Journal of Applied Studies in Language

Reflective practice in the teaching practicum program: Pre-service English teachers’ reflections

Mila Ida Nurhidayah, Yanty Wirza — Thu, 27 Jun 2024 00:00:00 +0000

Reflective practice has gained significant importance in various professional educational settings. There has been a surge in research conducted on reflective practice across different fields, including English teaching, which indicates an increasing interest in this area. This study explores how pre-service English teachers reflect on their teaching journey, spanning from their initial teaching experiences to their future aspirations. Furthermore, these participants have undergone a teaching practicum program at public high schools in Bandung, Indonesia. In addition, the study uses a qualitative approach through a narrative inquiry design, with three pre-service English teachers participating in interviews to share their experiences. Before the interviews, the participants were required to complete a narrative framework. In addition, the collected data are analyzed through thematic analysis. The findings demonstrate how reflection in teaching practice can positively impact the teaching performance of pre-service English teachers by enhancing their instructional strategies, addressing areas for improvement, and promoting continuous professional development. In conclusion, this study highlights the significance of reflective practice in the field of English teaching and offers insights into its benefits for pre-service teachers. It emphasizes the importance of ongoing reflection to improve teaching effectiveness and enhance the overall quality of education.

Investigating interactive metadiscourse markers in research article discussions published in varied journal levels (local, national, and international)

Mega Fitri Wulandari, Safnil Arsyad, Wisma Yunita — Sun, 30 Jun 2024 00:00:00 +0000

Interactive metadiscourse markers in the discussion section of a journal play a crucial role in engaging the reader and facilitating a more dynamic interaction. In a discussion journal section, interactive metadiscourse markers may include phrases or expressions that invite the reader to consider alternative viewpoints, respond to the presented ideas, or reflect on the implications of the research findings. This research investigated interactive metadiscourse markers in research article discussion of language teaching within 30 articles published in local, national, and international journals. A mixed-methods approach was adopted and the instrument used in this research was a checklist designed to analyze interactive metadiscourse. The result of the inter-rater agreement of the co-rater and researcher indicated a kappa value of 90.2% (co-rater and researcher respectively) because it shows excellent agreement (above 80%). It shows that the highest frequency used of interactive metadiscourse category is transitions markers in the three-level journals. Evidential markers took the second position in frequency used followed by code glossed in third frequency. Endophoric markers and frame markers are less used by the writers in the article discussions. The research articles published in international reputable journals show the highest number of using interactive metadiscourse devices than the articles published in local and national journals.

Epistemic modality in American presidential discourse

M. Masqotul Imam Romadlani, Tofan Dwi Harjanto — Sun, 30 Jun 2024 00:00:00 +0000

This research examines the exploitation of epistemic modality markers in political discourse. This research inspects modal auxiliaries and semi-modals use in four speeches addressed by Obama at the annual United Nations General Assembly during his second period as a President of America. Applying both qualitative and quantitative methods, this research is in an attempt to accomplish the whole investigation dealing with explorative and quantification of epistemic modality in Obama’s political discourse. The data were taken from Obama’s speeches from 2013 to 2016 at the United Nations General Assembly. The findings demonstrate that 471 modality markers were found in Obama’s speeches and he frequently delivered epistemic probability with 189 cases or 40.2% modal auxiliaries and semi-modals. Epistemic certainty and possibility were found in 125 cases or 26.6% and in 157 cases or 33.2%. The highest degree of epistemic modality, epistemic certainty, is expressed by employing must, have to, need to, cannot, could not, and may not. Modal should, will, would, be going to, and ought to express epistemic probability and modal can, could, may, might, and be able to are exploited to express the lowest degree of epistemic modality, epistemic possibility. The higher epistemic modality markers involved in a proposition indicate the higher confidence of evaluation and judgment asserted based on the speaker’s knowledge, belief, and evidence. In contrast, the lower epistemic modality markers found indicate lower confidence in the evaluation and judgment of the proposition.

Navigating English-mediated online discourse: Communication strategies of Indonesian EFL learners in online discussions

Ika Wahyuni Lestari, Mahardhika Andiansyah — Thu, 27 Jun 2024 00:00:00 +0000

For non-native English speakers, effective and meaningful communication
in English can pose challenges due to potential limitations in their communicative
competence. Such challenges can cause communication breakdowns if not effectively
managed. This complexity is compounded when English communication occurs in an
online setting, where technological issues and lack of social presence may disrupt the
communication. This study aims to explore the communication strategies utilized by
Indonesian EFL learners when participating in online group discussions. The data were
collected from six groups of first-year English Department students involving a total of
twenty-two students engaged in 20-minute online discussions per group. The analysis
focused on the discourse produced by the participants during these discussions
observing the strategies employed by the participants. The findings indicated that
Indonesian EFL learners predominantly applied achievement and compensatory
strategies. These strategies encompassed code-switching, circumlocution,
approximation, the use of all-purpose words, word foreignizing, and appealing for help.
Among these strategies, code-switching emerged as the prevailing strategy for
Indonesian EFL learners engaged in online group discussions. While conversing, code-
switching was automatically and naturally used, particularly when referring to
Indonesian acronyms and names. At last, implications and future directions are
addressed.

