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<![CDATA[An academic writing model: Lessons learned from experienced writers ]]>
<![CDATA[Fahrus Zaman Fadhly]]>;
<![CDATA[Muziatun Muziatun]]>;
<![CDATA[Nanan Abdul Manan]]>;
<![CDATA[Arrofa Acesta]]>;
<![CDATA[Dadang Solihat]]>
<![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.v12i3.44952
<![CDATA[Academic writing seems daunting for novice writers. Unveiling cognitive processes of experienced writers in academic writing can presumably aid novice writers, primarily writing for publication. The purpose of this research is to explore the cognitive processes of experienced writers who have published articles in reputable journals in writing scientific articles. Three experienced writers participated in the study: one from the social science and two from the STEM fields. Thematic analysis following the six phases of Braun and Clark (2006) was conducted to analyze the interview data from three experienced writers. The findings from the interview generated five themes: search, topic, research, writing, and publication. These emerging themes have similarities with the previous academic writing models but expand some actions toward the publication process. The themes reflected the steps taken by the experienced writers who participated in the study in producing their published articles. Thus, these steps can be used as one of the models to guide novice writers intending to publish their work in academic journals.Academic writing seems daunting for novice writers., and Uunveilingthe cognitive processes of experienced writers in academic writing can presumably aid novice writers, primarily writing for publication. The purpose of this research is to explore the cognitive processes of experienced writers who have published articles in reputable journals in writing scientific articles. Three experienced writers participated in the study: one from the social science and two from the STEM fields. Thematic analysis following the six phases of Braun and Clark (2006) was conducted to analyze the interview data from three experienced writers. The findings from the interview generated five themes: search, topic, research, writing, and publication. These emerging themes have similarities with the previous academic writing models but expand some actions toward the publication process. The themes reflected the steps taken by the experienced writers who participated in the study seem to employ the steps reflected in the themes in producing their published articles. Thus, these steps this model can be used as one of the models to guideguidelines for novice writers intending to publish their work in academic journals.]]>
<![CDATA[The implementation of Reading to Learn for the Southern Thailand pre-service teachers ]]>
<![CDATA[Monaliza Hernandez Mamac]]>;
<![CDATA[Lungguh A. Bangga]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58258
<![CDATA[For English as a Foreign Language learners, writing is often considered a difficult skill to grasp with. Studies show that both EFL learners and teachers face similar challenges in developing EFL writing ability. This includes inadequate exposure to English, class size, insufficient knowledge of how language works in context, and mother tongue interferences which are believed to be the major challenges for both learners and teachers. This paper reports on an action research project aiming to identify the overall development of pre-service teachers’ skills in writing discussion texts and explore how the Reading to Learn (R2L) intervention helps these teachers develop their control over the target genre. Under the R2L approach, thirty (30) second-year teachers majoring in English language teaching at the Prince of Songkla University, Pattani Campus involved in the study. Results of the study suggest that the teachers writing skill gap was relatively neutralised after the intervention. In addition, the development of the pre-service teachers’ control over the target genre and language features is evident in text analysis. Upon the intervention, it is found that the teachers developed better control of the features of the discussion genre. Specifically, they developed their control over the stages, phases, appraisal resources, and periodicity which are crucial to establishing well-presented rhetorical features of a discussion text. In relation to the results, some recommendations are proposed for further research, including applying R2L intervention program in the mainstream education in Thailand.]]>
<![CDATA[Navigating multiple languages: The use and effect of code-switching in children from mixed marriage families ]]>
<![CDATA[Annisa Rahmadani]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58252
<![CDATA[The phenomenon of code-switching manifests as the practice of seamlessly oscillating between two or more distinct languages or language variations within the confines of a singular exchange, be it a sentence or a conversation. Children reared in environments rich with linguistic diversity frequently acquire the ability to proficiently maneuver between languages as a mechanism to convey meaning to varied interlocutors or within disparate situational contexts. This study presents a qualitative case study of two children from mixed marriage parents, one of whom is an Indonesian native speaker and the other is an English native speaker. The aim of the study is to explore the use of code-switching and its impact on the language development and proficiency of children from mixed-marriage families. Interviews were conducted with the parents, while observations were made of the children's language use at home. The results suggest that code-switching facilitates the development of children's language skills in different contexts; however, it also hinders their ability to separate and utilize different languages effectively. Furthermore, code-switching enables children to maintain a connection to their cultural heritage and fosters a sense of comfort in multicultural environments. ]]>
<![CDATA[The impact of learning experience on motivation: A case study of Chinese ethnic minority EFL learners ]]>
<![CDATA[Ye Xincai]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58283
