Articles
<![CDATA[TERPRETATION-BASED APPROACH TO GRAMMAR TEACHING: NEW DIRECTIONS IN THEORY AND PRACTICE ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 2 (2005) ]]>
Publisher : <![CDATA[TEFLIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[A substantial body of empirical research has revealed that the application of a purely communicative approach in the EFL setting is inadequate in helping learners attain high levels of grammatical competence. In fact, it has been found in the previous studies that communicative methodology produced learners with low levels of accuracy. Drawing on the contemporary literature related to grammar pedagogy, this article finds it useful to offer an alternative approach to grammar teaching in the EFL setting an approach that is based on task interpretation. This approach emphasizes the learnerââ¬â¢s comprehension of the specific grammatical features in communicative content. Specifically, it stresses the importance of input processing rather than output processing. In so doing, the approach allows learnersââ¬â¢ awareness of the grammatical features to develop so as to facilitate and eventually accelerate the acquisition process.]]>
<![CDATA[IMPACTS OF BILINGUALITY ON STUDENTS’ ACADEMIC WRITING SKILL: ADDITIONAL EVIDENCE ]]>
<![CDATA[Sugiharto, Setiono]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 5, No 1 (2015): Vol. 5 No 1 July 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/ijal.v5i1.832
<![CDATA[A plethora of published studies has convincingly demonstrated that bilingual students excel academically than their monolingual counterparts. Apparently, findings of these studies have been used to counterattack the long-standing assumption that the psychological state of being able to access to more than one linguistic code (bilinguality) is more deleterious than beneficial. With new insights accumulating in support of bilinguality, the present study extends the findings of the previous ones, arguing that bilingualiaty positively affect students’ coping strategies in academic writing tasks. Forty-eight students (24 monolinguals and 24 bilinguals) were assigned with a writing prompt with a topic related to an academic issue. Both quantitative and qualitative analysis were employed.  Results from the quantitative analysis showed that the bilingual group exhibited more writing gains than the monolingual one. Qualitative analysis revealed that bilingual students employed more varied and richer coping strategies that their monolingual counterparts. With this additional evidence, this study suggests that there is an interconnected link between bilinguality and coping strategies in writing.]]>
<![CDATA[GAZING AT THE BODY AS A LOCUS OF COMPETENCE: IMPLICATIONS FOR LANGUAGE EDUCATION ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022 Publication in progress... ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24071/llt.v25i1.4466
<![CDATA[It is well-established that the notion of language competence often bandied about in English language teaching scholarship owes much of its allegiance to the Chomskyan tradition, which privileges mind over body and other materiality. Tracing this tradition to its root, one may surmise that the infamous Chomskyan competence has been the sustenance of Cartesian linguistics as the Neo-Platonic philosophical tradition known for its condemnatory arguments against body in the pursuit of knowledge. Basing on the idea of somaesthetics initially proposed by Richard Shusterman, I argue in this conceptual article that English language teaching landscape needs to embrace insights generated by current research and theorization on the pivotal role of the soma (the living body) as a source of competence in facilitating communicative practices. I will first discuss the notion of somaesthetic, and then demonstrate that research in language teaching and language acquisition scholarship (albeit limited in numbers) has long been inspired by this body philosophy. Implications for English language teaching will be offered.]]>
<![CDATA[RETHINKING THE PLACE OF RELIGIOUS DISCOURSE IN ACADEMIC DISCOURSE: A CRITIQUE OF AMBER ENGELSON ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ Indonesian JELT Vol 9, No 1 (2013): Indonesian Journal of English Language Teaching vol 9 no. 1 May 2013 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (91.678 KB)
|
DOI: 10.25170/ijelt.v9i1.645
<![CDATA[This article critiques some arguments on religious discourse in thecontext of academic discourse recently proposed by Engelson(2014). In relation to this critique, four points are raised: religiousidentities in academic discourse, structural inequities of the spreadof English in the Indonesian context, Indonesian rhetoricaltraditions, and the role of religious expression in academicdiscourse.Keywords: religious discourse, academic discourse, religiousidentities, Indonesian rhetorical traditions, religiousexpression.]]>
<![CDATA[GRAMMAR CONSCIOUSNESS-RAISING: RESEARCH, THEORY, AND APPLICATION ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ Indonesian JELT Vol 2, No 2 (2006): Indonesian Journal of English Language Teaching Vol. 2 no. 2 October 2006 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (84.219 KB)
|
DOI: 10.25170/ijelt.v2i2.120
<![CDATA[This article reviews a number of studies that proved the efficacy of consciousness-raising (C-R), showing at the same time the inherent flaws that these studies suffer. It then proceeds to discuss the theoretical assumptions underpinning C-R, the application and the intended outcomes of C-R. In doing this, teachers can obtain a comprehensive picture of C-R, and in particular understand its typical characteristics that differentiate it from the traditional teaching method such as the Grammar Translation. Implications from C-R studies for language teaching are also discussed. Keywords: consciousness-raising, the Grammar Translation. ]]>
<![CDATA[READ FOR PLEASURE AND ACQUIRE THE LANGUAGE ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ Indonesian JELT Vol 5, No 1 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 1 May 2009 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (95.276 KB)
|
DOI: 10.25170/ijelt.v5i1.153
