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International Journal in Applied Linguistics of Parahikma
Published by Institut Parahikma Indonesia
ISSN : 2614364X     EISSN : 27746682     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
International Journal in Applied Linguistics of Parahikma is a semiannual, peer-reviewed, official, international journal of Institut Parahikma Indonesia. It publishes articles (e.g., conceptual paper, research papers, review articles, book reviews) on applied linguistics in relation to language learning and teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 17 Documents
 1   2 
Bridging the Gaps among Mixed Ability Students to Create Conducive Atmosphere in Learning English through Various Communication Activities Aminah
International Journal in Applied Linguistics of Parahikma Volume 1 Number 1, January 2018
Publisher : Institut Parahikma Indonesia

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Abstract

The research aimed to get a descriptive account of collaborative communication activities which can bridge the gaps in the view of the students and classroom condition which creates conducive atmosphere in learning English. This research applied qualitative explorative research taking the second semester students of English Literature Program at Fajar University Makassar as the purposive sample. The data were collected through Myres-Briggs online questionnaire, in depth interview, and classroom observation. The results of data analysis showed that (1) the collaborative communication activities which can bridge the students’ gaps in their perspectives should be fun and collaborative The varied activities can be applied alternately in learning interaction and adjusted with the material taught with attractive teaching media. In accordance with the gap issue, it was also found that the gap was caused by distinctive personality and personal interests, and (2) there are some classroom conditions in students’ point of view which can create conducive atmosphere physically and psychologically in learning English including the good condition of the classroom, the existence of the class attribute, and the other factors namely the lecturers, friends, motivation, and satisfaction.
Error Analysis in ESL Writing: A Case Study at Academic English Program at St. Michael's College, VT Nurwahida
International Journal in Applied Linguistics of Parahikma Volume 1 Number 1, January 2018
Publisher : Institut Parahikma Indonesia

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Abstract

Analyzing and evaluating linguistic errors in students’ English writings have been an interesting attempt in the field of second or foreign language teaching and learning. Error analysis and evaluation provide a change on direction toward a more positive treatment on student linguistic errors in their writings. It enables language teachers to depict and understand how language learning takes place in the minds of learners. This study seeks about the error analysis made by an ESL student at Academic English Program at St. Michael’s College, VT, USA. The essays and interview were used to take data on student’s grammatical errors and his preferable types of feedback in his writing revision process. The result showed that the negative transfer from mother tongue does have negative influence to student’s ESL writing. In addition, the student prefers direct feedback better than indirect feedback in correcting their errors. Direct feedback is considered more beneficial because he can directly focus on the error and do immediate correction.
Investigating Factors Causing Students’ Anxiety in Speaking English Sri Mulyani
International Journal in Applied Linguistics of Parahikma Volume 1 Number 1, January 2018
Publisher : Institut Parahikma Indonesia

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Abstract

The study aimed at investigating the factors causing language anxiety of EFL learners in speaking English and how to overcome such problem. The researcher employed descriptive qualitative research by using interviews, and observations as techniques of data collection. The collected data were analyzed by using Miles and Huberman’s model consisting of three steps, namely: data reduction, data display and conclusion drawing and verification. The research findings showed some factors causing students’ anxiety in speaking English. The factors were classified into three main categories; they are psychological and linguistic factors, individual related factors, and socio-cultural factors. Psychological and linguistic factors include formal environment and classroom procedures, linguistic difficulties and the role of the instructors. Meanwhile, individual related factors consist of motivation and lack of speaking practices. Socio cultural factors include social environment and limited exposure to the target language, and self-status. This study also found some suggestions to cope with anxiety in speaking English, those are more friendly and less formal classroom, friendly and encouraging teachers/lecturers, and positive feedbacks. Many participants also recommended students to do more speaking practices outside the classroom to reduce language anxiety.
Promoting assessment for learning: Students’ perceptions of informal assessment in the English classroom Sri Rejeki
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

This study aims at investigating students' perceptions of informal assessment conducted by the teacher. This assessment provides a solution regarding the fact that many Indonesian students feel frustrated due to the use of formal assessment. The participants of this study were 22 graduate students majoring in English Education in one of the universities in Indonesia. The design of this study was qualitative. This study used observation and a questionnaire to collect the general data and an interview to investigate students' more in-depth understanding. The finding revealed two aspects: the types of informal assessment by the lecturers and the benefits of using informal assessments in the learning activities. The types of assessment the lecturers were linguistic and nonlinguistic aspects, presentation, observation, giving compliment, group discussion, question and answer, interview, and portfolio. Furthermore, several benefits of this assessment viewed from students’ perspective were they more focused on the process instead of the judgment, they got useful feedback based on the learning problems faced by the students, they could solve their learning problems using the feedback given, and it made them more motivated in participating the classroom activities, they felt less stressful while doing this assessment, they got more knowledge and more in-depth understanding about the material, they got reflections which is very crucial in altering their learning progress, and it improved their participation in the classroom activities.
Factors Causing Students’ Disruptive Behavior in Learning English: A Case Study Hardiani Ardin
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

