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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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Accounting for L2 learners’ errors in word stress placement Karjo, Clara Herlina
Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i2.1344

Abstract

Stress placement in English words is governed by highly complicated rules. Thus, assigning stress correctly in English words has been a challenging task for L2 learners, especially Indonesian learners since their L1 does not recognize such stress system. This study explores the production of English word stress by 30 university students. The method used for this study is immediate repetition task. Participants are instructed to identify the stress placement of 80 English words which are auditorily presented as stimuli and immediately repeat the words with correct stress placement. The objectives of this study are to find out whether English word stress placement is problematic for L2 learners and to investigate the phonological factors which account for these problems. Research reveals that L2 learners have different ability in producing the stress, but three-syllable words are more problematic than two-syllable words. Moreover, misplacement of stress is caused by, among others, the influence of vowel lenght and vowel height.
THE DYNAMICS OF ENGLISH LANGUAGE CHANGE FROM THE OLD ERA TO THE DIGITAL AGE Murtiani, Rahmila
Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i1.77

Abstract

Abstract: This article attempts to discuss why and how English has changed, tracing from particular features such as spelling, vocabulary, grammar, and meaning from Old English era until Modern English, how the people’s attitude toward the changes, and whether these changes ruin or contribute to the development of English as a global language.  As a final remark, this article will also offer a few suggestions on how the phenomenon of language change should be treated particularly on the relation with English language teaching and learning. Key words: language change, form, meaning, attitude
Systemic cohesion in social media conversations: Cases on Facebook and Twitter Muttaqien, Muhammad Zainal; Ma’ruf, Amir; Hardjanto, Tofan Dwi
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20239

Abstract

As a new way of communication, social media conversations on the Internet do have some characteristics that are different from common face-to-face conversations. One of the differences lies in the existence of systemic cohesion in addition to the established conventional cohesion. Systemic cohesion is a form of structural and textual unity which is generated by the system of a social media platform and is not available in offline discourse. This article is aimed at describing the phenomena of systemic cohesion of social media conversations, particularly on Facebook and Twitter, by analyzing them based on the classification of cohesive devices made by Halliday and Hasan (1976, 1985). In general, systemic cohesion can be distinguished into structural and textual cohesion. The former is represented by the functions of conversation components, indentation, and vertical line whereas the latter is implemented in the form of mention and hashtag. Facebook and Twitter share both similarities and differences in either case.
SMSLEFA: An alternative synergistic multilayered analysis of students’ learning engagement in EFL context Suherdi, Didi
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11457

Abstract

Students’ learning engagement (SLE) has been the focus of educational research at least since the 1990s. Studies have been conducted using various methods and data analysis approaches and frameworks. However, reviews on related literature show that thus far there is no synergistic multilayered framework of analysis that has been developed and utilized. In the meantime, understanding SLE using discrete and separated framework is by no means conclusive. Hence, it is reasonable to argue that synergistic multilayered framework is imperative if conclusive result is being targeted. For this purpose, the writer has developed an alternative framework, called SMSLEFA, standing for Synergistic Multilayered Students’ Learning Engagement Framework of Analysis. This paper will explicate how this framework of analysis works as well as describing the nature of SLE in an English as a foreign language (EFL) teaching. To achieve these objectives, a sample of EFL teaching in an Indonesian context, involving a teacher and his 24 students, has been purposively selected. The analysis shows that SMSLEFA has successfully explicated the SLE in a synergistic multilayered way and described the intricacy of the SLE in the class under study, and that SLE in the teaching-learning process has been successfully developed through the interwoven network of K1- (teachers’ explanation) and Ds1 (teachers’ invitation to perform communicative activities)-initiated exchanges, and the support of other kinds of exchanges. This interaction pattern encourages the development of synergistic combination of C1 (remembering text elements) and P2 (manipulating model texts) processes as the dominant processes, leading to the production of T (text)-level communication as the most frequently processed throughout the teaching-learning process.
RETROSPECTIVE AND CURRENT LEVELS OF SELF-EFFICACY IN JAPANESE LEARNERS Burrows, Lance Paul
Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i1.2659

Abstract

Self-efficacy is the strength of expectations individuals maintain about their ability to successfully perform a behavior. As such, researchers from many fields (e.g., educational psychology, health, medicine) have employed self-efficacy to predict and describe a wide range of human functioning. However, relatively few studies in second language (L2) reading have investigated the relationship between reading self-efficacy and proficiency, and those that have tend to suffer from design flaws and/or problems with analyses. Furthermore, no studies have explored the effects that past experiences seem to have on current levels of reading self-efficacy. In order to address this lack of empirical research, this quasi-experimental study was conducted to investigate how participants’ retrospective ratings of reading self-efficacy related to current levels, and how those current levels, in turn, relate to reading proficiency. The participants, all of whom were non-English majors, consisted of 322 first- and second-year Japanese university students, ages 18 to 20. Data to examine retrospective self-efficacy was collected through the sources of reading self-efficacy questionnaire and TOEIC reading scores were utilized for the reading proficiency variable. The results suggest that the retrospective ratings of self-efficacy in junior high and high school are closely related to the participants’ current levels of reading self-efficacy. The results from an ANOVA also showed a statistically significant difference in reading performance between those with high reading selfefficacy and those with low reading self-efficacy. The results demonstrate how important past levels of self-efficacy can be on learners’ current levels of self-efficacy; therefore providing students in the EFL classroom with achievable activities and opportunities to cultivate their self-efficacy would be indicated. Further research is necessary to determine specific ways in which teachers may help foster a stronger sense of self-efficacy in EFL learners.
DYNAMICITY OF INTERLANGUAGE ERRORS: A CASE STUDY OF INDONESIAN STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE Fauziati, Endang
Indonesian Journal of Applied Linguistics Vol 1, No 1 (2011): Volume 1 No. 1 July 2011
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i1.97