<![CDATA[Despite overwhelming research evidence buttressing the power of reading (Krashen, 2004), reading for pleasure – widely known as Free Voluntary Reading (FVR) – is still excluded in the mandated national curriculum for English language teaching in Indonesia. In fact, critical voices (channeled primarily via scholarly published articles) demanding the inclusion of this kind of reading in the curriculum are almost non-existent. This shows that the power of reading in general and FVR in particular, is not acknowledged by Indonesian scholars, politicians, and language teaching practitioners. This article argues that the sluggish improvement of literacy in this country is due to the fact that English language teaching is geared to conscious learning rather than to acquisition of the language as well as to the exclusive focus on heavy and ‘serious’ literature. This article offers alternative English language pedagogy, one that is not only pleasant for the students, but also helps facilitate literacy development in a powerful way. Implications of this alternative pedagogy are discussed. Keywords: The power of reading; free voluntary reading; English language teaching; literacy development.]]>
<![CDATA[WHY WE SHOULD TEACH GRAMMAR: INSIGHTS FOR EFL CLASSROOM TEACHERS ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ Indonesian JELT Vol 1, No 1 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 1 May 2005 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (95.288 KB)
|
DOI: 10.25170/ijelt.v1i1.94
<![CDATA[Controversies about whether or not to teach grammar still reign in the current language pedagogy. Those who are against grammar teaching hold the view that grammar should not be taught since grammatical features can be acquired unconsciously in a natural setting. The protagonists of grammar teaching, however, argue that grammatical features need to be taught in order to facilitate the process of acquisition. Without questioning the legitimacy of the fact that grammatical features can be acquired unconsciously, this article argues that formal instruction is needed particularly in EFL contexts. Given this argument, the article addresses three important questions: (1) On what theoretical grounds should grammar teaching be based? (2) When should grammar instruction be given? and (3) How should grammar be taught? Keywords: the process of acquisition, grammatical features,formal instruction.]]>
<![CDATA[A Sociolinguistics of Mobility, Mundane Translinguistic Practices and Speakers’ Resourcefulness: Implications for ELT ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20414/edulangue.v4i2.4289
<![CDATA[The idea of language deterritorialization has radically revolutionized the way we perceive, use and teach the entity we call language. Language has become porous and borderless, making its users capable of crossing borders at ease. Furthermore, language users can adeptly and creatively shuttle and mesh different linguistic resources either to index their new identities or to accomplish their communicative goals. Driven by the concept of mobility typified by the movement of people, ideas and objects from one real geographical or symbolic social space to other spaces, language is not only borrowed, but is also blended, remade, repurposed and even localized. Drawing upon the notion of ‘a sociolinguistic of mobility’, this article will illustrate the mundane sociolinguistic phenomena in diverse settings as exemplary instances of translinguistic practices, and then show that the quotidian linguistic practices in these settings reflect speakers’ resourcefulness. The article ends by discussing some implications of mobility for teaching English in a local context.]]>
<![CDATA[Bringing Race to the Classroom: How a Multilingual Speaker Performs Infra Politics to Confront Raciolinguistic Ideologies ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20414/edulangue.v5i1.5084
<![CDATA[The notion of (anti) racism in applied linguistics in general and in language education in particular has gained considerable attention by scholars in the fields. Contesting the dominance of monolingualism in language education, applied linguists and language education scholars have become eager to resuscitate this notion, often implicitly averring that racism has long been insidiously penetrating in the field and surreptitiously operating under the so-called raciolinguistic ideologies. It is these ideologies that are alleged to perpetuate, and even to further the hegemony of White supremacy and empire, eventually giving rise to racial inequalities and racial hierarchies in language education. The antiracism movement, it has been asserted, needs to be enacted. This article will argue that the fervent pronouncements of raciolinguistic ideologies need to be taken seriously, so as to promote linguistic justice and linguistic equality in language education. It will first discuss the claims of raciolinguistic ideologies, and then provide examples (from a classroom practice) of how the so-called “racialized subjects” enact their quiescent capacity as social and political being in subverting identities in the perceived dominant language (i.e. English) as a way of doing infra politics –an instance of grassroots politics. In so doing, the article argues that the racialized subjects are not submissive language users, but are actively engaged themselves in resisting raciolinguistic ideologies]]>
<![CDATA[Translanguaging Practices in Composition Scholarship and Pedagogy: Issues, Evidence, and Controversies ]]>
<![CDATA[Setiono Sugiharto]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 7(1), May 2022 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/ijefl.v7i1.469
<![CDATA[The notion of translanguaging has hitherto gained prominence in composition scholarship and pedagogy. Scholars have specifically pointed out that translanguaging pedagogy is particularly germane if it is implemented in the teaching and learning of writing in a multilingual setting. Drawing upon the plethora of published studies, these scholars have argued that translanguaging strategies can help maximize students’ linguistic resources and communicative potentials. This conceptual article looks at intellectual endeavors which try to challenge the monolingual ideology and its biases, and to justify the legitimacy of mixing different linguistic codes for achieving desired communicative goals in written communication. Contemporary issues of composition scholarship and pedagogy under translanguaging vantage point of view will be addressed, and evidence of code-meshing from multilingual writers showcasing the acts of translanguaging in academic writing presented. Finally, the article discusses the controversies over the application of the notion of translanguaging in writing research and pedagogy.]]>
