80 research outputs found
Sexism in Indonesia’s Tenth Grade EFL Companion Textbook
Get PDFThe present study investigates the kind of sexism reflected in the companion textbook used in Senior High School: the frequency of female and male occurrences, the female and male titles, the graphic depiction of females and men, the masculine pronoun tendency, activities, and social-domestic roles throughout the description phase. It also examines how occupational gender stereotypes are portrayed in textbooks. This analysis was conducted by applying Fairclough's three-dimensional analysis and Halliday’s Systemic Functional Linguistics. Finally, this research indicated that textbooks had a sexist mindset characterized by gender marginalization, gender subordination, gender stereotypes, cultural sexism, and sex-based work segregation. The textbooks were biased toward females by depicting females less frequently than males in pictorial representation (58.48 vs 33.97 percent); the titles Mr. and Mrs. were used inconsistently, and there were 12 instances of masculine pronoun tendency, representation of activities, and social-domestic roles that perpetuate female subordination. The research also found that there were considerably fewer images of women than males in the public domain, suggesting that women in traditional gender roles such as cooking and caring for children were far more prevalent. In terms of occupational gender stereotypes, the survey indicated that male jobs were more prevalent and diversified than female ones. In terms of social duties, men were found to have a greater selection of occupations than females
Bridging Critical Discourse Analysis to Language Teaching
No full textThe collaboration between the theory of classroom discourse and critical discourse analysis (CDA) has an importance contribution to the development of both theories. This collaboration prospectively contributes to the occurrence of a developing critical classroom discourse analysis (CCDA) theory. Hence, the idea of bridging CDA to language class is one of a significant contribution to the development of CCDA theory. This article presents the metamorphosis of classroom based analysis from the classroom interaction analysis (CIA) to classroom discourse analysis to critical classroom discourse analysis (CCDA) and the concepts of language teaching and language learning
SEMANTIC DEVIATION ON WILLIAM BLAKE’S SELECTED POEMS
Get PDFIn this study, we analyzed the existence and the contribution of the semantic deviations in the eight selected poems of William Blake. We tried to answer two problems : what were the semantic deviation found on William Blake's selected poems and how those deviations contributed to the meaning of the poems. Eight poems were selected from the songs of innocence and songs of experience. Furthermore, we used the qualitative content analysis which involved series of activities in analyzing document and described them based on the related theories of research. After analysing the data, we revealed the following findings: (1) the semantic deviation found on William Blake's selected poems was formed by three tropes. There were semantic oddity, transference of meaning and honest deception. (2) those deviations contributed to help the poet transmit his point of view about social condition, religious value, love and human to human relationship. They were also used to make the poems more aesthetical and dense in meanin
The Communication Style of Americans In ‘The Stars Shine Down’ by Sidney Sheldon
Get PDFThis study analyzes the communication style of Americans in novel tilted “The Stars Shine Down” by Sidney Sheldon. It is important to be analyzed because if people control their communication style, they can control the outcome of most interactions and avoid the conflict or misunderstanding that caused by communication problem. The analysis of characters’ communication was based on McCallister’s theory (1994) to determine the patterns of communication style. The patterns were divided into three communication styles. It was Dominant Style which was included Noble, Reflective, and Socratic. Then, Blended Style consisted of Magistrate and Candidate. Also, Dual Style was known as Senator. Furthermore, this study was designed in the form of a content analysis of qualitative design. The source of data was the dialog of the main and supporting characters in the novel “The Stars Shine Down” by Sidney Sheldon which supported by the author’s narrative of novel. Moreover, this study used two validators to increase the credibility of the findings and interpretation the communication style. The results for the research question showed that Magistrate and Senator were mostly used by Lara for communication. Then, Noble was utilized dominantly by Paul in his communication which was influenced by the social status. Meanwhile, other style such as Socratic and Candidate were found in most of Howard‟s interaction. Even if all of the communication styles were reflected to the characters, the difference of frequency figures in using communication style was not too excessive for each style. Also, with using of communication style, both of main and supporting character can control the outcome of interaction. It can be related to students’ communication and material of teaching and learning English Thus, it is important for the students and lecturers to understand communication style in their interaction with foreign language speakers, especially Americans to avoid the misunderstanding of communication and control the outcome of interactio