Abstract

ABSTRACT: Interlanguage errors are an inevitable sign of human fallibility; therefore, they always exist in foreign language learning. They are very significant since they become the source for studying the system of the learners’ second language (interlanguage). As a language system, interlanguage has at least three prominent characteristics, namely, systematicity, permeability, and fossilization. Applied linguistic researchers are no longer in disagreement with the view that interlanguage is systematic and permeable. However, the premise that interlanguage is fossilized is still debatable. This study deals with interlanguage errors; in particular, this tries to investigate whether the learners’ grammatical errors are fossilized (in a sense that they are dynamic) or static. For this purpose, an empirical study was conducted, using an error treatment method. This study used Indonesian senior high school students learning English as the research subjects. The data were collected from the students’ free compositions written prior and after an error treatment. The error treatment was carried out for one semester. The data were analyzed using quantitative and qualitative method. The result indicates that the learners’ grammatical errors were dynamic. At a certain period of the learning course, some grammatical errors emerged. As a result of the error treatment, some errors were fluctuating; some became stabilized; while others were destabilized. The fluctuating errors tended to be destabilized while the stabilized errors were also likely to be destabilized. Error treatment was proved to have significant contribution to the destabilization process; that is to say, it helped develop the learners’ IL system. A conclusion drawn from this study is that the learners’ grammatical errors are dynamic. They are destabilzable. Thus, there is a possibility for the learners to acquire complete target language grammar. Key Words: error treatment, stabilization, fossilization, dynamicity, interlanguage
Responding to the critics: Implementation of TBLT in Japan Harris, Justin
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11473

Abstract

This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more ‘traditional’ teacher-centered language classes and that they prefer more ‘passive’ approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a ‘weaker’ form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.
INDIRECT WRITTEN CORRECTIVE FEEDBACK, REVISION, AND LEARNING Poorebrahim, Fatemeh
Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i2.4843

Abstract

Corrective feedback, the necessity of providing it, and how it should be provided has been one of the hot topics in the area of ELT. Amid continuing controversies over whether providing feedback helps L2 learners improve their writing accuracy, many research studies have been undertaken to compare the relative effectiveness of different types of feedback. However, the difference between two types of indirect corrective feedback, namely indication and indication plus location, have not been properly examined yet. Motivated to narrow this gap, this study is designed to compare two groups of Iranian learners, each revising their papers based on one of the aforementioned options. For data analysis, a series of independent samples t tests were employed. The results revealed that the difference between the two groups in their reduction of errors from the original draft to the revision of each task followed a growing trend and became significant. Nonetheless, the difference in accuracy of new pieces of writing fell short of significance. Finally, it was found that error reduction in revision stage cannot be considered as learning. The results of the study, discussed in relation to that of others, implicate that the purpose for which feedback is provided is essential in determining the type of feedback; more explicit feedback is better for revising purposes while more implicit feedback is good for learning purposes.
A CASE STUDY OF FORMATIVE ASSESSMENT IN A CHINESE HIGH SCHOOL Tang, Ying
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.166

Abstract

Abstract: Nowadays in China, high school assessment is based solely on academic examination scores, which take the place of well-rounded assessments that should be given to students. The present assessment ignores the differences among individuals and goes against a people-oriented spirit; thus, it is not scientific. This one-sided assessment has caused many negative effects on students and society, and it is not beneficial to students’ well-being. The author performed a study on a formative assessment method using a Portfolio for keeping a record of English learning while growing up to change the present situation of students being tired of study due to low scores. The assessment allows students to understand that their low scores are not because they lack a gift for learning languages, but because they themselves think they lack the ability to learn a foreign language, which leads to their unwillingness to learn English (Ames 1992; Vispoel Austin 1995). The research examines 122 year-11 senior middle school students’ views of the formative assessment method and their improvement in examination scores through the assessment over a period of one to two years. Qualitative and quantitative data were gathered via a questionnaire and interviews. All the data show and prove that the students who have been assessed using formative assessment enjoy going to school and have made more progress than those assessed using summative assessment. This assessment has been warmly welcomed by students, whether they are at a higher or a lower English level.
Indonesian adolescents’ EFL reading comprehension: Gender differences and the influence of parental background Aditomo, Anindito; Hasugian, Eko Jatmiko
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13279

Abstract

This article presents findings on gender differences and the influence of family background on students’ EFL reading comprehension in Indonesia. A total of 265 students (48.3% female, average age 13.6 years) from grades 7 to 8 in four schools anonymously completed an EFL reading comprehension test. In contrast to prior findings showing girls’ advantage of first language literacy, this study found no gender differences in EFL reading comprehension. In line with prior studies on the effect of socioeconomic status on student achievements, parents’ level of education influenced students’ EFL reading comprehension. For boys, the effect of mother’s education occurred through the provision of literacy resources. For girls, by contrast, the effect occurred through mother’s involvement in their daughters’ reading activities, which in turn encouraged reading engagement and comprehension. These findings underscore the importance of gender-appropriate strategies to facilitate adolescents’ EFL reading engagement and comprehension.

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