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626 Documents
<![CDATA[Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study ]]>
<![CDATA[Moises Damian Perales-Escudero]]>;
<![CDATA[Rosa Isela Sandoval Cruz]]>;
<![CDATA[Gerardo Bañalez Faz]]>
<![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.v12i3.45552
<![CDATA[Stance is a key and problematic domain for effective English for Academic Purposes (EAP) reading and writing. Insufficient awareness of stance, cultural attitudes about it, and poor teaching have been identified as underlying sources of stance-related difficulties. Focusing on stance may thus be a pivotal reading-to-write lens to improve English academic literacy. However, few studies have investigated pre-service teachers’ language awareness and ideologies about different stance markers. The goal of this paper is to describe the stance-focused conceptions and ideologies of a group of sixteen Mexican undergraduate pre-service teachers of English as a Foreign Language (EFL) who are also EFL learners. We used phenomenographic interviews and analysis to achieve this goal. We found three types of conceptions: stylistic, critical, and metaideological. The less sophisticated stylistic conceptions are most prevalent. Only two participants showed metaideological conceptions. Two language ideologies were found: an ideology of linguistic objectivity that dismisses all stance markers and another that values affect markers but dismisses first-person ones. These results imply that pre-service teachers should be made aware of the argumentative and epistemic functions of stance markers and diverse language ideologies about them that circulate across national and disciplinary contexts. In this way, they may deploy stance more effectively in their own literacy practices and become more effective EAP teachers.]]>
<![CDATA[The use of Jigsaw II technique in Malay grammar learning ]]>
<![CDATA[Hasnida Ahmad]]>;
<![CDATA[Muhammad Zuhair Zainal]]>
<![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.v12i3.46231
<![CDATA[The Jigsaw II technique has been found to be effective in teaching and learning grammar based on cooperative learning. Therefore, this study was conducted to examine the effect of the use of the Jigsaw II technique on Form Four students’ attitudes and achievement in Malay grammar learning. Sixty-two students from two boarding schools in Kubang Pasu district, Kedah, Malaysia, were selected to participate in the study. They were divided into a treatment group and a control group. Thirty-one students of the treatment group used the Jigsaw II technique, while thirty-one students of the control group used the Gallery Walk technique. Both groups were given pre-test and post-test. Pre-attitude and post-attitude questionnaires were given to the treatment group only. Data was collected and analysed quantitatively using paired sample t-test, independent sample t-test, and simple linear regression test. The results showed a significant difference in achievement and attitudes for the treatment group in learning Malay grammar after using the Jigsaw II technique. The analysis also showed that the student’s attitude also influenced their achievement in learning Malay grammar based on the Jigsaw II technique. In conclusion, language teachers should choose and diversify cooperative learning techniques, such as the Jigsaw II technique, as this technique can also influence students’ achievement and attitudes in grammar learning.]]>
<![CDATA[Adoption of Online Technologies for Language Teaching during COVID-19 Pandemic in Narrative Frames ]]>
<![CDATA[Uun Muhaji]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Pupung Purnawarman]]>
<![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.v12i3.38930
<![CDATA[Adopting and utilizing online technologies for emergency remote teaching during the COVID-19 pandemic is a requirement for most Higher Education Institutions (HEIs) in Indonesia in order to keep the pedagogical practice running. Having done the practice for about one year, it is paramount to have an understanding of teachers’ experience in their adoption of the technologies. Arguably, there has been zero study employing narrative frames conducted in Indonesia investigating EFL (English as a foreign language) university teachers’ experience in adopting online technologies for their teaching during the pandemic. Therefore, the present narrative study examines this issue. Four narrative frames were developed as the instruments of the study by referring to two core variables and one outcome variable of the Technology Acceptance Model (TAM) consisting of perceived ease of use, perceived usefulness, and reported general use of online technologies. 16 narrative frames completed by participants from seven universities in East and West Java unveil that despite the arduous initial process of shifting from face-to-face into online teaching, problems and difficulties which were still encountered during the pedagogical undertaking, and somewhat limited number of online platforms that had been utilized, the teachers’ very positive perceptions on the usefulness of online technologies led to persistence and optimism in their reported general use of the technologies in their teaching. It was concluded that teachers are quite ready to further implement online technologies in their teaching. However, supporting facilities, facilitating conditions, as well as training for developing technological knowledge and skills are needed to support the process.]]>
