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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 608 Documents
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Language, identity, and ideology: Analysing discourse in Aceh sharia law implementation Habiburrahim, H.; Rahmiati, Zainah; Muluk, Safrul; Akmal, Saiful; Aziz, Zulfadli A.
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23210

Abstract

The implementation of Sharia law in Aceh in 2001 has ignited various reactions from both national and international communities. Some argued that this Sharia law could have a detrimental effect on human rights issues. Others claimed that as a province populated by the Muslim majority, Aceh should be given an opportunity to legalise its own legal product, ensuring that Sharia law is part of Acehnese religious values. This paper is primarily concerned with analysing the texts taken from The Jakarta Post newspaper’s article regarding the formal implementation of the local Sharia law in Aceh. The article is examined by means of various tools in Discourse Analysis method, including social identity, speech acts and implicature, genres and register. The findings elucidate that the speech and discourse of the participants and their interpretation are highly influenced by identity and community ideology of the speakers.
The semantic roles of ‘kaku-joshi’ in Japanese textbooks Sutedi, Dedi
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23204

Abstract

Case particles are an important Japanese language learning aspect that the learners should have learned since the beginner level, yet there are still many who still do not grasp the meaning and function of each particle. This is because in the instructional process, the elaboration of such articles is confined to the external structure, while the inner structure (semantic roles) is rather neglected in the textbooks. This study seeks to explain each semantic role of the particles 'kaku-joshi' contained in Japanese language teaching materials starting from elementary to secondary levels used in Indonesia. The method used is descriptive, with textual analysis employed as a data analysis technique. Findings reveal that all Japanese case particles have appeared in elementary level textbooks, namely particles GA, WO, NI, DE, TO, E, KARA, MADE, and YORI which are used to follow arguments or syntactic functions in the form of subject, object, complement, and adjunct. However, not all semantic roles appear in the textbook; 14 semantic roles are evidently not present. The findings of this study can be used as reference material for Japanese instructors in the teaching of Japanese case particles, so that the differences among the particles will be clearer and more easily understood by Japanese language learners in Indonesia.
Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua franca Suebwongsuwan, Waraporn; Nomnian, Singhanat
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23221

Abstract

The study examines twenty-eight Thai undergraduate hotel interns’ attitudes towards the use of English as a lingua franca (ELF) in terms of its varieties of spoken English. Drawing upon the questionnaire, semi-structured interview, and verbal-guise test based on the eleven recorded voices whose accents obtained were from native and non-native speakers, the findings reveal that the students reflected the most positive attitudes towards American and Hong Kong accents while the Korean one was rated rather negatively. However, the students were well aware of the lingua franca status of their spoken English; and thus, the non-native accents were tentatively accepted. This study suggests that Thai leaners’ awareness and positive attitude towards varieties of English must be promoted in both English classes and on-the-job training. English teachers and trainers of hotel staff should also be aware of the significance of exposure to accents and introduce undergraduate interns to varieties of English in order to enhance mutual intelligibility for effective ELF communication at work.
Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students Muslim, Ahmad Bukhori; Hamied, Fuad Abdul; Sukyadi, Didi
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23199

Abstract

Considered important for global competitiveness like ASEAN Economic Society, the English proficiency of Indonesian students is unfortunately not satisfactory yet. This condition is, one of which, due to low teachers’ professionalism and students’ motivation for English learning. The motivation of students may become weak because they have not found ways to identify, drive and sustain it. Of the various studies on motivation and challenges in EFL practice in the Indonesian context, research specifically addressing how learners find motivation triggers synergized into project-based learning for sustainable and continuous English learning is still limited. This survey and interview study investigates the motivation of Senior High School (SHS) students in West Java province of Indonesia on English learning and how to drive their motivation through a collaborative project as mandated by the 2013 National Curriculum. Results of questionnaires, interviews and document analysis show that despite having integrative and instrumental motivation to learn English, the participating SHS students show low investment as indicated by low learning enthusiasm in the classroom and poor English performance. This low motivation is also related to some socioeconomic status such as school geographical location, classroom learning situation, and parental supports. The study recommends students’ involvement in a cooperative learning project which can direct and energize their English learning motivation so that they can have increased motivation, good English proficiency and become global citizens with high competitiveness.
Tertiary English students’ attitude towards intercultural language learning Morganna, Ruly; Sumardi, S.; Tarjana, Sri Samiati
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23216

Abstract

The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.
Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students Hamiddin, H.; Saukah, Ali
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23211

