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INDONESIA
Indonesian Journal of Applied Linguistics (IJAL)
ISSN : 23019468     EISSN : 25026747     DOI : -
Core Subject : Education,
A Journal of First and Second Language Teaching and Learning
Arjuna Subject : -
Articles 338 Documents
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)
Traditional versus virtual learning: How engaged are the students in learning English literature? Halili, Siti Hajar; Rahman, Nurul Hanani Abdul; Razak, Rafiza Abdul
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11467

Abstract

This study is aimed to investigate students’ levels of engagement in learning English literature for traditional learning and virtual learning environment. There are four dimensions of engagement that were studied, which are the cognitive, behavioural, emotional and agentic engagement. A self-determination theory perspective on student engagement by Reeve (2012) was used for the foundation of this study. A questionnaire of School Engagement Measure was used to collect data from 80 respondents. The data were analysed using descriptive analysis utilizing the SPSS software. The results of this study show that the engagement level of the virtual learning environment is higher than the engagement level of the traditional learning. Based on the results, further research is recommended to focus on the effectiveness of virtual learning environment in the classroom for the teaching and learning process.
EVALUATING THE ROLE OF L1 IN TEACHING RECEPTIVE SKILLS AND GRAMMAR IN EFL CLASSES Hidayati, Istiqlaliah Nurul
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Publication Division, the Language Center of Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.82

Abstract

Abstract: The debate over the use of Bahasa Indonesia and English has been an unsolved issue. Some teachers still lack confidence in using Bahasa Indonesia in their teaching to promote classroom interaction. Classroom interaction is important since the more engaged the students are, the more successful the material delivery will be. Hence this study was aimed at finding out whether or not teacher’s use of Bahasa Indonesia in teaching receptive skills of language and grammar contributes to classroom interaction and investigating the benefits of the use of Bahasa Indonesia in EFL classes as perceived by the teachers and the students. Six classes of different majors and six English lecturers from a polytechnic in Bandung participated in the study. The data were collected through questionnaires, interview, and classroom observation. The findings support the idea that teachers’ use of Bahasa Indonesia judiciously promotes classroom interaction. Both students and teachers found the benefits of the use of Bahasa Indonesia in the classroom only when it was needed. However, some teachers still overused Bahasa Indonesia in the EFL classrooms. Keywords: teachers and students’ perceptions, classroom interaction, English (L2), Bahasa Indonesia (L1), English as a Foreign Language Teaching
RAISING LEARNER AWARENESS OF LOCAL WISDOM IN TOUR-RELATED PROJECT TEACHING Sa-ngiamwibool, Amporn
Indonesian Journal of Applied Linguistics (IJAL) Vol 1, No 2 (2012): Volume 1 No. 2, January 2012
Publisher : Publication Division, the Language Center of Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2012/ijal.v1i2.81

Abstract

Abstract: This study investigated how CLT (Communicative Language Teaching) and awareness-raising enhanced Thai learners’ awareness of their local wisdom in a tour-related project work with three specific purposes, which were to explore how the learners interacted with textual representations of their local wisdom to create their project, to what extent CLT and awareness-raising tasks developed their communicative competence of the target language, and what object of awareness that the tasks could help the learners realize while working on their projects. This study was triangulated. The elicitation instruments were project instructions, CLT and awareness-raising tasks, pretests and posttests based on TOEIC (Test of English for International Communication), learner logs, interviews, and observation notes. The study revealed that, first, on the awareness of local wisdom in a tour-related project works, the learners interacted with textual representations of their local wisdom through theme-centered learning process. Second, on the enhancement of CLT and awareness-raising, CLT allowed the learners to deal with interactive, spontaneous, and more meaningful communication actively while awareness-raising helped the learners consciously focus on semantic, linguistic, and pragmatic aspects of the target language. Lastly, on object of awareness, CLT and awareness-raising tasks could lead the learners to realize these objects of awareness: nature of experiential learning, subject content, and skill content. For pedagogical implications, project-based teaching with the support of CLT and awareness-raising tasks can raise learner awareness of local wisdom in tour-related topics effectively. Pedagogical implications illustrated some practical applications of CLT and awareness-raising tasks for enhancing learner awareness in ESP project work in a Thai classroom. Future inquiry should replicate this study or apply it to business or other ESP project instructions.   Keywords: tour-related project work of local wisdom, communicative language teaching (CLT) or communicative language learning (CLL), awareness-raising or consciousness-raising (C-R)
TRACES OF CULTURES IN ENGLISH TEXTBOOKS FOR PRIMARY EDUCATION Hermawan, Budi; Lia, Noerkhasanah
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.v1i2.84

Abstract

Abstract: The inseparability of language and culture has become a rich source of investigation in the field of English Language Teaching. Possible topics may be focused among others, on how culture is packaged and presented, whose culture is disseminated, is there, if any, local culture preserved and disseminated in textbooks which often serve as the main English language learning material. Learning material can often carry cultural content (see McGrath: 2002) which can refer to Source Cultures, Target Culture, or International Target Culture (Cortazzi and Jin 1999). Culture is often about wisdoms and worldview of the country and textbooks can be a good source for students to learn and adopt these wisdoms and worldview, and develop their cultural awareness and identity. Relying on this, the present study investigates whose culture the textbooks investigated disseminate, how culture is disseminated in the textbooks, and whether local culture is also preserved and disseminated. The study is descriptive qualitative in nature. It employs a systematic technique for analyzing message content and message handling. Element of quantitative in the form of how the data are recorded in percentages has also been used. The data for this study are collected from three English textbooks for primary schools entitled “Grow with English”, book four to six published by Erlangga. The data for the study are in the form of written texts and illustrations that may accompany the reading passages. The reading passages are categorized and analyzed based on the framework of Culture in Four Senses proposed by Adaskou, Britten, and Fahsi (1990). The study finds that Target Culture is more salient and disseminated in the textbooks, while Local Culture when present is presented in the form of, among others, names chosen for the characters, places and locations discussed in reading passage, and rituals.   Kata kunci: Culture, Cultural awareness and identity, Four sense of culture, Textbooks.  
Linguistic and cultural identity of Indonesian Americans in The United States Lie, Anita; Wijaya, Juliana; Kuntjara, Esther
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11468