<![CDATA[Language motivation research has long been a research focus in the field of second language acquisition. In the past two decades, a large number of motivation studies has been conducted in different social and cultural contexts. Researchers contributed to the explorations of factors that affect learners’ foreign language motivation as well as the relationship between motivation and other aspects of foreign language learning. However, research on Chinese ethnic minority learners’ motivation to learn English is in paucity. Many of the ethnic minority students are proficient in their mother tongue (minority language) and Mandarin (national language), while they are also learning English as a foreign language. The social and cultural contexts to which they are exposed make their English learning complicated. To address the gap, the present study adopted a qualitative research approach in the form of a case study to explore the impact of learning experience on English learning motivation among three Chinese ethnic minority pre-university students. Semi-structured interviews were undertaken with three participants. The findings from the qualitative data revealed that the English learning motivation of the participants was typically examination-directed and greatly influenced by teachers’ teaching style, peers’ attitudes toward English and the overall learning atmosphere in the class. The study provides implications for educational policy making and English instruction in China’s ethnic minority regions.  ]]>
<![CDATA[The politeness of criticism speech acts in Japanese and Minangkabau films ]]>
<![CDATA[Nuria Haristiani]]>;
<![CDATA[Amelya Septiana]]>;
<![CDATA[Nor Fariza Mohd. Nor]]>;
<![CDATA[Nagata Ryota]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58272
<![CDATA[Criticism tends to be a face-threatening speech act that can endanger social relationships if not managed using appropriate strategies, especially in the intercultural context. This study aims to compare and contrast the politeness of criticism speech acts used in Japanese and Minangkabau languages as depicted in film series. The data on criticism speech acts in this study were collected from eleven Japanese film series with a total duration of 538 minutes and eight Minangkabau films with a total duration of 535 minutes. The collected data were formed into a set of data cards, classified based on the criticism speech acts strategies by Nguyen (2005), and analyzed based on Brown and Levinson’s (1987) politeness theory. The data classification in Japanese and Minangkabau was validated through the expert judgment process. The findings indicated that the Japanese and Minangkabau languages employed the same set of criticism speech act strategies but have different tendencies. In Japanese, speakers tend to use indirect strategies as their main criticism speech act strategy by ‘asking/presupposing,’ ‘correction,’ and ‘advice for change.’ Meanwhile, in Minangkabau, speakers tend to use direct strategies by using ‘negative evaluation,’ ‘expression of contradiction,’ and ‘disagreement’ strategies. Regarding the politeness strategy, off-record politeness strategies are more dominantly used among Japanese speakers. In contrast, Minangkabau speakers use bald on-record politeness strategies in criticism speech acts, reflecting their communication culture. The findings of this study provide a deeper understanding of criticism speech act and politeness strategies. The study is expected to contribute to the area of research on intercultural communication and Sociolinguistics.]]>
<![CDATA[Hegemony and authority in health: The World Health Organization in Indonesian online news coverage on COVID-19 pandemic ]]>
<![CDATA[Liesna Andriany]]>;
<![CDATA[Heni Subagiharti]]>;
<![CDATA[Diah Syafitri Handayani]]>;
<![CDATA[Annim Hasibuan]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58261
<![CDATA[The idea of hegemony and authority in language practice do exist in the development of linguistics and critical discourse studies. It attracts great attention at any time, moreover during time of crisis, such as the COVID-19 Pandemic. This study uncovers the realization of the hegemony and authority of the World Health Organization (WHO) in the coverage of the COVID-19 Pandemic by online Indonesian media. More specifically, the focus is on the representation of the hegemony and authority of the WHO and their linguistic realization in Indonesian news discourse. The study used the van Dijk’s framework of Critical Discourse Studies to examine five news reports from five Indonesian media related to the WHO stance and standards in the handling of the COVID-19 Pandemic. The study employed van Dijk’s macrostructure analysis to uncover the surface of the news; and Halliday’s transitivity as the microstructure analysis. Overall, the study found that the online Indonesian media coverage on COVID-19 Pandemic automatedly reinforced and maintained the power and the authority of the WHO. On the one hand, the fact is beneficial for the readers since they will receive coverage with reputable sources. On the other hand, there is a potential that the WHO’s power and authority can be misused to enhanced some parties’ interests, for instance in promoting one’s vaccine brand.]]>
<![CDATA[Amotivation in AI injected EFL classrooms: Implications for teachers ]]>
<![CDATA[Dian Toar Y. G. Sumakul]]>;
<![CDATA[Fuad Abdul Hamied]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58254
