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Achmad Farid
Universitas Pesantren Tinggi Darul Ulum
Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Other

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Journal : Journal of Research in Foreign Language Teaching

 1 
Children’s Innate Capacity of Learning the First Language: an Overview of Structure-dependent Rules Achmad Farid; Foad Elbakai; Achmad Fanani
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 2 No. 1 (2021): April
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v2i1.3220

Abstract

How children acquire their first language has always been a question of debate between generativists and cognitive functionalists. Crain and Nakayama (1987) attempt to support the notion that children are innately equipped with syntactic rules and such rules are not learned by the child. They want to persuade functionalist linguists with the rightness of the innateness of the structure-dependent hypothesis (i.e. Universal Grammar/UG and poverty of the stimulus notion). To be precise, Crain and Nakayama discuss the Chomskyain “movement transformation” hypothesis (.i.e. subject/aux inversion in structures with relative clauses). They claim that children do not make errors when attempting to make polar interrogatives from relative clauses; as a result, they reserve the verb inside the relative clause and move the auxiliary in the main clause to the front. For example, children would not form structures like *Is the author who writing this task is confused? This is attributable to the claim that children are innately wired with structure-dependent rule. That is to say, children resort to what so-called innate schematism (UG principles) when they form yes/no questions. This assertion is based on nothing more than the claim that no structure-dependence errors were found so far in the child’s speech. Also, they conclude that grammar and meaning are disconnected from “the autonomy of syntax”. To support their view, Crain and Nakayama conducted a study on thirty children whose age ranged from three to five. This paper is primarily intended to critically review Crain and Nakayama’s article and discuss the structure-dependence rule in favour of both a formalist and cognitive functionalist point of view.
The Influence of Learners’ Age on the Acquisition of Phonology and Syntax in Second Language: a Theoretical Overview Achmad Farid
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 2 No. 2 (2021)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v2i2.3225

Abstract

Whether there is a critical period for second language learning or not remains a mystery. Many researchers have attempted to investigate the effects of age on a second language acquisition, but they come up with different results (c.f. Lenneberg, 1967; e.g. Oyama, 1976; ; Snow & Hoefnagel-Hohle, 1978; O’grady, 1989; Long, 1990; Newport, 1989; Chiswick and Miller, 2008; Rothman, 2008). By reviewing a range of scientific studies in age effect on the acquisition of second language, the authors attempts to reveal whether younger learners acquire language better than their older counterparts and whether critical period in language learning affect all language modules. The studies indicate that, in terms of phonology, the younger the learners exposed to a second language the more likely they achieve native accent. In contrast, learners who are exposed to a second language at a later age would most likely speak a foreign accent. For the acquisition of syntax, the same circumstance applies.
Researching L2 Motivation and Identity in the Indonesian Islamic School Context: an Insight into Research Opportunities Achmad Farid; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 3 No. 1 (2022)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v3i1.3227

Abstract

Motivation is one of the most important factors affecting foreign language learning. Some studies suggest that motivation has a robust impact on foreign language learning outcomes regardless of learners’ language talent (Wigfield & Wentzel, 2007; Rehman & Haider, 2013; Islam et al., 2013). This is why motivation becomes the most ‘complex and challenging’ problem faced by teachers (Scheidecker and Freeman, 1999). Motivation can shape learners’ attitude, objective (Maehr & Meyer, 1997), increase learners’ learning effort (Pintrich, et al., 1993), and improve learners’ achievement. However, motivation becomes a more intricate issue in the context of pesantren school in Indonesia (Farid and Lamb, 2020). That is because pesantren consists of learners from various socio-economic backgrounds. While pesantren students’ main aim is to learn religious knowledge, some of them perceive learning English irrelevant to their future. Based on contemporary theories on L2 motivation and identity and utilising the authors’ years of experience as they work as English instructors in the pesantren environment, this paper attempts to shed light on possible topics that can be explored by future L2 motivation researchers in Indonesia, especially in the pesantren context.
Pesantren Students’ Ideal Selves and Motivation to Learn English as A Foreign Language Afidah Iftitah Setya Amalia; Kunsarwani Kunsarwani; Achmad Farid; Nailul Fauziyah
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 3 No. 2 (2022): Oktober
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v3i2.3309

Abstract

Anecdotal evidence suggests that some students from pesantren (Islamic boarding school) show negative view on English. They seem to study English because it is an obligation and to meet the passing grade. This paper aims to find out how motivated students are to learn English, and to reveal whether their ideal selves affect their motivation in learning English. Using a theoretical framework proposed by (Dörnyei and Ushioda, 2009), and by adopting a questionnaire from previous research by (Farid & Lamb, 2020), this study seeks to find how pesantren school students’ motivation to learn English is connected to their ideal selves. Data from the questionnaire that was administered to 103 participants were analyzed using Spearman Correlation in SPSS. The results show that there is a good correlation between motivation and ideal selves. This finding is also supported by students’ responses to open-ended questions that were designed to reveal participants’ plans after graduating. This research also revealed that pesantren students’ motivation is quite low, and their ideal selves affect their motivation in learning English.
THE EFFECTIVENESS OF USING COMMUNICATIVE LANGUAGE TEACHING (CLT) TECHNIQUES ON STUDENTS’ SPEAKING SKILL Lely Khusnul Khowatim; Achmad Farid; Muhammad Saifuddin
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 3 No. 2 (2022): Oktober
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v3i2.3310

Abstract

Communicative language teaching is a helpful technique because it focuses on developing four language and communication dependent skills. This Research was to examine the effectiveness of using communicative language teaching on student’s speaking skill. To obtain the data, quantitative research was used. The data were gotten by statistic test. The sample in the study, there are two groups, namely, the experimental group and the control group. The experimental group was taught using role play and pair work, and the control group was taught using traditional method. Experiment research was carried out using pre test and post test design to determine whether there was any significant difference between the scores of the experimental and control groups. Current findings the study showed that the experimental group scored higher than the control group. This finding has positive implications for the continuation of teaching practices for teachers.
Co-Authors Adi Yusuf Afidah Iftitah Setya Amalia Fanani , Achmad Foad Elbakai Kunsarwani Kunsarwani Lely Khusnul Khowatim Muhammad Saifuddin