Indonesian Journal of Applied Linguistics
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Published By Universitas Pendidikan Indonesia

2502-6747, 2301-9468

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Dewi Nur Suci ◽  
Yazid Basthomi ◽  
Nur Mukminatien ◽  
Asih Santihastuti ◽  
Syamdianita Syamdianita

This study examines students’ interactions with the teacher’s feedback in an online course on paragraph writing at higher education in Indonesia. The instructional moves, interactional approach, and students’ perceived usefulness of the feedback were investigated. Through a discourse analysis framework, 355 comments on discussion posts from five students in four meetings were analyzed. The Learning Analytics (LA) data correlated with semi-structured interviews were employed to obtain the students’ perceived usefulness of teacher feedback for revision. The semi-structured interview was done with six students. The findings revealed that the teacher enacted fifteen moves to handle social interaction in online feedback from directive to dialogic categories. These moves are employed to create knowledge-building and solidarity for pedagogical and interactional goals, particularly. These are shown by the relation between LA and the students’ perceptions of the feedback for writing revision. Therefore, such findings highlight the (de)merits of directive-dialogic interactions in online written feedback and LA data to improve teaching and learning.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ibnu Hajar Ibrahim ◽  
Jarjani Usman

Cultural values play a significant role in society as they determine what actions are best to do. In the Indonesian province of Aceh, there are many farming-related proverbs, or locally called hadih maja (HM), with rich cultural values that have been transferred for generations in the society for centuries. However, the study on cultural values in Acehnese farming-related HMs is scant. This study identifies and interprets the cultural values embedded in the Acehnese proverbs. The data sources emanate from documents (books and dictionaries) and fourteen purposively selected respondents in Aceh, collected through document analysis and Focus Group Interview (FGI). The data were then analyzed using qualitative descriptive techniques. The results reveal eight cultural values embedded in Acehnese farming-related proverbs (HMs): trustworthiness, consistency, usefulness, patience, diligence, discipline, responsibility, and gratefulness. The cultural values emanating from the proverbs are crucial for shaping people's personal and cultural identities in Aceh. This study concludes that the farming-related proverbs in the Acehnese language have many positive cultural values essential for life that need to be incorporated into the school curricula to make students competent in understanding and using them in and for their lives.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Suhaida Omar ◽  
Wan Yusoff Wan Shaharuddin ◽  
Nik Ahmad Farhan Azim @ Nik Azim ◽  
Noor Syamimie Mohd Nawi ◽  
Noraini Zaini ◽  
...  

This study intended to fill the gap of undergraduates’ academic motivation in Malaysia and Indonesia where, to date, little study has been done. It investigated and compared undergraduates’ academic motivation levels in English online classes in two universities in both countries. Online questionnaires on students’ self-regulated learning (SRL) and self-efficacy towards online learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ) were distributed to 206 undergraduates from University A in Malaysia and 174 undergraduates from University B in Indonesia. Switching from physical traditional to online classes is the new norm that could be challenging and demotivating, but the results showed that the students from both universities achieved mostly high mean scores of the SRL and self-efficacy items. This indicated that their academic motivation levels were high, they were in control over their learning process, and have positive perceptions towards online classes. This uniformity also implied that although English is a second language in Malaysia, and a foreign language in Indonesia, the undergraduates were not affected by their linguistics, and institutional contexts. This study has contributed towards the extension of the current knowledge involving undergraduates’ academic motivation towards learning English online and suggested that teachers could help to strategise students’ SRL and self-efficacy to increase their English language performances, particularly in the pandemic era. Further research could explore the effects of academic motivation on learning outcomes or language performance as this could assist teachers to improve learners’ English proficiency in online classes.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
I Putu Indra Kusuma ◽  
Ni Wayan Surya Mahayanti ◽  
Muhammad Handi Gunawan ◽  
Dzul Rachman ◽  
Ni Putu Astiti Pratiwi

The COVID-19 pandemic has affected educational practices worldwide, including English language teaching and learning practices like teaching speaking courses. It has also shifted face-to-face learning into distance learning modes. Implementing e-portfolios in assessing students' speaking performance seems to be an alternative as this technique could be implemented fully online. However, how well e-portfolios facilitate students' learning engagement in speaking courses, especially during online learning, has been little documented. Thus, this study aims to explore the students' learning engagement and the challenges of implementing e-portfolios in an online speaking course. Using a single case study in an English Language Department at a public education university in Indonesia, the study involved ten participants selected using a purposive sampling technique. Data were collected from various resources, such as phone interviews, videos, and reflection journals, as data/source triangulation. The data were then analyzed using a theoretical thematic analysis technique. The findings revealed that the participants had active participation and showed almost similar engagements in cognitive, affective, and behavioral domains during the online speaking course. However, the students also faced several challenges that inevitably affected their feelings. Few implications are also discussed pertaining to conduct English language teaching practices during the COVID-19 pandemic.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Sahril Nur ◽  
Tri Indri Hardini ◽  
Andi Anto Patak

