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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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How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education Zainuddin, Zamzami; Habiburrahim, H.; Muluk, Safrul; Keumala, Cut Muftia
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15270

Abstract

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes.
COMMUNICATIVE ASPECTS OF MULTILINGUAL CODE SWITCHING IN COMPUTER-MEDIATED COMMUNICATION Caparas, Pilar; Gustilo, Leah
Indonesian Journal of Applied Linguistics Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i2.8137

Abstract

The quintessential role of language has been punctiliously studied relative to intercultural communication, cultural heritage, social development, education, identity construction and many more domains. One forum wherein language is investigated is the Computer-mediated Communication (CMC) which provides a fertile ground for linguistic and sociolinguistic analyses. The present study aims at investigating the preferred codes used in code switching (CS), functions of CS, and the motives of users for employing CS in CMC. The present study was based on the investigation of 200 status updates and 100 wall posts of 50 Facebook accounts of students who are enrolled in a leading state university in Mindanao and professionals who graduated from the same university. Besides English and Filipino, these Facebook users speak various regional languages such as Chavacano, Cebuano, and Tausug. Their posts were analyzed employing eclectic approaches in analyzing inter-sentential and intra-sentential code switching. The findings reveal that the preferred code in their online communication is Taglish. It implies that Taglish is an equalizer, non-privileging, non-discriminating, and more unifying. The primary reason for CS is because of real lexical need. Besides the given categories, the study determined four other reasons for CS, namely: to express ideas spontaneously, to retain native terminology, to express disappointment, and to promote relationship. The findings vouch for the viability of regional languages to co-exist with English and other languages in the gamut of human interactions in the internet.
PROFILING THE VOCABULARY OF NEWS TEXTS AS CAPACITY BUILDING FOR LANGUAGE TEACHERS Astika, Gusti
Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i2.689

Abstract

Abstract: The importance of vocabulary in reading has been discussed extensively in the literature. Researchers claim that vocabulary is essential and has a central role in comprehension.   Development in ICT and easy access to information from the internet necessitate language teachers to have relevant knowledge and skills to utilize pedagogical tools to use authentic online materials for learning purposes.  One of such a tool is the Vocabulary Profiler that can be used to categorize lexical words in a text into different frequency levels: high, low, and academic word list. This paper discusses how to use the Vocabulary Profiler to classify words in a text into the different categories.  The utilization of this tool can significantly alleviate the workload of teachers in selecting vocabulary in  reading text which is conventionally based on teachers’ intuition and perception. The sample text in this paper was selected from VOA website which may not be found in the textbooks currently used at schools. The paper ends with some implication for teaching about vocabulary selection.
Recontextualising NAPLAN: A functional analysis of evaluations in media texts Bangga, Lungguh Ariang; Lukmana, Iwa
Indonesian Journal of Applied Linguistics Vol 9, No 1 (2019): Vol. 9 No. 1, May 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i1.15215

Abstract

This paper explores the recontexualisation of issues surrounding NAPLAN test in the media through the lens of Systemic Functional Linguistics. In particular, this paper considers interpersonal meanings shared by journalists or media regarding the construal of NAPLAN test in Australian context. To obtain a comprehensive view regarding the construal, Appraisal analysis is deployed. Two different texts about a controversy of NAPLAN test in Australia are selected to be analysed: a hard news story and a comment piece. In addition to text analysis, an image accompanying the hard news story and a cartoon relating to the controversy of NAPLAN test are analysed to find out the realisation of meanings across two semiotic modes (texts and images). The results suggest that there are distinct patterns of realisation of evaluative meanings in these two texts. On the one hand, the hard news story tends to use indirect evaluation of either judgment or appreciation when dealing with the issue. On the other hand, evaluative meanings shared throughout the comment piece tend to be direct, negatively evaluating NAPLAN test and the educational system pertinent to the testing policy. In terms of text-image relations, results of analyses suggest that both texts and images orient readers to align with shared values regarding the construal of the controversial NAPLAN test in the Australian context.
WRITING LESSONS IN GRADE 1 INDONESIAN THEMATIC TEXTBOOKS: A CONTENT ANALYSIS Sulfasyah, Sulfasyah; Bahri, Aliem; Saleh, Sitti Fithriani
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9789