<![CDATA[Speech acts in appeals for social distancing and public compliance intentions during the Covid-19 pandemic in Indonesia ]]>
<![CDATA[Sultan Sultan]]>;
<![CDATA[Muhammad Rapi]]>;
<![CDATA[Hasnawi Haris]]>;
<![CDATA[Muhammad Saleh]]>
<![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.v12i3.50574
<![CDATA[Government-issued communication messages are critical in resolving health problems such as the COVID-19 pandemic. The decision of linguistic speech acts also influences the behavior of obedient and disciplined individuals. Gender, age, and race are all predictors of social distancing compliance (Pedersen Favero, 2020). However, no studies have been published examining the form of speech acts that can control public conduct in accordance with social distancing on each of these social variables. Thus, this study examined the intention of public compliance through the pragmatic interpretation of the government’s appeal for social distancing. The present study was conducted with a cross-sectional design survey involving 1339 respondents through online data collection. The findings of this study reveal that different speech acts have varying effects on people’s intentions to follow the health protocol appeal. This study makes a theoretical contribution by demonstrating that gender, age, and education level influence the perlocutionary style of speech actions in critical health communication. These findings will aid the government in developing effective messages on health risk reduction behavior through the selection of appropriate speech acts.]]>
<![CDATA[Production and perception of English consonants by Yemeni EFL learners ]]>
<![CDATA[Najah Ahmed Khamis Bin Hadjah]]>;
<![CDATA[Mohd Hilmi Hamzah]]>
<![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.v12i3.47474
<![CDATA[Previous studies on the perception-production correlation focused mainly on transcriptions and native English speaker evaluations for production accuracy assessments; only a few included acoustic measurements. This study aims to investigate the production and perception of six English consonants by Yemeni EFL learners of English using an acoustic measurement of second-language production. It has three objectives: (1) To investigate the extent to which word position influences the accuracy of Yemeni EFL learners’ production of the target consonants, (2) to assess the extent to which word position affects their perception, and (3) to investigate the relationship between the overall production and perception of the investigated sounds. A quantitative research method was employed for collecting data from six Yemeni EFL postgraduate students from Universiti Utara Malaysia (UUM). In the production tasks, the researchers asked the speakers to produce seventy-two words with the target consonants three times in isolation (Experiment 1) and the other three times in a carrier sentence (Experiment 2). The researchers recorded the speakers’ productions with an iPhone and later evaluated them acoustically via Praat. In the perception test, an AXB experiment was conducted. The findings showed that word position significantly affected the production, yet not the perception of the target sounds. Moreover, an insignificant positive moderate correlation was revealed between the overall production and perception of the target consonants. The findings have implications for second-language speech as well as pronunciation instruction. Teachers may put more focus on specific sound environments that lead learners to struggle while producing/perceiving particular English sounds.]]>
<![CDATA[Implementing ICARE training model to enhance Indonesian students’ emceeing skills: Its process and impact ]]>
<![CDATA[Irfan Efendi]]>;
<![CDATA[Fathur Rokhman]]>;
<![CDATA[Rustono Rustono]]>;
<![CDATA[Rahayu Pristiwati]]>
<![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.v12i3.48660
<![CDATA[Having a good command of public speaking skills has been considered a pivotal modal for students to gain academic achievement and professional success. Practicing to be a master of ceremony can be a means of elevating public speaking skills. However, mastering the emceeing skills is not an easy task since it requires the students’ competencies to make use of linguistic and non-linguistic resources. The purpose of this study is to elucidate the results of the implementation of the ICARE model (Introduction, Connection, Application, Reflection, and Extension) to enhance students’ linguistic- and non-linguistic-related emceeing skills. This research employed a quantitative and qualitative approaches, using an observation sheet, interview protocol, and pre and posttest. The results showed that the training activities focused on establishing a group collaboration and promoted confidence in linguistic and non-linguistic mastery. The observation results revealed that the application of the ICARE model was considered helpful since it could facilitate teaching and learning activities in a more contextual way, with active, creative, and fun characteristics (joyful learning) and obtained a positive response from the students. They could relate it to everyday life. The statistical results of the pre and posttest scores demonstrated the effectiveness of the ICARE model in enhancing the students’ language and non-language-related emceeing skills. The results affirm the importance of mastering linguistic and non-linguistic elements that contribute to increased public speaking skills.]]>
<![CDATA[On rhetorical appeals: Emotionalization and politicization of Russia’s Covid-19 vaccine ‘Sputnik V’ in the American and Russian news discourse ]]>