Abstract

Myriad studies have conveyed that metacognition is a key to successful reading comprehension in language classes. However, these studies focus on metacognitive strategies, metacognitive awareness, and metacognitive skills in ESL reading contexts. Anchored by the lack of empirical works on the EFL reading situation, this study investigated the metacognitive knowledge of Indonesian undergraduate students in their reading classes. Data were obtained through in-depth interviews with four successful and four less successful EFL students. The results of this study portrayed that successful readers encompass more metacognitive knowledge, awareness, motivation, and behavior if compared to the less successful readers. It is also evidence that students with good cognition, habit, and attitude in reading activities are more successful in their EFL reading, and their cognition, habit, and attitude serve as essential elements in constructing their metacognitive knowledge. Suggestions are also discussed at the end of this paper.
Revealing lecturer’s paralinguistic attribution: How the visual manner contributes to students’ non-cognitive skills Sumekto, Didik Rinan; Setyawati, Heny
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23206

Abstract

Classroom-based communication requires an appropriate contribution from lecturer’s perspectives to address students’ non-cognitive skills. This study examines the paralinguistic attribution contributions deriving from lecturer’s visual manner. Of 504 pre-service English teachers, 120 freshmen participated in this study. Data collection used the questionnaire through a random sampling selection from lecturer’s writing instruction. Data analysis used the multiple regression analyses with the significance level (p-value) of .05. The findings exhibited that lecturer’s paralinguistic attributions, namely: articulation (t = 1.073; p = .286), sonority (t = 2.896; p = .005), loudness (t = 3.433; p = .001), facial expression and lips setting (t = 1.097; p = .275), and gesture (t = 2.323; p = .022) contributed a significant influence towards the writing class instruction positively. The effectiveness of the paralinguistic attributions contributed 45.5% from overall findings shown in this study, in which the regression analysis statistically addressed that F = 19.017, R² = .455, and p .05. This study concludes the existence of the paralinguistic attributions accommodates freshmen’s learning maturation in lecturer’s instructional modes.
Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers Ong, Wei Ann; Swanto, Suyansah; Alsaqqaf, Asmaa
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23222

Abstract

Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualitative investigation into the use of video blogs (vlogs), which are mediated online. The participants of the study comprised 13 pre-service ESL teachers studying in an Institute of Teacher Education. The data for this study was gathered via the analysis of the vlogs and the focus group interview. Results indicate that the respondents expressed mixed reactions to the approach, where some have enjoyed the experience while some feared of being judged and feeling awkward seeing themselves in vlogs. Most respondents have centered their reflections on issues they encountered during lessons, but one has shown the ability to reflect on issues beyond the classroom setting. The outcome of the study implied the need for pre-service teachers to be given additional coaching on the ‘how’ aspect of reflection. In addition, there is a need to address technical issues faced by respondents in using vlogs, as this can impede the reflecting experience and frequency of vlogs and comments posted by the participants.
“Taking it for granted”: The utilization of pragmatic aspects in entertainment news reporting on Instagram Khalisah, Alya; Anjarningsih, Harwintha Yuhria
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23200

Abstract

Instagram has been one of the main platforms for real-time information seeking for the last five years (Schroeder, 2018). The kind of information that people look for includes entertainment news. The present study aims to examine the way an entertainment news account presents its news content using different pragmatic techniques and how these techniques affect its brand image because minor attention has been paid to purpose-oriented accounts. To fulfill the aim, there are two research problems that are addressed: (1) what are the most common pragmatic techniques used in the captions? And (2) what significance does each technique have in presenting the news and shaping the brand image? Therefore, 36 sample captions from E! News Instagram account, as the most followed entertainment news account on Instagram, were taken, observed, and analyzed using a framework developed by Al-Hindawi and Mehdi (2017) in their article about a pragmatic analysis on American and British website-based entertainment news that focuses on three pragmatic pillars, namely presupposition, Grice’s conversational maxims, and allusion. The study found that in the case of E! News, presupposition, violation to Grice’s conversational maxims, and allusion are not merely used to keep the content interesting, but they respectively hold important roles in shaping the content of the news, engaging audience’s interest, and creating a good brand image.
Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar Singay, S.
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23217

Abstract

Although extensive research has been carried out on the positive effects of flipped learning in a first language context, there remains a paucity of evidence on the impact of flipped learning in a second language context, specifically in Bhutan. The present study was undertaken to examine Bhutanese students’ attitudes and perceptions toward the flipped learning approach in a second language context. The participants of this study were forty students (20 females and 20 males). Data collection instruments used in this study were questionnaire and semi-structured interview. Findings from the questionnaire demonstrated that the flipped learning approach helped learners to learn grammar; moreover, the students showed positive attitudes and perceptions towards the flipped classroom approach. Similarly, findings from a semi-structured interview revealed four important themes of the flipped learning approach, which are: conducive learning atmosphere, use of more technology, better relationship, and collaboration.

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