Abstract

The Ministry of Education and Culture of Indonesia has launched a new curriculum, the 2013 Curriculum. It promotes a transition from a traditional learning approach to a more progressive one that appears to reflect a constructivist approach. To ensure the successful implementation of the new curriculum, the Ministry produced compulsory textbooks for teachers and students. This study is aimed at revealing the presentation of writing lessons in the compulsory textbooks for Grade 1 that reflects the underlying theory of the 2013 Curriculum. The study analysed the frequency of writing lessons in the textbooks. It also analysed the types and the focus of writing activities in the lessons by using a content analysis. The sample consisted of eight textbooks of Grade 1. Each book consists of 24 lessons. Therefore, 192 lessons were analysed in this study. The results of the content analysis show that writing lessons in the textbooks, to a great degree, are still influenced by a traditional view of learning, especially those in the first two books used in Semester 1. In fact, the new curriculum appears to promote a constructivist approach. The findings suggest that there was inconsistency between the theory underpinning the writing lessons in the textbooks and the theory required by the 2013 Curriculum. In light of these findings, the study considers practical implications to increase the teaching of writing in Grade 1 based on the 2013 Curriculum Framework.
REVISITING THE EFFECTS OF SOCIOCULTURAL CONTEXT AND DISCIPLINES ON THE USE OF HEDGES IN RESEARCH ARTICLES Sanjaya, I Nyoman Suka
Indonesian Journal of Applied Linguistics Vol 5, No 1 (2015): Vol. 5 No 1 July 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i1.838

Abstract

This study examines whether sociocultural context and discipline substantially affect usage of hedges in research articles. The corpus for the study consists of 104 research articles from two languages (English and Indonesian) with the disciplines of applied linguistics and chemistry. The analysis reveals that there is a statistically significant effect of sociocultural context in research articles from applied linguistics only. Interaction effect between sociocultural context and discipline is also observed. However, there is no statistically significant effect of the disciplines. It seems that both factors are not the major factors influencing usage of hedges in research articles. One intrapersonal factor, namely the cultural models embraced by the individual authors in regard to hedging usage, is proposed as a significant factor which determines the degree of uncertainty of research articles.    
Self-reported summarizing and paraphrasing difficulties in L2 writing contexts: Some pedagogical interventions Flores, Eden Regala; Lopez, Michelle
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20219

Abstract

The utility of paraphrasing and summarizing is key to effective academic writing. Both require that students have a good grasp of the source material not only in terms of understanding, analyzing, synthesizing, and evaluating the information found in the sources, but also in terms of selecting information, organizing, drafting, and revising their papers. Although several studies have identified L2 students’ difficulties when utilizing paraphrasing and summarizing, this paper examines the cognitive and metacognitive aspects of these complex activities from the students’ eyes. With essays from 120 freshman undergraduate students from a private university in Manila, this study qualitatively determined their reported difficulties when paraphrasing and summarizing, and the areas of improvements in these skills. Participant students identified four major areas of concern: 1) lack of proficiency in English, 2) poor reading comprehension skills, 3) lack of vocabulary and 4) lack of or poor documentation skills.  Findings of this study provide grounds for presentation of pedagogical interventions/classroom instructions to address these students’ reported difficulties.
POLITENESS STRATEGIES, LINGUISTIC MARKERS AND SOCIAL CONTEXTS IN DELIVERING REQUESTS IN JAVANESE Sukarno, Sukarno
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9816

