Indonesian Journal of EFL and Linguistics
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Challenges in Implementing the Information Gap Technique to Enhance the Indonesian EFL Students' Speaking Skills
Full text linkEven though the Independent Curriculum suggests teachers conduct speaking activities in class, the real situation is quite the opposite. Students rarely speak English in class; hence, students still lack the ability to speak English. This study aims to describe the challenges in implementing the Information Gap Technique to enhance students' speaking skills in a vocational high school located in Sleman. Employing Classroom Action Research, the research unfolds across four iterative stages: planning, action, observation, and reflection. This study used interviews, observations, and documentation as primary instruments. This is qualitative analysis with interactive model analysis and thematic analysis as data analysis. The findings illuminate several hurdles faced by both teachers and students. Teachers confront difficulties in classroom management, struggling to monitor and assess students simultaneously. Meanwhile, students encounter challenges in peer assessment and formulating questions, along with linguistic obstacles in pronunciation and grammar. The study concludes that an effective strategy to mitigate these challenges involves teachers actively circulating the classroom and engaging in peer assessment. This approach enables teachers to identify and address individual student difficulties promptly. The research suggests that while IGT proves effective in enhancing speaking skills and boosting confidence, teachers should judiciously incorporate it, considering both its advantages and drawbacks. The recommendation encourages periodic utilisation of the technique, with teachers being mindful of the need for a balanced approach that addresses the identified challenges, thereby maximising the benefits of IGT in enhancing students' speaking abilities
ESP Teacher`s Self-Reflection: Teacher Agency and Frustration of the Enactment
Full text linkSelf-reflection is an integral element of teacher professional development and a viable means for sharpening teacher knowledge and skills for subsequent pedagogic applications and improving student learning outcomes. While self-reflection is an individual professional endeavor, it is obviously tied to the professional contexts. As such, the notion of self-reflection is inherently tied to improving teachers` professional agency. However, there is potential for frustration in the enactment of teacher agency if practitioners are not cautious of the contextual constraints within which they have to exercise their agency. For example, changes that require enactment may have wider implications for institutions of employment, institutional policies of assessment and teaching, colleagues, and stakeholders. This paper aims to get an in-depth description of a teacher`s reflection on her professional practice as an English for Specific Purposes (ESP) teacher at the university level. This study adopted a qualitative case study as the research design and collected data using a semi-structured interview with an English teacher for specific purposes in the tertiary sector in Yogyakarta, Indonesia. The findings of this single case study chartered the frustrations experienced by English teachers in enacting agency for specific purposes in Indonesian tertiary education. These are discussed in relation to the implications they have for teacher agency, professional development, English for Specific Purposes classroom practice, and future research
Pattern Recognition of EFL University Students' Online Behaviors through Data Science: Any Investment on English Language Components or Skills?
Full text linkArtificial intelligence (AI) has played a crucial role in many fields of study, and its merits and demerits have been investigated by related scholars. However, it seems a somewhat gray area when implementing AI in teaching and learning. This could be mainly because AI developers know little about learning varied sciences and they also lack pedagogical knowledge for implementing AI in teaching (Luckin & Cukurova, 2019). Therefore, the current research aimed at gathering data regarding the online behaviors of 21 Iranian EFL university students through installing an application on their mobile phones for a period of eight days. Afterwards, the collected data were analyzed through Data Science methods and varied patterns of behavior were recognized. The results exhibited that messaging and social media applications are two great parts of the students’ life. Also, there existed some common patterns regarding the applications students owned and the amount of time they spent on them. As a small case in point, the results of the study cannot be generalized; however, the outcomes highlight the proof that in an EFL context, serious steps need to be adopted by course designers and stakeholders in order to cultivate a greater and purposeful use of online learning applications, websites etc. among EFL university students so as to enhance the teaching-learning process. This gains prominence because any AI-mediated learning approach is believed to enhance students’ second/foreign language motivation as well as self-regulation in learning. AI is actually promising a revolution in the realm of language education
Representation of Female Actors from the Perspective of Female Writers in the Novel “Hati Suhitaâ€