To fill in the gap on how tertiary educational environment’s non-native English lecturers in Indonesia use all motivational activities, this qualitative case study examined how they think about motivational strategies in the classroom, how they put the knowledge into effect, and how EFL students think about their lecturers' motivational strategies. This study focused on a single embedded design in which participants from a single organization were divided into two major clusters. Interviews with five non-native English lecturers and thirteen English Literature students, observation, and field notes were utilised. The participants believed that there are two types of motivation: natural and nurtured, with nurturing motivation receiving more attention. The instructor element is central to motivation, according to participants in both clusters. Both participants stressed the importance of getting a figure to obey. This understanding was positively reflected in practices where lecturers developed, produced, and sustained motivational teaching strategies in the classroom, demonstrating dominance. Sharing non-native English lecturers' success stories, contextualizing, and encouraging were among the study's specific activities. Motivation is essential for learning, but the type and techniques used can differ depending on the situation. These results indicate that a proper and replicable Motivational Teaching Practices (MTP) paradigm necessitated national or regional adaptations due to contextual factors. However, MTP components relevant to English Literature students were ignored by lecturers. Realising MTP’s importance may lead to successfully achieving learning outcomes in higher educational settings.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ahmad I. Alhojailan

An increasing number of Saudi students in American universities has generated a need to explore the Saudi students’ perceptions of academic writing and the sources of such perceptions. Further research can enable writing researchers and instructors to help Saudi students to be better writers in American contexts. This study, therefore, explored the sources of 12 Saudi graduate students' perceptions of academic writing. The findings collected from 12 semi-structured interviews revealed the sources of the participants’ perceptions of academic writing. These sources are the perceived effects of the participants’ professors, the perceived effects of their fields of study/occupations, the perceived effects of their peers, and the perceived effects of the Saudi culture. The findings suggest the creation of opportunities for writing practices that can help identify the origins of difficulties in academic writing and then help students overcome those difficulties and change the negative perceptions students have about academic writing. The findings also show that those sources are interrelated. A more in-depth study of student perceptions and their sources is needed because we need a broader picture of how such sources might interact with each other.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Joesana Tjahjani ◽  
Damar Jinanto

Foreign language teaching in the current globalization era needs to compete with technological development. This competition is related to the discovery of digital technology-based methods to motivate learners to provide more interesting cultural content in language classes. For teachers from different cultural backgrounds, authentic documents such as films are considered very effective in delivering cultural content. This research takes a French film, Intouchables, and a Canadian francophone film, Monsieur Lazhar, as a research corpus for their cultural content to be analyzed. The proper understanding of the two films' cultural content can inform a digital technology-based French-language teaching medium. To discover what strategies or formulas are used in teaching French with cultural-laden films as teaching media requires studying the films by dissecting the structure of the text. Examination of the structure of the films was based on the theory of Boggs and Petrie (2008), equipped with in-depth reading to find signs in the text by referring to Buckland (2004); and also the identification of cultural content using the cultural approach by Stern (1992). The construction of a teaching plan with a language teaching approach by Damen (1987) and Byram (1997) will be the last step. This research provides an academic outcome that is a film structural analysis to identify cultural content in the two films. The second outcome is a practical categorization of cultural content utilized as a language teaching material.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Shuangqing Wen ◽  
Issra Pramoolsook

Reporting verbs (RVs), as rhetorical lexical devices, play a key role in academic writing because they enable writers to attribute content to other sources and allow them to convey both the kind of activities reported and their evaluation of the reported information. However, no study has been conducted on how RVs are used differently between bachelor’s theses (BTs) and master’s theses (MTs) in the Chinese context. Through corpus-based and comparative analysis, this study, therefore, aims to analyze and compare the use of RVs between 30 BT Introduction Chapters and 30 MT Introduction Chapters by Chinese English-majored students in terms of denotative potentials and evaluative functions based on Hyland’s (2002) classification framework. The results reveal that RVs used by undergraduate students are smaller in amount and narrower in range compared with those used by master’s students. Concerning the denotative potentials of RVs, a similar distribution of RVs was found in the two corpora. Both undergraduate and master’s students prefer Discourse Act RVs and Research Act RVs to Cognition Act RVs. Regarding their evaluative functions, undergraduate students show a tendency toward non-factive RVs, while master’s students tend to use factive RVs. These findings provide a valuable view of how Chinese English-majored students use RVs in their thesis writing, but their knowledge of the rhetorical functions of this device is still insufficient. The findings might increase thesis writers’ knowledge on the significance of RVs and raise their awareness of using RVs appropriately and effectively in their thesis writing, or even in all kinds of academic discourse. This paper then provides some suggestions for thesis writing courses.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Abu Rashed Md Mahbuber Rahman ◽  
Ilyana Jalaluddin ◽  
Zalina Mohd Kasim ◽  
Ramiza Darmi

Affective variables such as attitude, autonomy, motivation, self-esteem, and anxiety are crucial among the factors that contribute to learning a second/foreign language. Among them, one of the most important factors in inspiring learners to learn a language is their attitudes towards learning. The purpose of this study was to examine the cognitive, emotional as well as behavioral attitudes of Bangladeshi Aliya madrasah students towards learning English. The study also explored the differences in their attitudes towards learning English based on demographic profiles, that is, their gender, their parents’ monthly family income, and their parents’ education level. Data were obtained via questionnaire surveys and they were analyzed quantitatively using descriptive statistics, independent T-test, and one-way ANOVA. The results revealed that the participants demonstrated highly positive cognitive, emotional, and behavioral attitudes towards learning English. The analysis also showed that there was a statistically significant difference in the students’ attitudes towards learning English based on their parents’ monthly family income and their parents’ education level. However, the results presented no significant difference in the students’ attitudes towards learning English in relation to gender. This finding may help teachers to improve their classroom preparation by understanding their students’ attitudes better and making the learning activities easier for them. Moreover, it may inform the students’ attitudes to the authorities and policymakers responsible for devising policy for madrasah education, planning curriculum and designing materials for the madrasah students.


2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ika Lestari Damayanti ◽  
Nicke Yunita Moeharam ◽  
Firly Asyifa

Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers.  Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.


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