<![CDATA[Motivation is an essential aspect of students' success in their learning, and an investigation into the factors that could deteriorate their motivation could shed light on that issue. This study investigates amotivation during the application of artificial intelligence technology in EFL classrooms or AI-injected learning. As artificial intelligence is still a relatively new technology, but its application is becoming increasingly more prevalent in language classrooms, this study aims to explore factors that could negatively affect EFL students’ motivation to use technology in their learning. This study included questionnaires and interviews to collect data from 133 EFL students in an Indonesian higher education institution. The students had experience working with AI applications in their learning. The statistical analysis of the questionnaire data suggested that, although not dominant, amotivation was evident among the students. More than 25% of the students experienced amotivation while learning using the AI apps. The qualitative analysis of the interview data revealed three factors that could give rise to amotivation among the students when working with the AI apps: intelligence, user interface, and lesson design. Intelligence and user interface were internal to the AI apps, while lesson design was associated with the teachers' pedagogical competence in preparing the lessons for their students. This study suggests that app design and lesson design are two motivational factors that could affect students’ motivation in AI-injected learning.]]>
<![CDATA[Modality in the moves of the discussion section of research articles ]]>
<![CDATA[Ali Mansouri Nejad]]>;
<![CDATA[Omer Hassan Ali Mahfoodh]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58284
<![CDATA[Various studies have been conducted on the rhetorical mechanism of Research Articles (RAs). However, the use of modal verbs in the Discussion section of a Research Article (RA) has not been adequately addressed. Thus, this study analysed modal verbs within the four generic moves in the Discussion sections of RAs using the model of Kanoksilapatham (2007). A corpus of 60 RAs written in English was selected from four Applied Linguistics journals: Language Testing, TESOL Quarterly, Pragmatics, and Second Language Research. The analysis of the corpus included two phases: (1) the identification of moves in the Discussion sections and (2) identification of modal verbs and their use within the identified generic moves in the Discussion sections. Chi-square was used to determine the distribution of modal verbs within the moves in the Discussion sections in each journal. The study revealed the significant distribution of modal verbs within three moves: 2, 3, and 4. The study also showed that the way modal verbs are distributed reflects the importance of their use as they have pragmatic functions in the Discussion section of a RA. It is hoped that this genre-based analysis of modal verbs in the Discussion section can make novice writers aware of how expert writers use modal verbs effectively in the moves of the Discussion section.]]>
<![CDATA[The relationships between reading mindsets, reading engagement, and reading comprehension performance in the Saudi EFL context ]]>
<![CDATA[Muhammad Waleed Shehzad]]>;
<![CDATA[Mehwish Zahoor]]>;
<![CDATA[Sumaira Sarfraz]]>;
<![CDATA[Shazma Razzaq]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58276
<![CDATA[This study determines the relationship between reading mindsets and reading comprehension performance with the use of reading engagement as a mediating variable. It drew on Dweck’s (1999) mindset theory and employed a correlational research design to collect data from 567 EFL undergraduate students majoring in English in three public universities in Saudi Arabia. The data collection was conducted by distributing two questionnaires and administering a reading comprehension test. The collected data were analyzed using a two-phase structural equation modeling approach (i.e., measurement and structural models). The results indicated that there was a significant correlation between a growth reading mindset and reading engagement. Nevertheless, a significant yet negative correlation was revealed between a fixed reading mindset and reading engagement. Moreover, there was a significant and positive correlation between reading engagement and reading comprehension performance. Lastly, the findings showed that reading engagement served as a mediating variable in determining the correlation between reading mindsets and reading comprehension performance. The relevance of the current study stems from the dearth of research on reading mindsets. Also, previous studies have not focused on exploring the correlation between mindsets and performance in the EFL context. Therefore, the current study is expected to benefit EFL readers, instructors, and policymakers.  ]]>
<![CDATA[Imitating Quranic sentences as a learning strategy for translating Arabic into Indonesian ]]>
<![CDATA[Akmaliyah Akmaliyah]]>;
<![CDATA[Setia Gumilar]]>;
<![CDATA[Muhammad Ibnu Pamungkas]]>;
<![CDATA[Irfan Addriadi]]>;
<![CDATA[Sarastika Endang Hapriyonita]]>;
<![CDATA[Maman Suherman]]>;
<![CDATA[Zalifa Nuri]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58265
<![CDATA[Accurately translating the messages embedded in Quranic verses into the target language is of paramount importance. Although numerous studies have examined translation qualities in Quranic translations, there is limited research exploring the effectiveness of an imitation technique in enhancing students' translation skills for Quranic verses into Indonesian. This qualitative descriptive study aims to investigate the efficacy of imitating sentence patterns through the utilization of drill techniques in teaching Arabic-to-Indonesian translation. The study involved a total of 18 students who underwent a pre-treatment translation test and a post-treatment test. The primary focus of the translation assessment centered on accuracy. The findings unveiled that the implementation of this method significantly improved students' translation skills, particularly in terms of accuracy. Not only did it enable students to effectively imitate patterns, but it also fostered creativity by encouraging variations within these patterns while upholding accuracy in conveying the intended meanings from Arabic to Indonesian. The students exhibited enhanced translation quality following the treatment, thus highlighting the positive impact of employing the imitating sentence patterns method. This approach is especially well-suited for beginners as it facilitates the comprehension of fundamental sentence patterns, expands vocabulary, and enhances translation proficiency. When employing this method, it is crucial to consider factors such as using analogous sentence patterns in both languages, avoiding cultural terminology in examples, ensuring literal translations of sentence patterns, and permitting flexibility for variations.]]>