<![CDATA[Ekaterina Veselinovna Teneva]]>;
<![CDATA[Ilya Bykov]]>
<![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.v12i3.50396
<![CDATA[The relations between language and politics in Covid-19 coverage have become significant issues following the rise of Chinese Covid-19 cases in 2022. The study aims to investigate specific rhetorical appeals and language means that were used by journalists to manipulate public opinion and propagate certain ideology in the American and Russian online news discourse. The study employed a mixture of quantitative and qualitative research techniques. It used computer-assisted content analysis, rhetorical analysis, and van Dijk’s sociocognitive approach to CDA to identify and describe biased representations of Russia’s Covid-19 vaccine ‘Sputnik V’ in 307 Internet news text. The content analysis revealed frequent mentions of politicians and political institutions in the American and Russian coverage of ‘Sputnik V’. The rhetorical and discourse analyses expose similarities in the use of rhetorical appeals and language means. The study concludes that the coverage of ‘Sputnik V’ was highly emotionalized and politicized both in American and Russian media. The journalists utilized the ideologically loaded language and rhetorical appeals to disguise their biased opinions and create a distorted image of ‘Sputnik V’ in the online news coverage. The study also provides implications for the development of ESL and EFL courses to enhance students’ reading comprehension skills.]]>
<![CDATA[HOTS-based language assessment literacy: Challenges and prospects in English language teaching ]]>
<![CDATA[Sumardi Sumardi]]>;
<![CDATA[Rizki Indra Guci]]>
<![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.v12i3.44261
<![CDATA[The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.]]>
<![CDATA[Exploring augmentation of meaning through intersemiotic complementarity in children comic book series ]]>
<![CDATA[Nur Annisa Haris]]>;
<![CDATA[Yusnita Febrianti]]>;
<![CDATA[Nurenzia Yannuar]]>
<![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.v12i3.39951
<![CDATA[Comic books are taking a new turn as a medium of learning. The combination of modes of visual and verbal in comics is a rich source of meanings. They are arguably one of the contributors to why comic books are considered as a form of reading materials for the purpose of language learning. With this regard, the present study is looking into a comic book series targeted for young readers, entitled ‘Little Dim Sum Warriors’. The overall aim of the study is to comprehend how the readers are likely to learn language with the comic. More specifically, the study addresses the details of the verbal-visual relation in LDSW and the prediction on how readers might be able to perceive the meaning-making process in LDSW. In doing so, the study analyzes the first two installments of the series in terms of the relationships between the verbal texts and visual images in terms of the ideational meanings. Data analysis is facilitated primarily using Royce’s (1998) framework of ideational Intersemiotic Complementarity to map out and categorize any instances of visual-verbal relation in the data in terms of the instances of repetition, synonymy, antonymy, hyponymy, meronymy, and collocation. Through the analysis, the study found that the verbal-visual relations mostly fall into the categories of repetition and collocation, which further indicate that the repeated meaning in both verbal and visual aspects are found effective in learning language. Other relations, however, such as those that appeared as anonymy or synonymy, might require the attendance of teachers or parents to create a discussion with the young readers regarding the meaning-making process. The results of the study also implied some hints on how reading activities between parents and children may be conducted. ]]>
<![CDATA[Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China ]]>
<![CDATA[Lan Wang]]>;
<![CDATA[Ricky Lam]]>
<![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.v12i3.45538
<![CDATA[Although previous studies in the education field have investigated how teachers’ beliefs and practices converge or diverge, native English teachers’ (NETs) beliefs and practices remain underrepresented and underexplored, particularly with respect to university-level English speaking instruction in the Chinese context. This qualitative study used interviews and classroom observations over one semester to examine the pedagogical beliefs and actual classroom practices of three NETs instructing a course in oral communication with English as a foreign language (EFL). Based on the data analysis, this multiple case study found that the three native EFL teachers’ practices converged with their beliefs related to language, teaching, and teachers’ roles. However, divergences existed in terms of teaching and student learning. Teachers’ personal, learner-related, and contextual factors modified teachers’ practices and affected their decisions in putting their beliefs into practice. The results imply that it is essential for NETs to engage in critical reflection and enhance their professional agency, which helps them make appropriate classroom decisions to achieve resonance between their beliefs and practices. University administrators in the Chinese context may consider creating a more conducive environment for teacher training, increasing NETs’ sense of belonging, and further facilitating teachers’ professional development.]]>