Full text linkNovels are one of the literary discourses that impact the field of literacy today. This is caused by the value content contained in the novel. The value content infused through the novel will indirectly provide learning and new perspectives for the reader. The novel written by the writer with an Islamic boarding school background, Khilma Anis, entitled Hati Suhita is an example of a novel with values that have an impact on the point of view and mindset regarding the position and representation of women, especially from the perspective of a female writer. This novel brings an interesting theme in the critical discourse analysis model of Sara Mills. This research focuses on the position and representation of women in the novel. This research method uses qualitative research. The data used is in the form of novel manuscripts. Data collection techniques through reduction, data display, and verification. The results of the analysis show that the dominance of women as objects (position and representation of women) is dominated through 8 elements, namely 5 elements of critical discourse analysis at the phrase/sentence level (Metaphor, Transitivity system, Proverb, Feminism and Ideology, and Jokes and humor) and 3 elements at the discourse level (fragmentation, focalization, role)
Unlocking Phonological Proficiency: Exploring Allophonic Variation Using ELSA Speak App in Early Semester EFL Students at Mulawarman University
Full text linkPhonological proficiency is crucial for language growth in current English as a Foreign Language (EFL) education. The research aims to identify and analyze the proficiency of allophonic variations in students' phonetics using the advanced language learning tool ELSA Speak. It provides insights into their phonological development. This study employs a pre-experimental design methodology. A cohort of 31 EFL students from Mulawarman University participated in structured phonetic exercises using the ELSA Speak app around the beginning of the semester. Data was collected using pre-and post-tests, recording students' phonetic outputs, and entering detailed records of their engagement with the ELSA Speak app. The pre-experiment design enabled the evaluation of improvements in identifying allophonic variance and phonological competence before and after the intervention. The findings demonstrate a significant improvement in students' ability to detect and produce different variations of sounds, especially concerning allophones. The ELSA Speak app succeeded by offering immediate feedback, facilitating a more advanced understanding of phonetic distinctions. Based on the data, students demonstrated increased confidence and precision in their pronunciation, reassuring the students about the positive impact of the study. Additionally, they made significant progress in differentiating between challenging allophones for Indonesian and English. This study has highlighted the effective use of the ELSA Speak app in an English as a Foreign Language (EFL) setting, establishing its value as a beneficial tool for teaching pronunciation. The empirical data on the effectiveness of digital tools in improving the phonological competence of EFL students in the early stages of the semester can inspire and motivate educators, researchers, and professionals in English language education and linguistics to integrate such tools into their teaching practices
A Corpus-Based Analysis of Word 'Ghost' in the Collection of Kenyah Stories
Full text linkTo illustrate the concept of ghosts, this research aimed to explain how they were described in Ã`ma Lóngh and Lebu’ Kulit language, the collection of Dayak Kenyah short stories. This research employed a descriptive qualitative method based on figurative language personification theory. Data analysis is conducted using corpus analysis with the AntConc application. This research concluded that there are four categories that employ personification in relation to the term 'ghost' namely the ghosts act like human, the ghosts being described as dying like humans, ghosts can transform into other forms and ghosts being described as animals. The use of personification in these stories allows readers to relate to and believe in the ghost, enhancing the drama and suspense of the story. The ghosts in this research were only described using personification. Further research might investigate ghosts through different theories to see how their appearance can contribute to certain meanings in the stories
Navigating Foreign Language Teaching Anxiety: Insights from Pre-Service Teachers during Teacher Professional Education Practicum
Full text linkThis study focuses on the experiences of pre-service teachers that may trigger anxiety and delve into the potential benefits and effectiveness of FLTA in enhancing language acquisition and proficiency. By conducting in-depth studies and investigations on this topic, researchers look at the impact of FLTA. They can better understand how FLTA can optimize their problem-solving skills to facilitate language learning and provide valuable insight for language education, especially in EFL classrooms. This study used a narrative strategy to investigate the pre-service EFL teachers' experiences with teaching foreign language anxiety during their teaching practice while enrolled in the Teacher Profession Education Program. The subjects of this study were 3 English pre-service teachers who had completed teaching practice in junior and senior high schools during a professional teaching program in the city of Solo and its surroundings, Central Java, Indonesia. As a result of this study, several sources contributed to participants' experience of teaching foreign language anxiety, such as self-perception of language proficiency, leading inexperience, lack of student interest, fear of negative evaluation, and lack of time and class management. Participants in the teaching practicum also attempt to confront and overcome their worries; the strategies are personal coping strategies, professional coping strategies, social coping strategies, and institutional coping strategies. Although the participants experienced some anxiety while teaching practicum, they overcame it through various strategies. So, leading practicum activities from one meeting to the following allowed participants to develop their abilities and overcome their concerns about teaching in the EFL classroom
