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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
 7   8   9   10   11 
The use of English as a lingua franca in translation Foley, J. A.; Deocampo, M. F.
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.v5i2.1339

Abstract

In translation, not only two languages but two cultures come into contact which means that translators must consider who wrote the text, when, why, for whom and who is now reading it and for what purpose. In the wake of rapid technological advances and the need to spread information quickly and efficiently, translation has grown in importance in the globalized world. So has its reliance on English in its role as a global lingua franca. English is often being used for ‘interculturalizing’ native languages but it is also true that English texts are written by speakers who use English as a lingua franca (ELF) with the additional consequence of local languages being incorporated into the texts. This is the linguistic hybridity used in constructing a wider view of the world. However, the prime aim of any lingua franca communication is mutual intelligibility. Saussure wrote about the contrasting principles of provincialism (ésprit de clocher) and what he termed intercourse: the need for broader communication. We can see Saussure’s principles as two imperatives: the cooperative and territorial imperatives. That is to say that language change is brought about by the ‘cooperative imperative’ as we need to continually modify our language in order to communicate with other people. At the same time, there is the ‘territorial imperative’ to secure and protect our own space and sustain our separate social and individual identity. In this study, the translation of linguistic units can only be understood when considered together with the cultural contexts in which they arise, and in which they are used. Blogging in Singapore and the Philippines is part of the ‘cooperative and territorial imperatives’ where the use of English as a lingua franca is intertwined with translanguaging.
RECEPTIVE AND PRODUCTIVE VOCABULARY ACQUISITION: EXAMINING PROCESSING TIME AND MEMORY THRESHOLD Oberg, Andrew
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.v2i1.71

Abstract

Abstract: In the present research a picture card-based vocabulary study method was used to determine the pace of learner acquisition in terms of both receptive and productive knowledge. Fifty-eight first-year Japanese university students in two classes were used in the study. The subjects were placed into a single experimental group and both classes were taught by the researcher. During the treatment sessions the subjects studied fifteen vocabulary items chosen from the course textbook (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) using self-produced picture cards. The same post-treatment test was given to the subjects following each treatment session and the results were analyzed using Paired Samples T-tests supported by non-parametric Wilcoxon matched pairs signed ranks tests by comparing one session’s data with the data of the previous session. The post-treatment data showed a significant difference between the pre-treatment and first sessions in terms of receptive knowledge, and between all sessions except the eighth and ninth in terms of productive knowledge.   Keywords: Vocabulary learning; receptive knowledge; productive knowledge; processing time; memory threshold
Issues on the initial impact of CEFR in Thailand and the region Foley, Joseph
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.v9i2.20233

Abstract

This paper outlines the revised version of the Common European Framework of Reference Languages: Learning, Teaching and Assessment (CEFR, 2018), followed by the Frameworks of Reference for English Language Education in Thailand (FRELE-TH). The approaches taken in Japan, Vietnam, Malaysia, and China based on CEFR will also be briefly discussed. A number of issues identified by various researchers have affected the implementation of CEFR, such as the lack of background knowledge of the goals of CEFR, the initial stress on language assessment for teachers and learner/users, the apparent lack of follow-up in terms of training, materials and expertise. Finally, the implementation of CEFR in the region will be emphasized in reference to Teaching English as an International Language (TEIL) and reflected on how this approach could be implemented in the local contexts of Asia.
COMMUNICATION PATTERNS AMONG KIAIS OF NAHDLATUL ULAMA IN THE MADURESE ETHNIC GROUP Haryono, Akhmad
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9822

