Indonesian Journal of EFL and Linguistics
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Syntactic Behavior of Verbs in Bima Language
Full text linkThis research was conducted to determine the syntactic behavior of Verbs in the Bima language. The analytical method used in this study is a qualitative descriptive method that describes data in the form of words or sentences containing verbs in the Bima language. The research locations were conducted in several villages in Bima Regency and Bima City. Data collection was carried out using introspection, listening, and speaking methods. The result of the research is that the syntax behavior of the Bima language verbs in this study is adapted to the structural environment. Data found related to how the behavior of verbs in their syntactic construction. The forms of verbs in the syntactic behavior referred to are transitive verbs and intransitive verbs. Intransitive verbs are analyzed based on whether or not there is an object that will follow the verb. If a verb can have a complete meaning without the presence of an object, it is declared as an intransitive verb. On the other hand, if a verb has a complete meaning and must be followed by an object, then it is stated as a transitive verb. In the Bima language, many transitive verbs are dominated by words with affixes. Many intransitive verbs are dominated by prefixes ka, ma, na, ta, da, di, ra and endings ku, mu, na, ta, ja, si, ro, ra, du, ni, pu, and mpa
Prosodic Features of Jonglish Community: An Effort to A Glocalization
Full text linkThe current study aims to glocalize the Jonglish community by comparing the pitch and intensity of the accents of native English speakers and Javanese speakers. Thirty-two university students whose first language was Javanese, coming from seven different regencies in Central Java, became the respondents. They are all first-semester students from various Java Island regencies, ranging in age from 19 to 21. The research instrument comprised an oral test of 10 academic vocabulary words and 5 phrases or sentences. Using PRAAT software, the oral test result is examined for the pitch and volume of the sound. The data show each respondent's and native speaker’s average, lowest, and maximum pitch and intensity. The average pitch of the respondents increased by 127.57 Hz, whereas a natural speaker’s pitch is 198.25 Hz. The average Javanese accent's intensity was measured at 65.11 decibels, while a native English speaker's accent was measured at 70.85 decibels. According to the results, there is no discernible difference between the native English speaker and the Javanese accent in terms of pitch or intensity. Even if there are imperfections in individual sounds, listeners may still understand and perceive speech as fluent as long as the prosodic features are well-executed. Consequently, it is acceptable to speak English with a Jonglish accent. Additionally, it might have an impact on cross-cultural communication strategies, foreign language teaching techniques, and linguistic studies on English-Jonglish prosody blending
Gender Representation in Merdeka Curriculum ELT Textbooks: A Corpus-assisted Study
Full text linkGender representation in English textbooks has been an issue for a long period of time; it is important to monitor and assess the evolution of English textbooks regularly. This research examined how gender representation is presented in Merdeka curriculum-mandated English textbooks since there are gender imbalances and gender misconceptions in previous mandated English textbooks. Gender-related references used in the textbooks are analyzed using the Corpus tool and then measured to see how each gender is represented. Textbook analysis is important since they deliver values and could impact student’s perception of gender. This research intended to examine gender-related references and characteristics, therefore, corpus tools such as KWIC, plot, cluster, word, and collocate are used. This research found five categories of gender-related references in these textbooks: famous names, fictional names, ordinary names, generic nouns, and pronouns. Moreover, it is found that the Merdeka curriculum English textbooks did not present equal gender representation where male references are underrepresented and portrayed to only possess two emotions, happy and sad. Yet, female references dominated the presentation and portrayed as independent individuals who experienced lots of emotions such as furious, falling in love, ashamed, and other emotional attributes. Hence, the imbalance representation in textbooks should be revisited and should be based on more various natures of human emotions and roles
Indonesian EFL Learners' Motivation to Learn Second Language Pragmatics
Full text linkDespite the significance of motivation and pragmatic competence for L2 learners, surprisingly, research into L2 pragmatics learning motivation is almost non-existent. Drawing on the self-determination theory of human motivation, the present study was carried out to investigate the level and nature of Indonesian EFL learners’ motivation for L2 pragmatics learning. A total of 76 Indonesian-speaking sophomores studying international business management were asked to fill out a tailor-made, 29-item online questionnaire designed to measure the level and nature of their motivation for L2 pragmatics learning. It was found that (i) Indonesian EFL students’ motivation for L2 pragmatics learning was insufficiently high, (ii) their intrinsic motivation was the highest compared to other types of motivation, and (iii) their external motivation was surprisingly low. These findings can be explained in the light of the students’ previously instructed foreign language learning experiences which placed undue emphasis on the formal aspects of the target language while marginalizing the social ones. Pedagogically, the findings imply that, owing to the malleability of human motivation, EFL teachers should employ principled instructional methods to promote their students’ L2 pragmatics learning motivation. Be that as it may, further studies need to be conducted to (in) validate the above-mentioned findings, taking into consideration the limitations of the present study
Crosslinguistic Influence in Learning Thai as a Third Language: Perspectives of Indonesian Ph.D. Candidates in Thailand
Full text linkThis study examines the perspectives of Indonesian Ph.D. candidates in Thailand on the similarities and differences among Indonesian, English, and Thai languages, as well as the influence of Indonesian and English on learning Thai as a third language. A qualitative method with a phenomenological approach was used to analyze data gathered from four Indonesian Ph.D. candidates from different majors. The study found that there are several linguistic features shared between Indonesian, English, and Thai languages, including pronunciation, English loanwords, basic sentence structure, word order, and honorific terms and formality. These linguistic similarities facilitated the participants' learning of the Thai language as a third language. Moreover, the findings revealed that the participants' educational background played a significant role in the positive language transfer from their first and second languages to Thai. The study recommends that language educators and policymakers should acknowledge the importance of educational background in facilitating positive language transfer in third language acquisition. Furthermore, language programs should be designed to encourage multilingualism and code-switching in the classroom to promote students' linguistic awareness and proficiency. Additionally, language learners could benefit from opportunities to interact with native speakers and practice their language skills in real-world settings