Indonesian EFL Learners' Refusal: Refusal-Speech Act Specific Motivation on Refusal Realization
Full text linkKnowing how to produce speech act especially refusal appropriately is necessary since it is known as ‘face-threatening’ act, otherwise it would lead to discomfort between interlocutors. This ability may be influenced by many factors, one of which is motivation. One of the pragmatic motivation types is Speech Act Specific Motivation (SASM), which was found to have explanatory power to predict production of a certain speech act. This study aimed to investigate the correlation between learners’ refusal-SASM and their refusal. The subject was the students of English Education Program of Universitas Muhammadiyah Palembang. Discourse Completion Task (DCT) and refusal-SASM questionnaire were used in collecting the data needed. The results showed that the correlation between the two variables was insignificant, the refusal-SASM contributed only 3% towards the learners’ refusal. The recent study also found that the leaners tended to use indirect strategy in refusing to almost all situations. The reason of this phenomenon is likely to be the influence of L1 culture. However, further studies are highly suggested in this matter
Strategies of Language Use in Indonesian Vice Presidential Candidates Debate in the 2024 Election
Full text linkUnderstanding the language use strategies in political debates helps candidates craft their communication strategies strategically. Candidates need to resonate with voters, address their concerns, and effectively communicate their vision for the nation through their language and communication style. The objective of the study is to provide a comprehensive description of the strategies of language use in the Indonesian vice presidential candidates debate in the 2024 election to construct their identities, to frame issues in a particular way, to manipulate information to gain an advantage over their opponents, to establish authority and credibility, to persuade voters, and to present themselves in a certain light. It used content analysis to understand the main issues addressed and the candidates' stances on the issues. The data were collected by transcribing spoken content from video and audio recordings and then analyzed using thematic analysis, consisting of familiarization, generating themes, review, refinement, and defining and naming themes. The results showed that all three candidates aimed to project an image of trustworthiness and competence, but each used different techniques to achieve it. Muhaimin Iskandar focused on experience and continuity, Gibran on pragmatism and youth appeal, and Mahfud on intellectual authority and good governance. The choice of language was crucial to their strategies. Muhaimin Iskandar's populism resonated with rural voters, while Gibran's modern vocabulary appealed to the urban youth. Mahfud's academic tone established him as a knowledgeable figure
Interactive Learning of Arabic Grammar at Al-Azhar Course, Pare, Kediri, East Java
Full text linkAlthough many research has been conducted on interactive learning, there is still little that describes interactive learning of Arabic grammar in course institutions. Thus, this research aims to provide information about interactive learning of Arabic grammar at the Al-Azhar Pare Kediri, East Java course institute. The type of research carried out was qualitative research (Jailani, 2023) which was revealed by writing descriptive data reviewing several reasons for the implementation and interactive learning process of Arabic grammar at the Al-Azhar Pare Kediri course institute. Data was obtained through three techniques, namely observation, interviews and documentation. Data analysis was carried out through data reduction, data validity, source triangulation, data interpretation and conclusions. The results of the research show that there are several reasons for implementing interactive learning of Arabic grammar at the Al-Azhar Pare Kedi institution in East Java, namely, learning Arabic from native speakers, teachers who are graduates of the Middle East, having a pleasant learning class atmosphere, strategic location, there are superior programs and dormitories. The interactive learning process of Arabic grammar at the Al-Azhar Pare Kediri course institute includes reciprocity, balanced contribution, more than one way of solving problems, involving various sources, involving various skills, reading and writing and challenges. Learning Arabic in listening, reading, speaking and writing skills with an active receptive approach in informal and non-formal institutions can be carried out for further research. Recommendations from researchers are expected to be able to research in the Yellow Book Village of Pare Al-Azhar Kediri, East Java related to Balagoh science and the Al-Miftah Lil Ulum program for further research