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Diana Rozelin
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INDONESIA
Indonesian Journal of EFL and Linguistics
Published by Pusat Pelatihan, Riset, dan Pembelajaran Bahasa Samarinda
ISSN : 25275070     EISSN : 25034197     DOI : http://dx.doi.org/10.21462/ijefl
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Indonesian Journal of EFL and Linguistics encompasses research articles, original research report, reviews, and scientific commentaries in education, literature, and ELT, including: English Language Teaching English as a Foreign Language Language and Linguistics Morphology Phonology Syntax Semantics Pragmatics Discourse Analysis Critical Discourse Analysis Socio-linguistics Psycholinguistics Literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
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Search results for , issue "Indonesian Journal of EFL and Linguistics, 3(1), May 2018" : 5 Documents clear
External Request Modifications in Yemeni Arabic as Used by Male-Male and Male-Female Interactions Yahya Mohammed Al-Marrani
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(1), May 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (452.973 KB) | DOI: 10.21462/ijefl.v3i1.63

Abstract

The current study explores the types and frequency of external request modifications in Yemeni Arabic as produced by male speakers the study participants were 336 undergraduate students (168 male participants and 168 female participants) from Sana’a University, aged 20-23. All of the participants are relatively homogeneous in terms of their cultural background. The data were collected by using Discourse Completion Test (DCT).The analysis of the data is based on Blum-Kulka et al’s (1989) CCSARP (Cross Cultural Speech Act Realization Project) coding scheme. The results of the study showed that the male speakers generally showed greater use of external request modification to mitigate their requests. Seven external request modifications were identified in the data of the present study in M-M, M-F interactions. However, in M-M interactions, the number of external request modifications, which were identified in the data, was 2006. On the other hand, in M-F interactions the number of external request modification was 2016. The results revealed that Yemeni males showed greater use of the external request modification when interacting with females more than to males.
Learner Autonomy: Gender-Based Perception Among EFL Indonesian Students Moch. Said Mardjuki
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(1), May 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (241.439 KB) | DOI: 10.21462/ijefll.v3i1.46

Abstract

Learner autonomy is believed to be the contributing factor toward the students’ successful learning process. However, its implementation in Indonesia still faces some challenges regarding students’ readiness and competencies in realizing such concept. Thus, this study is aimed to investigate gender-based perceptions and attitudes among EFL Indonesian students on learner autonomy. Qualitative design in which four out of twenty respondents were selected purposively under the rationale that they demonstrated positive evidences reflected to the preliminary questionnaire results. Using semi-structured interview, the findings indicated no gender-based discrepancy in terms of learning experiences and challenges. Although individual tasks were preferred by both groups, problem-solving strategies differ in which females employed internal strategies (rescheduling and self-commitment), while males employed external strategies (learning sources and collaborative works). In conclusion, each of the autonomous learners has personal preference to deal with the encountered challenges. Further researches, thus, need to investigate the actual transparencies of their learning behavior through observation.
L2 Writing Proficiency and Mastery of Complex Sentence: A Study of Indonesian English Education Major University Students Adaninggar Septi Subekti
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(1), May 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.106 KB) | DOI: 10.21462/ijefll.v3i1.48

Abstract

This study investigated the extent of learners’ mastery of complex sentences in predicting L2 writing proficiency. This study used forty essays of ten students of English Education Department. It found that complex sentences became the most frequently written sentences in the analysed essays. The mean of their level of mastery was 57.58%, suggesting that their mastery in general was quite low. Furthermore, learners’ number of complex sentences did not have any significant relationship with L2 writing proficiency, r (40) = -.08, p > .05, but their level of mastery of complex sentences positively correlated with their writing proficiency, r (40) = .44, p < .01, suggesting that number of complex sentences regardless of grammaticality did not significantly correlate with L2 writing proficiency and only grammatically correct complex sentences, seen through learners’ mastery, had positive correlation with L2 writing proficiency. Furthermore, learners’ mastery of complex sentences could predict 19% of their writing proficiency, R2 = .19. From the results, implications and limitations of the study as well as suggestions on future studies were stated.Keywords: L2 writing proficiency, complex sentences, mastery
Providing Explicit Language Instruction to Assist Students’ Language Learning in EFL Classrooms Suci Noer Wulan Sari
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(1), May 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (45.056 KB) | DOI: 10.21462/ijefll.v3i1.55

Abstract

In language teaching process, instruction becomes one of important things to provide in order to encourage students’ language learning. Since the late 1960s, one of the language instructions that has been available is explicit language instruction which is believed as one of useful tools for the teaching practice. Given that the present study tried to investigate how English lecturers provide explicit language instruction in EFL classrooms to assist their students’ language learning. To gain the data, a case study employing semi-structured interviews and classroom observations were conducted. Two English lecturers were purposively selected to be the participants of the study for their familiarity of the instruction. Based on the analysis, the study revealed some of the elements of explicit language instruction provided such as clearly stating the lesson’s objectives and teachers’ expectations, using language clearly and concisely, providing step-by-step demonstrations and adequate examples, guiding students through practices on language functions, monitoring student performance and responses by giving feedbacks, and encouraging students to organize knowledge.  It can be concluded that explicit language instruction actually can be considered for classroom improvement. Future studies are suggested to investigate students’ voices of the implementation of the instruction that may actually help their lecturers better their teaching practices and favour their students’ learning outcomes. 
Writing Skill of Engineering students of Government and Self-financing Colleges: A Comparative Study Saravanan, J.; Prakash, A.; Selvakumar, R. Saravana
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(1), May 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.842 KB) | DOI: 10.21462/ijefll.v3i1.56

Abstract

This study compares and analyses the writing performance of engineering students studying in government and Self-financing colleges in Tuticorin district. The subjects of the study comprised of 75 randomly selected first year students from three engineering colleges located in Tuticorin district. The elicitation instrument used for the present study was essay writing and the subjects were asked to write an essay on “Advantages and Disadvantages of using mobile phone.” Descriptive method was adopted for collecting data. The errors were identified and classified into ten categorizations like verb tense, subject-verb agreement, prepositions, conditional sentences, singular/plural form, sentence fragment, word order, spelling, capitalization and double negatives. The results showed that the engineering students made seven most common errors in verb tense, subject-verb agreement, prepositions, conditional sentences, singular/plural form, sentence fragment and word order due to lack of understanding, poor acquisition of grammar rules, intra-lingual errors and interference of the learners’ mother tongue.

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