their studies, all of the individuals had difficulty adjusting to cultural differences. According to the findings of this study, Indonesian students studying in the United Kingdom must adjust to cultural differences in order to create favourable views about living abroad. This study serves as evidence that intercultural competence is essential in this situation.]]>