Abstract

Research on communication patterns with an ethnographic approach has been conducted by many linguists, but apparently there has hardly been any  research  on communication patterns within an NU society with its strong paternalistic cultural background. In fact, the uniqueness of this culture also has had a major influence on NU members’ communication patterns in their daily interaction. This study aims to describe the communication patterns among kiais (venerated teachers of Islam) of Nahdlatul Ulama in the Madurese ethnic group (NUME) and account for the factors affecting those patterns of communication. A qualitative method with an ethnographic approach was applied to achieve this research’s objectives. The data were collected through participatory and non-participatory observations, interviews, note-taking, and recording. The recorded data were transcribed and analyzed descriptively using the components of speech analysis, conversational analysis, discourse analysis with pragmatic concepts, and explanation. This study found that giving an honor to the teacher in the NU tradition is an obligation and a tradition that is still maintained. This phenomenon is reflected in the patterns of communication among kiais that have teacher-student ties (KT-KS). The patterns of communication among kiais bearing teacher-students ties (KT-KS) are influenced by situational factors, i.e. formal and informal situations. In an informal situation the KT-KS patterns of communication are influenced by age differences. The age differences that affect the gaps of KT-KS patterns of communication both in formal and informal situations only find expression in the use of speech levels, while in terms of patterns of  language selection, tones of voice, body language, and turn-taking, the differences were not found.
CONVERSATIONAL IMPLICATURE OF THE PRESENTERS IN TAKE ME OUT INDONESIA Nanda, Sheila; Sukyadi, Didi; Ihrom, Sudarsono Muhammad
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.89

Abstract

Abstract: In the past few years, game shows such as Take Me Out Indonesia were quite popular in Indonesian television. These game shows were quite interesting to study because they were not only involving many participants, but also requiring the settings in which politeness and implicature needed to be used to keep the communication flows smoothly. This paper is a pragmatic study that aims at investigating conversational implicature that the presenters of Take Me Out Indonesia operate within their utterances along with the possible implications that lie behind the implicature[AJ1] . The episode XXII of the show was chosen purposively as the sample. Qualitative method was employed in processing the transcription of the 204 recorded implicature data. The intended features were identified, classified, calculated and then separately analyzed based on conversational implicature theory proposed by Grice (1975). The result shows that the presenters tended to use generalized conversational implicature (59, 8%) rather than the particularized (40,2%). Based on the functions, inferences or motive it contains, generalized conversational implicature can be classified into ten categories implying: (1) the presence of the opposition, (2) the invalidity of the expressions or events at the time of speaking, (3) “not all”, (4) events that have not yet occured, (5) the actual position, (6) persons or things having similararity, (7) “not completely”, (8) further actions, (9) the others of the similar kind, and (10) the opposite of the real situations. The needed inferences fall into two classifications: (1) the show’s settings inferences and (2) general knowledge inferences. Based on the objectives, particularized implicatures are used to ensure: (1) the effectiveness of a polite criticism, (2) maximum efficiency of communication, (3) minimum degree of an imperative’s imposition, and (4) alleviation of other’s self offensiveness. This study concludes that various types of implicature were used in informal game show conversation to make interaction flows smoothly.   Key words: conversational implicature, maxims, inference, meanings, game show s.                      
Linguistic and cultural identity of Indonesian Americans in The United States Lie, Anita; Wijaya, Juliana; Kuntjara, Esther
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.v8i1.11468

Abstract

This article examines the second-generation immigrants in California and focuses on their language use and cultural identity as Indonesian-Americans. This study investigated to what extent home language use and community involvement influenced mastery of Indonesian heritage language and what factors affected the forming of cultural identity. Data were drawn from self-assessed Indonesian Oral Proficiency Questionnaire and in-depth interviews of sixteen Indonesian-Americans aged fifteen to early twenties.  Their parents were also interviewed as triangulation.  Results show that parents’ insistence in using Indonesian as home language and the youths’ investment in support community have enhanced the mastery of Indonesian heritage language.  Furthermore, exposure to the language and culture, investment, and community factors have affected the transformation of cultural identity.
NAVIGATING BETWEEN ETHNIC AND RELIGIOUS IDENTITY: HERITAGE LANGUAGE MAINTENANCE AMONG YOUNG AUSTRALIANS OF INDONESIAN ORIGIN Muslim, Ahmad Bukhori; Brown, Jillian R.
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.v6i1.2747