Abstract

Delivering request is not only influenced by linguistic factors, but also by socio-cultural factors. Some studies have reported the interaction between linguistic and socio-cultural factors in delivering requests in many different languages. However, this issue is rarely explored in Javanese (language). The aim of this study is to investigate the politeness strategies, the linguistic markers, and the social contexts commonly used to deliver requests in Javanese. The data were collected and sorted from the conversations among the Javanese people in Jember, East Java, Indonesia, when making speech acts to deliver requests. Having been sorted, the data were analysed using the deconstructive method to reveal the linguistic markers commonly used by the Javanese speakers to deliver requests and the social-cultural backgrounds which influence the choice of the politeness strategies. This research shows that (1) there are four types (most direct, direct, less direct, and indirect) of politeness strategies in Javanese, (2) there are four linguistic devices (sentence moods, speech levels, passive voice, and supposition/condition) as the markers of the politeness strategies and (3) the choices of the levels are strongly influenced by the social contexts (social distance, age, social status or power, and the size of imposition) among the tenors. The appropriate strategies for delivering requests in Javanese will make the communication among the interlocutors run harmoniously. 
Coherence and cohesion: An analysis of the final project abstracts of the undergraduate students of PGRI Semarang Suwandi, Suwandi
Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i2.1349

Abstract

An abstract is the gist of a research report which has the purpose to allow the reader to get the main information without reading the whole document. Since it plays an important role in grasping the information of the whole research report, the writing of the abstract, therefore should be concise and the logical relation among sentences is clear, coherent and cohesive. However, many of the students still find difficulties in making their writing coherent due to their limitation in understanding the cohesive devices and their application in their writing. This article attempts to reveal the coherence of the abstracts of the final project reports of the undergraduate students of PGRI University Semarang, Indonesia. Its objectives are (1) to reveal the micro-level coherence, how each sentence is connected to the other to make logical relations and (2) to discover the macro-level coherence, the right use of cohesive devices like conjunction, reference, substitution or ellipsis so as to make the whole text coherent. Several abstracts of the students’ final projects were selected randomly to be analyzed. Since it is a qualitative research, the data were in the level of words or sentences. The result shows that the abstracts analyzed have not satisfactorily achieved coherence though some cohesive devices like reference, conjunctions, ellipsis which are used to link one sentence to the other. Some grammatical mistakes are also found such as the plural forms, active-passive voice.
A DESCRIPTIVE STUDY ON THE TEACHER TALK AT EYL CLASSROOM Setiawati, Liani
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.83

Abstract

Abstract: The use of constructive teacher talk (TT) is very important and effective in scaffolding young learners to improve their skill in target language. Nevertheless, there is an argument that too much teacher talk can even decrease students’ motivation. The present study tries to reveal the suitable amount and the students’ perception of teacher talk. Apart from that, there is an attempt to find out the features of teacher talk, the frequency of either display and referential questions or teachers’ assessments and ways in giving feedback. This descriptive study is conducted to find out how teachers make use of their teacher talk naturally in classroom settings. To gain deeper insight and understanding, both qualitative and quantitative research design were employed. The qualitative data were obtained through direct observation and teachers – students’ interview. Moreover, the teachers – students’ questionnaire, video recording and field notes also added significant value towards the findings of this study. Quantitative data, on the other hand, were gained from the calculation of students’ questionnaire scores which are represented in percentage. Both qualitative and quantitative data were coded, categorized, interpreted, descriptively described and finally displayed in the form of tables. The research findings show that despite the teacher talk’s capability to be good model for young learners,  most students found the class more motivating, interesting, and challenging when the teachers minimized their teacher talk  and made use not only more constructive teacher talk but also  interesting activities. In conclusion, since teacher talk serves not only as a medium to achieve young learners’s learning objectives but also as a tool to build better dynamic interaction between teacher and students in classroom settings, it is advisable for all EFL teachers to improve their effective constructive talk towards their students.   Key words: SLA, TT (Teacher Talk), TTT (Teacher Talk Time), discourse Analysis, code switching, conversational analysis, ST (Students Talk) , STT (Student Talk Time)

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