Abstract

This article examines the second-generation immigrants in California and focuses on their language use and cultural identity as Indonesian-Americans. This study investigated to what extent home language use and community involvement influenced mastery of Indonesian heritage language and what factors affected the forming of cultural identity. Data were drawn from self-assessed Indonesian Oral Proficiency Questionnaire and in-depth interviews of sixteen Indonesian-Americans aged fifteen to early twenties.  Their parents were also interviewed as triangulation.  Results show that parents’ insistence in using Indonesian as home language and the youths’ investment in support community have enhanced the mastery of Indonesian heritage language.  Furthermore, exposure to the language and culture, investment, and community factors have affected the transformation of cultural identity.
A PORTRAIT OF THE ENGLISH COURSE AT A FACULTY OF EDUCATION IN SUMATERA Petrus, Ismail
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.v1i2.85

Abstract

Abstract: English is one of the compulsory courses taught in tertiary education in accordance with Paragraph 2 Article 37 of the National Education Law No. 20/2003 and Paragraph 2 Article 9 of the Government Regulation No. 19/2005 on national standards of education. Some people believe that college English may not be taught as English for General Purposes, but it should be designed on the basis of needs analysis. As the students have learnt the basic knowledge and skills of English at secondary schools, college English should aim at building study skills or developing professionalism and specification of the students’ choice. This paper depicts the existing conditions of the English course at the Faculty of Teacher Training and Education of a University in Sumatera. The portrait of the course was described in terms of such aspects as institutional goals, class management, instructional materials, instructors, teaching methodology, and evaluation. This paper was based on a study involving 378 second-semester students of 7 study programs, 10 instructors, 7 heads of study programs, 2 heads of departments, 2 faculty’s heads, and the head of the university’s language institute. The research data were collected through (a) a questionnaire given to the students, (b) interviews with the instructors, the heads of departments/study programs, the faculty’s heads, the language institute head, (c) observations in the classroom, and (d) a review of the documents. The methods of data analysis were both quantitative and qualitative. The quantitative method of analysis was first used for assessing the responses obtained; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures and insights gained from the interviews, observations, and review of the documents. The results of the research showed that: (a) the English course at the faculty could be considered as General English, (b) there was no needs analysis conducted, (c) half of the instructors had master’s degrees in accordance with the Law No. 14/2005 on teachers and lecturers, (d) the teaching and learning activities were mostly lectures and question-answer sessions in the theatre seating arrangement, (e) there was no course evaluation, and (f) there was no collaboration among the study programs, instructors, and language institute in designing the course. The findings of this research would be useful for the coordinator of the English course to redesign the syllabus for a better instruction.   Key words: English course, needs analysis, English for Specific Purposes
Analysis of teaching resources used in EFL classes in selected Ecuadorian universities Acosta, Hazel; Cajas, Diego
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11469

Abstract

This study looks at how Communicative Language Teaching (CLT) is implemented in Ecuadorian universities through analysis of teaching resources that teachers use in classes. A survey was conducted through the administration of a questionnaire. A total of 65 teachers responded to the survey. The results indicated that in developing productive skills, group-oriented activities such as pair-and-share scheme and role-plays are frequently conducted, and the use of worksheets, translator applications and audio materials were often used in developing students’ receptive skills.  Teachers did not often use resources on pronunciation activities, direction-oriented tasks and translation using Spanish. Analysis of frequently used resources showed that teachers tried to develop students’ communicative competence, one of the core principles of CLT, however, most of these resources were not teacher-made but support materials of textbooks produced by publishing houses abroad. Too much dependence on these resources influences teacher interaction with students and also diminishes the role of the teacher as the frontline source of language use especially in listening and speaking when audio materials and worksheets replace the teachers’ voice. Indeed, the selection of a teaching resource is as crucial as the method employed in CLT implementation in EFL classroom.
AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT Maasum, Tengku Nor Rizan Tengku Mohamad; Maaruf, Nooreiny; Yamat, Hamidah; Zakaria, Effandi
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.v1i2.86

Abstract

Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy
The correlations among undergraduate EFL students’ reading habit, multiple intelligences, and writing mastery Lestari, Ayu; Lazy, Sofendi; Petrus, Ismail
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11470

Abstract

This study aims to investigate the correlations among undergraduate EFL students’ reading habit, multiple intelligences, and their writing mastery. It also aims to identify types of reading habit and multiple intelligences that mostly influence students’ writing mastery. In this correlational study, the data were collected through questionnaires and test. The data were analyzed by using correlation and linear regression analyses. The results show that there are no significant correlations between reading habit and writing mastery, between multiple intelligences and writing mastery, and between predictor variables and criterion variable.

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