Abstract

For ethnic minority groups, speaking a heritage language signifies belonging to their country of origin and enriches the dominant culture. The acculturation of major ethnic groups in Australia – Greek, Italian, Chinese, Indian and Vietnamese – has been frequently studied, but a minor one like Indonesian has not. Through semi-structured interviews at various places and observations at cultural events, the study explores the contextual use, meaning and perceived benefits of Bahasa Indonesia (Indonesian language) among Indonesian families and how this practice influences the young participants’ (18-26 years old) identification with Indonesia, the origin country of their parents, and Australia, their current culture of settlement. The findings suggest that Bahasa Indonesia serves as a marker of ethnic and religious identity glued in family socialization. Parents believe that not only does the language signify their Indonesian ethnic identity, but also provides a means for socializing family values, and is beneficial for educational purposes and future career opportunities. However, parents face a dilemma whether to focus on ethnic or religious identity in socializing the use of Bahasa Indonesia. Interestingly, most young participants demonstrate a more global worldview by embracing both Indonesian and Australian values. How religious identity relates to more global worldview should be addressed more comprehensively in future studies.
TBLT IN CHINA (2001-2011): THE CURRENT SITUATION, PREDICAMENT AND FUTURE Shaoqian, Luo; Baoshu, YI
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.v2i2.161

Abstract

Abstract: With the reform of English education in China since 2001, a communicative and task-based language teaching has emerged into Chinese English classroom. To understand task-based language teaching (TBLT) practice in China, a synthesis study was conducted to analyze the current situation and predicament of TBLT in China over the last ten years based on the published TBLT articles (2001-2011) in Chinese journals and educational newspapers. The study shows that there is questioning and criticism on the effectiveness of TBLT in the forein languagae teaching classes despite the amazing growth of research in TBLT in China. It is also found that the predicament of TBLT may be attributable to a variety of factors such as no professional and systematic training TBLT for teachers, little knowledge of the latest development of TBLT, differences in student English proficiency, gap between local educational levels, no enough educational funds as well as misunderstanding and mispractice of TBLT. Thus, how to appropriately adapt and localize TBLT in China has become the major concern of researchers and educators as well as teachers. To solve the problem, this paper puts forward some suggestions to localize TBLT in the Chinese context, which is concerned with (1) task design; (2) integrating target tasks and pedagogical tasks; (3) balance between meaning and form; (4) tasks for big classes; (5) developing school based textbooks and (6) combining tasks and other teaching principles. Such a context-based approach to TBLT could provide a reference for other contexts similar to China.
Authoritative discourse in a locally-published ELT textbook in Thailand Jindapitak, Naratip; Boonsuk, Yusop
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.v8i2.13274

Abstract

This study examines cultural contents in a locally-published English language teaching (ELT) textbook for primary 6 students in Thailand. It aims to investigate whether the locally-published textbook depicts sources and themes of cultures in a way that perpetuate and reproduce dominant ideologies and how cultural contents in the locally-published textbook were dealt with by an English teacher in the classroom. Grounded on Bakhtin’s notions of authoritative discourse and internally persuasive discourse, the findings revealed that there were mismatches between the cultural representation in the textbook and students’ lived experiences. Concerning how cultural contents were represented in the classroom, there was no evidence that the teacher assisted learners to forge effective linkages between authoritative discourse and their everyday life. The findings are discussed regarding how cultural contents are ideologically depicted in the textbook and how the cultural contents adversely affect students’ learning experience. Implications and recommendations for textbook authors, language teachers, and future research are presented.
NEGOTIATING SOCIAL IDENTITY THROUGH QUESTIONS IN CASUAL CONVERSATIONS: A CRITICAL DISCOURSE ANALYSIS Sakhiyya, Zulfa
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.v6i2.4916

Abstract

Questioning is a potential means to establish identity in social interaction, and thus it helps position oneself in relation to others. However, this relationship between question and social identity remains relatively under-explored in the theoretical territory (Kao Weng, 2012; Tracy Naughton, 1994). This paper contributes to this area of inquiry by employing critical discourse analysis in investigating the construction and negotiation of social identity through questions. Data are drawn from four sets of casual conversations I conducted with two native and two non-native speakers of English. Two stages of analysis are carried out. Firstly, I present and distribute the questioning patterns that emerge from the conversation. Secondly, I analyse the questioning process and its relation to the negotiation of social identity. Findings and discussion reveal that social identity is multiple: as a site of struggle and subject to change. The negotiation of identity through questions is evident from the emerging patterns of the length of interrogative form, repetitive questions, and the intensity of social control.

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