A STUDY ON INDONESIAN K-POPERS’ LITERACY ACTIVITIES IN ONLINE ENGLISH FANFICTION COMMUNITY
Get PDFThe purposes of this study are (1) to know the motivation of Indonesian K-Poper to involve in online English fanfiction community, (2) to know what literacy activities that Indonesian K-Poper was engaged with in online English fanfiction community which focuses on the writing strategies uses by a fanfiction writer and what interaction that most frequently happens between the fanfiction writer and readers.The research applies a descriptive study with qualitative approach using New Literacy Study or NLS theory (Lankshear&Knobel, 2006; Black, 2006; Thomas; 2006) as its core. The data is taken from questionnaire, interview, and documentation of three fanfiction writers from asianfanfics.com. The result reveals four major findings. First, the subjects’ motivations in writing English fanfiction are divided into three different categories, such as; self-enrichment, to stay a little longer, and celebration of media content. Second, the literacy activities that the fanfiction writers in asianfanfics.com were engaged with majorly are reading each other’s fanfictionand posting or writing fanfiction. Furthermore, based on the analysis using Woodrow’s theory of writing strategy, they use Cognitive, Meta-cognitive, and Social category. Moreover, according to the result, the interaction that is mostly happened between the subject and their readers is social interaction which fell under two different indicators; compliment and appreciation
Exploring the Level and Primary Causes of Speaking Anxiety in Thesis Seminar Among EFL Students
Get PDFSpeaking anxiety in this research was interpreted as a feeling of nervousness when EFL students were speaking English while delivering the material in the thesis seminar. The purposes of this study were (1) to find out the levels of speaking anxiety in thesis seminars and (2) to find out the primary factors that influence speaking anxiety in thesis seminar among EFL students of English Department at Mulawarman University. The design of this study was the quantitative method. This study dealt with a descriptive quantitative approach. In this case, the researcher took 56 students; 36 students in the academic year 2015 and 20 students in the academic year 2016 from English Department at Mulawarman University as the sample to investigate the level and primary causes of EFL students' public speaking anxiety in thesis seminar. In this study, the quantitative data from the result of the adapted Public Speaking Class Anxiety Scale (PSCAS) questionnaire proposed by Yakihong and Usaha (2012) was analyzed by descriptive statistic SPSS 26. The results of SPSS 26 indicated that there were 62.8% of students experienced a medium level of public speaking anxiety in the thesis seminar. Furthermore, it was found that lecturers’ or contributors’ characteristics (LCC) became the primary factor that contributed to influence speaking anxiety in thesis semina
English Variation Used In Reading Class At Higher Education In East Kalimantan
No full textThis study aims to identify the English accents that students use in English reading class and their perceptions about English accents in Indonesia. The research employed a qualitative design to elicit more detailed answers and utilized a modified interview as a research instrument. The researcher enlisted 38 students of English Language Education from a private university in East Kalimantan as participants in this study. Four out of the 38 students were selected for interviews. The results of the research indicated that 9.5% (N=34) participants used an American accent and 10.5% (N=4) participants used a British accent when reading a text in English. The interview result showed that American English was the favored accent for reading and general perception, likely due to its popularity and perceived ease in the media. Despite these preferences, students acknowledged British English as a formal and distinguished accent. They agreed that exposure to different dialects can help in speaking, listening, and vocabulary development. Media exposure played a significant role in influencing their accents
Investigating EFL Teachers' Technology Adoption Level of ICT Integration by Using the Extended Technology Acceptance Model: A Study of MGMP Bahasa Inggris in Kutai Kartanegara
