Indonesian Journal of EFL and Linguistics
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An EFL Teacher’s Code Switching in a Young Learners’ Class
No full textoai:ojs2.indonesian-efl-journal.org:article/1This paper presents the results of a single case study of an EFL teacher’s code switching which involved three languages including English, Indonesian, and Javanese in a young learners’ class. More specifically, this qualitative study aimed to analyze the teacher’s types of code switching and functions of her code switching in the teaching and learning process. Data from classroom observations, teacher’s interview, students’ interview, and students’ questionnaire showed that all of the teacher’s code switching were conversational and based on the structure of her switching; she did inter-sentential, intra-sentential, and tag switching. Further, those different types of code switching served four positive functions for the EYL teaching. Those included strategy to deliver clear material explanations, strategy to deliver clear task instruction, strategy to give encouragement, and strategy for disciplining the students
Shaping Students’ Writing Skills: The Study of Fundamental Aspects in Mastering Academic Writing
No full textWriting has become one of important skills in English language acquistion since a long time ago. Without leaving aside the importance of using active English to communicate, the passive one also plays important role to convey the message. Writing, as a way to explore our passive English is not merely intended to describe any topic without purposes. In this case, writing is a progressive activity. Oshima and Hogue (1997:2) explain the meaning of progressive in writing is when we want to start the first step to write about a certain topic, actually we have already known what we are going to write and how we explore it. After that, we read over our writing than we will do some corrections and also changes. In short, in order to have a better writing we should never stop only in one step. The more particular and specific urgency in writing is how to make our writing academic. This is what the most college students face in their writing tasks such as essays and final projects which become the requirement for them to finish their study in a university. In fact, academic writing is not as easy as the students think that they will just ask to write a passage freely. In this case, academic writing gives full description and complete guidance on how to make their writing sounds academic. So that is what the researcher tried to explained to the readers especially for students who need to shape their ability to in doing such academic writing
Cultural Video Project Assignment (VPA) through the Eyes of Young ESL Learners: A Multi-Modal Vocabulary Learning Approach
Full text linkLearning vocabulary is vital to language proficiency and skills. However, for the ESL learner, vocabulary learning can be challenging due to poor memory and the distinct nature of vocabulary itself. Many studies have looked into vocabulary learning strategies and most have concurred that they should be fun, interactive and meaningful especially for the young ESL learners to recall and use. This paper investigates the effectiveness of video project assignments (VPA) on young learner’s vocabulary learning in an ESL reading class. The activity utilizes a combination of project-based learning and multimodal learning platforms like Web 2.0 (Google, YouTube and Padlet). A group of primary five students (N=30) from a public school in Malaysia are examined. The students were exposed to vocabulary items in reading passages on Malaysian culture and asked to discuss them on Padlet. A group video project assignment was also developed and uploaded on Youtube. In this paper, we discuss the quantitative and qualitative findings that show the effectiveness of using multi-modal learning platforms and developing simple, pocket-sized VPAs in enhancing young ESL learners’ vocabulary learning
Autonomous Learning for Proficiency Level Ä°n Foreign Language Development of Graduate Students
No full textAlso called student-centred learning, autonomous learning is a multifaceted and self-motivated study skill that relates to a change in focus in the learning environment from the teacher to the student or from teaching to learning (Taylor 2000, p. 107). Its impact on linguistic competence has been investigated over time and the two have been found to be correlated. This survey was conducted in Balıkesir University in academic years of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. The aim of the study is to investigate the impacts of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. Two kinds of questionnaires were administered: the first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ), developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The study involved the YDS test that measured the performance of the control and experimental groups to find out the differences. The study involved 15 sample YDS tests that were administered after every two weeks of instructions. Before the training commenced, there were some preliminaries that were being applied to determine the advancement in the level of proficiency and the level of trainees.  The results indicate that the male graduate students from both groups performed better than the female learners. The results also reveal that the control group scored a mean of 38, 86 while the experimental group recorded 38, 06 in the first test. Throughout all tests, the experimental group only scores a few points less. The ultimate YDS (The formal Proficiency Exam) score was (control group= 48; experimental group =47), which is almost the same. There is no meaningful difference between the control and experimental group
Phonological System of Tengger Dialect : In Ngoko Speech Level
Full text linkThis research reports on Phonological System of Tengger Dialect (in Ngoko Speech Level) and focuses on how the consonant, vowel system, the syllabic, cluster construction are; what factors influence Phonological System Tengger Dialect in Ngoko Speech Level. Techniques of collecting data include field observations, recordings and direct interviews. The analysis includes reducing data, presenting the data, conclusion. Notes and phonetic transcription are classified into lingual unit, and they are written into version of ordinary words and form of symbols. Patterns of Tengger syllabic construction are: cvcvcv-kawula, cvc-nak, cvcvc-paran, cccvcvvc-nggate’en, cvccv cekne, cv cvcvcvc -ta baliken, cvvcc-reang, different phonemic happens in suffix~na ® ~ en,†Ta balikna~ta baliken, nggatekna-nggate’en (from syllabic na~en),jare ® njare (embedded sound~ n before j). Different lexicon also happens in sesuk-kesuk-tomorrow, ora ana-nana â€"nothing.The factors contributing to the survival of the dialect are that the speakers live in remote and isolated area such as forest