One of the most serious problems in effective teaching and learning processes at the secondary level is students' disruptive behavior. All stakeholders should have been giving more attention to students' disruptive behavior especially during learning processes.  This study aimed to give a descriptive account of the factors causing students’ disruptive behavior in learning English based on the case study of a student who is categorized as the most disruptive student in learning English. This study applied descriptive qualitative research by using a purposive sampling technique. Two of the EFL teachers, a counselor, two of his classmates, and one of his family were interviewed for the data collection. The observation checklist and field notes were also used to show the student's disruptive behavior when learning English. The data analysis consisted of the data collection, data reduction, data display, and conclusion: drawing/verification. The findings showed that the factors causing the student’s disruptive behavior in learning English were (a) seeking attention, (b) classmate, (c) close friend, (d) learning environment, (e) family, and (f) social environment. It can be inferred that the most dominant cause of student’s disruptive behavior came from external factors.
The application of cluster mapping technique in writing descriptive paragraphs Rahayu
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

The objective of this study was to examine the effect of using cluster mapping technique to the writing ability of the second-year students of state junior high school (SMPN) 4 Makassar. A quasi-experimental design was adopted in this study. The population of this research was the second year students of SMPN 4 Makassar in the academic year 2018/2019. The researcher used cluster random sampling technique to determine the two classes involved as sample. Class VIII.5 consisting of 36 students was assigned as experimental group and class VIII.6 composed of also 36 students was involved as control group. There were two variables in this research, namely the use of cluster mapping technique as independent variable and students’ writing ability as dependent variable. The data were collected from writing tests administered in pretest and posttest of each group. The posttest results demonstrated that the experimental class was significantly better than control class. The posttest mean score of experimental class (70.86) was higher than the control group (65.86), and the value of t-test was higher than the value of t-table (5.144>1.994). Based on the findings and discussion of the study, it can be concluded that the cluster mapping technique can significantly improve the ability in writing descriptive paragraph of the second-year students of SMPN 4 Makassar.
Critical pedagogy and race in TESOL Ammar Tekin
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

Having been initiated by the work of Paolo Freire in Brazil and other South American countries, critical pedagogy has continued to influence the English language teaching profession since the 1980s. Focusing on social change and social justice via education, critical pedagogy views education as a political activity. On the edges of the spectrum, education can maintain the status quo or challenge the social, political, economic, and cultural structures locally and globally. In this regard, language becomes a crucial element in maintaining or challenging the status quo. In English language teaching, the development of the field is directly related to colonialism and recently to globalism. Through its aims and content, English language teaching needs to be critically evaluated in terms of the values being transmitted in schools, training centres, textbook, media, and so on. Moreover, although learning the English language is a global phenomenon, especially textbooks used in language teaching continues to marginalise various races, with a colour blindless mentality. Critical multiculturalism can be an organic response to this distorted perspective, whether it is made consciously or unconsciously.
Language learning strategies of successful EFL learners Sri Mulyani
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

This study aimed at exploring language learning strategies applied by successful EFL learners, specifically in learning language elements: vocabulary, pronunciation, and grammar. This study employed qualitative design, involving three participants identified as successful EFL learners. Data were collected through in-depth interviews and document examinations. Miles and Huberman’s model was used as the technique of data analysis. The research findings demonstrated that successful EFL learners in this study employed cognitive, memory, and compensation strategies in learning vocabulary. In learning pronunciation, cognitive and metacognitive strategies were utilized. Meanwhile, in learning grammar, EFL successful learners used cognitive and social strategies. Cognitive strategies were the most frequent strategies used by the participants, while memory, metacognitive, and compensation strategies were the least.
Contextualizing civilized character in ELT: Philosophical approach Aminah Aminah
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

Every knowledge in this life must be under the philosophy scope including education. Moreover, education is not only a matter of transferring knowledge from a teacher to the students but also a matter of educating them to have good character. Some educators ignore it due to the materialistic or hedonism perspective which is dominant in dealing with their job performances. As a result, character value seems to be neglected. Moreover, moral education is discussed in several terms namely character building, character value and, in this article, it is called civilized character. In term of instilling or contextualization of civilized character depends on the quality and awareness of the teacher. Teacher professional development is the key before realizing it and applying it to be a good pattern for the student. Hence, enriching teachers’ quality in cognitive and soft skill is urgent. In ELT, the integration of technology, general knowledge, and religious studies are broken down into learning activities. Similarly, the integration is assimilated with the students learning styles (kinesthetic, audio, and visual). Thus, the assessment aspect also should consider civilized character, affective, psychomotor, instead of focusing on cognitive only. It is expected that teacher contribution is in line with the civilized character internalized during teaching and learning process and will be inherent in daily life since philosophically all of us are the lifelong learners who face the real faculty of education.
Students' perceptions of mobile apps: A needs analysis of EFL learners Nurwahida Nurwahida
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

In the current digital age, mobile apps are increasingly being employed to expedite the learning process. However, in order to incorporate mobile apps effectively into classrooms, EFL teachers must first be aware of the logistics of applying mobile apps. The purpose of this research was to investigate the current use of mobile technology in studying English and make recommendations for choosing apps for English learners in EFL contexts. There were 32 students of English Education department chosen as the sample for this study. The data were gathered through semi-structured interviews and questionnaires to find out their perceptions about the use of mobile apps and its current use in the classroom. The study revealed that most of the participants in the study highly appreciated the effectiveness of using mobile apps in their learning. Furthermore, the students were critical in selecting the appropriate apps that suit them and their learning purposes. Based on the study, the researcher found out the top five prevalent apps that students frequently used including English Grammar Test, Duolinggo, Busuu, kamusku and English Listening and Speaking. The criteria of choosing the apps are ranging from tha app relevant to students’ need, the user-friendly app, the free of cost app, and the app with gamification features.

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