No full textDespite the widespread shift to digital learning during the pandemic, limited research has examined how contextual factors influence ICT adoption patterns among EFL teachers in developing regions. This study investigates Information and Communication Technology (ICT) adoption among 247 English as a Foreign Language (EFL) teachers in Kutai Kartanegara, Indonesia, using an extended Technology Acceptance Model (TAM) framework. The research addresses the critical gap in understanding technology integration patterns in post-pandemic Indonesian EFL education contexts.Using Structural Equation Modeling, the study examined core TAM constructs (perceived usefulness, perceived ease of use, attitude toward using, behavioral intention, and actual system use) alongside five extended constructs: digital self-efficacy, facilitating conditions, social influence, technology anxiety, and pandemic technology familiarity. Results revealed moderate-to-high ICT adoption levels, with video conferencing tools achieving the highest adoption rates, particularly Zoom, Google Meet, and WhatsApp for educational purposes. In contrast, AI-powered tools showed the lowest adoption rates, with limited integration in lesson planning activities. The extended TAM demonstrated superior explanatory power, accounting for 63% of variance compared to traditional models. All hypothesized relationships were supported, with perceived usefulness emerging as the strongest predictor of positive attitudes and digital self-efficacy significantly influencing perceived ease of use.Notable findings include persistent digital divides between beginner and advanced users, and the significant influence of pandemic technology familiarity on current adoption patterns, validating emergency remote teaching's lasting impact on educational practices. The study provides practical implications for differentiated professional development, infrastructure investment prioritizing reliable connectivity, and targeted interventions addressing confidence-building alongside technical training to enhance educational technology integration in developing region
Language Attitude of the Fourth Semester English Education Department Students Toward Their Speaking Skill Implemented in the Classroom
Get PDFLanguage attitude is considered as the key factor that influence students’ motivation to learn and determine the results of studying a language. Therefore, the objective of this study is to find out the fourth semester students’ language attitude toward their speaking skill implemented in the classroom and the factors affecting their attitudes. The research methodology utilized a qualitative case study design. The participants of this study were six students of the fourth semester of English Education Department at Mulawarman University which were selected by using purposive sampling. The data of this research were collected through interview and were analyzed by using Thematic Analysis adopted from Braun and Clarke (2006). The findings discovered that three students have positive attitudes and the others have negative attitudes. Ideally, student with positive attitude will have good score in speaking. However, the researcher found that P4 has negative attitude even though she has middle score in speaking. This case is caused by internal and external factors that make P4 has negative attitude. Moreover, findings also showed that students’ positive attitude were mainly influenced by parents’ roles, teacher’s attitudes, inter-ethnic contact and some psychological factors such as self-confidence and high motivation. In addition, students’ negative attitudes were influenced by lack of desire to speak English and teacher high expectation. Further research may be recommended to find out different factors that might affect student’s attitude with different methodology such as conduct some observations in the classroom to see the implementation of students speaking skill which can reflect their attitude and enrich the data findings. Language attitude knowledge could help the students to motivate them in maintaining their positive attitude. Besides, parents and English teacher could support and encourage the students to increase their positive attitude in learning a languag
EFL Pre-Service Teachers’ Identity and Position During Teaching Practice
Get PDFBackground:
As student teachers shift to preservice teachers during teaching practice, it is necessary to find out how teaching practice could shape their identity and position, especially in the EFL context where English is taught as a foreign language. Based on this purpose, this study seeks information on preservice teacher identity and position during teaching practice by taking discourse analysis lenses.
Methodology:
This study used descriptive research to describe EFL preservice teachers’ identity construction and position. Adopting Fairclough's (2013) theory relationship between language, power and social used as data analysis. An interview transcript was used to investigate the meaning behind the spoken text of two EFL preservice teachers.
Findings:
The finding found they shared similar identity construction across two different contexts where preservice teachers conduct their teaching practice. Starting as a student at university and transferring to school as a teacher made them construct a new identity after several times teaching students and positioned themselves in school by participating in several activities.
Conclusion:
It found that positioning oneself could influence the identity development of preservice teachers. However, the unexpected condition that forced them to teach online made them feel less than a teacher and try to get an identity recognized by the environment by positioning themselves in the school context.
Originality:
In contrast to earlier studies that investigated the anxiety of preservice EFL students, this study focused on describing how EFL preservice teachers' identity construction related to the position assigned to them in the real classroom setting
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