Exploring EFL Students' Speaking Anxiety of English Teacher Education Program at One Public University in Jambi
Full text linkSpeaking is one of the most difficult skills in language learning particularly in learning English as a foreign language. The purpose of this qualitative study was to explore the issues of speaking anxiety, the factors influencing their speaking anxiety, and the strategies they employed to alleviate the anxiety at one English teacher education program in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. Due to the Covid-19 pandemic, we only had access to invite 12 students to participate in our study-they were nine male and three female student teachers. To select the participants, we employed purposive sampling with a convenience case strategy. Through thematic analysis (Braun and Clark, 2006), we identified three major themes of factors influencing the participants’ speaking anxiety, including 1) language barrier (Grammar, vocabulary, pronunciation, and fluency); 2) psychological issues (low motivation, and personality); and 3) learning proponents (lecturers, classmates, and unfamiliar topic). To alleviate their anxiety, the participants have undertaken strategies, such as 1) self-management (self-practice and doing positive activities) and 2) getting-help strategies (friends’ help and motivation)
Parsing Syntaxis on Language Acquisition of 3-4-Year-Old Children of Playgroup Darussalam Banyuwangi
Full text linkThe language acquisition of each child is different. Some children are perfect and good at language, but other children still have difficulties in language. This causes the other person also have difficulty understanding what they are saying. The purpose of this study was to determine the acquisition of language in children aged 3-4 years and to know the Parsing Syntax of the language of children aged 3-4 years in the Darussalam Study Group Blokagung Banyuwangi. The research design used is descriptive qualitative. Data were collected by applying observation and interviews with the teacher and the students of Playgroup of Darussalam. The data were analyzed using the Interactive model of Miles, Huberman, and Saldana. The results showed that language acquisition was obtained from the family environment, social environment, and school environment. The students of the Darussalam Blokagung Banyuwangi Playgroup have basic language acquisition. They tend to imitate or learn from the surrounding environment, family, school, or social environments
Translanguaging Practices in Composition Scholarship and Pedagogy: Issues, Evidence, and Controversies
Full text linkThe notion of translanguaging has hitherto gained prominence in composition scholarship and pedagogy. Scholars have specifically pointed out that translanguaging pedagogy is particularly germane if it is implemented in the teaching and learning of writing in a multilingual setting. Drawing upon the plethora of published studies, these scholars have argued that translanguaging strategies can help maximize students’ linguistic resources and communicative potentials. This conceptual article looks at intellectual endeavors which try to challenge the monolingual ideology and its biases, and to justify the legitimacy of mixing different linguistic codes for achieving desired communicative goals in written communication. Contemporary issues of composition scholarship and pedagogy under translanguaging vantage point of view will be addressed, and evidence of code-meshing from multilingual writers showcasing the acts of translanguaging in academic writing presented. Finally, the article discusses the controversies over the application of the notion of translanguaging in writing research and pedagogy
System and Structure of English Classroom Discourse at Junior High School in Medan
Full text linkThis study aims to investigate the system and structure of English classroom interaction at Medan's Jabal Rahmah Mulia Boarding School. The records of a discussion in communication a video recording by Zoom Meeting among understudies and an English educator are viewed as information to be concentrated on utilizing a talk examination approach in light of Martin's Conversation Analysis (CA) model inside Halliday's Systemic Functional Linguistics structure (SFL). The foundation of the framework and construction of the English study hall connection are the challenges to be addressed. The examination saw movement types, temperament types, and the discourse capability of different provisions. The discoveries show that understudies act as initiators, while English educators work as allies, with optional knower (k2k1) moving sort for the most part; the communication is one of data exchange instead of labor and products, as conversationalists favor decisive and utilize basic sparingly. As per the discoveries, Question (Q) appears to generally satisfy the data given. Inquisitive asking is most ordinarily used to exhibit that a design's relational significance doesn't be guaranteed to compare to its lexico-sentence structure. This examination likewise shows how a study hall conversation happens in a characteristic set of mindset and discourse capability. It likewise demonstrates that understudies are on the requesting end of the scale, bringing about an absence of criticism in the communication
Teachers' Feedback on EFL Writings from Sociocultural Perspective
Full text linkWriting skill is one of the difficult skills to acquire in learning a second language. Therefore, the feedback that the students receive from the teachers should be understandable and improve students’ writing skills. This study examines the teachers’ experiences in giving feedback on students’ writing performance through a sociocultural perspective. The participants of this study were 8 English teachers of junior and senior high schools in Padangsidimpuan, North Sumatra. The data were collected through online interviews and analyzed in a thematic approach by transcribing, coding, categorizing, and interpreting. The result shows that teachers prefer to use teacher-student conferencing in giving writing feedback since joint participation and transaction occur in the learning process. It is compatible with the principle of the sociocultural approach. In addition, teachers are more concerned about students’ grammatical errors rather than structure and content. It is due to students finding it difficult to implement the grammatical rules into their writings. Furthermore, unfocused corrective feedback points out a range of error types. However, the strategy is hard to implement for students with lower proficiency levels