Current studies in local-culture based ELT materials development evaluation instruments: Systematic review

ikhsanudin ikhsanudin, Erica Ikramunnisa, Ratri Paramita — Fri, 08 Dec 2023 00:00:00 +0000

This systematic literature review was completed to investigate the status quo of evaluation instruments utilized in the development of local-culture based ELT materials in Indonesia. The main concern in this review is the validity of the evaluation instrument. This research used the PRISMA 2020 model to review the existing studies in the intended area. The data were collected from the Garuda database an official database to index articles published in Indonesia. There are 2.394 studies obtained and only 76 of them fulfil all criteria for analysis. Out of 76 studies reviewed, the results show that there are no studies that have validated their evaluation instruments. In addition, 56 studies prefer to use self-made evaluation instruments in the materials development process. Only 10 studies chose to adapt the available evaluation instrument from other sources in their development process. This review found that there is a gap that lies between the available local culture-based ELT materials evaluation instruments and the need of validity to be applied to materials development. It suggested the need of more studies in instrument development and validation to support Indonesian local-culture based ELT materials development. In the long run, the local culture will be globally well-known and accepted if the materials are available and accessible world-wide.

Balinese diglossia shown by public signs as language vitality symbol from linguistic landscape perspective

Putu Wahyu Widiatmika, I Made Suastra, Ni Luh Nyoman Seri Malini — Fri, 08 Dec 2023 00:00:00 +0000

This study is aimed to identify and analyze Balinese diglossia from the perspective of linguistic landscape. Balinese language used in public signs consists of two variations, namely alus and andap. The use of the two variations resembles the culture of Balinese people. Therefore, this study is also intended to provide a new way to view Balinese culture from seeing the Balinese language through non-interactive public signs because there are patterns on each variation used. Furthermore, the use of Balinese variations on signs can be a measurement to acknowledge its vitality; thus, this study is also aimed to measure Balinese language vitality in general and the vitality of its variations. The data of this study were 12 signs collected from banners, billboards, and information signs found in Bali through observation and documentation method. The data were analyzed by using referential identity method with a descriptive-qualitative approach. This study combined the theories of diglossia, context of situation, function of linguistic landscape, Balinese speech levels, and UNESCO vitality level. The result shows that Balinese language signs in public space are able to characterize the diglossia situation of the Balinese people by indicating four features, namely sign makers, participants receiving messages, caste and social status, and domains. The diglossic situation of the Balinese language is indicated by the variation of the Balinese alus, which is the high variety, and the Balinese andap, which is the low variety. The level of language vitality of Balinese high and low is 4, whereas in general is 5.

Utilization of neurological dominance science (NDS) to enhance students’ creativity in communication as implementation outcome based education (OBE)

Meisuri Meisuri, Rita Hartati — Fri, 08 Dec 2023 00:00:00 +0000

This study aims to investigate the contribution of the Neuro Dominance Science (NDS) program in improving students' creative communication skills and the completion of six tasks as a result of the Indonesian National Qualifications Framework called KKNI, with six (6) tasks of KKNI. This study uses qualitative and quantitative method in analyzing the data. The participants in this study were 50 students of English language and Literature Department, Universitas Negeri Medan that completed NDS workshop as one of the programmed of Creative Innovative Communication (CIC) subject at the fourth Semester. Data was collected through a questionnaire made in the form of a Google form to measure students' creative communication abilities and completion of KKNI assignments. The results of this study indicate that the NDS program has a significant contribution to improving students' creative communication skills. Quantitative data analysis shows an increase in scores on creative communication assessment after students join the NDS program. In addition, the NDS program also assists students in completing the six tasks required by the KKNI, such as problem-solving, critical thinking, and collaboration. This research provides valuable insight into the contribution of the NDS program in improving students' creative communication skills and completing KKNI assignments. The results of this study can be used by policymakers and educators to consider implementing the NDS program in schools as an effort to improve students' skills in creative communication and achievement of KKNI tasks.

Benefactive declarative sentences in Indonesian: The role of the beneficiary in social behavior representation

Asrumi Asrumi , Budi Suyanto, Agustina Dewi Setiari, Muji Muji — Fri, 08 Dec 2023 00:00:00 +0000

Language shows a nation's character. Can Indonesian sentences with the predicate benefactive verbs show the character of the Indonesian nation? Benefactive sentences are sentences that have a subject argument as the beneficiaries and an object argument as the agent or vice versa. Subjects as agents and objects as beneficiaries. Beneficiaries can be oneself and can also be other people or personal things. In the Indonesian language by the beneficial declarative sentences, it can be determined the dominance of the beneficial. The problem is, what is the impact of the dominance of the beneficiary role on the behavior of Indonesian language users and what is the agent's relationship with our social beneficiaries and its social impact? The purpose of this study is to reveal the impact of dominance of the role of beneficiary in the benefactive verb on the declarative sentence of the Indonesian language, and the relationship of the agent with the beneficiary of circumstances or other people and their social impact. This research is qualitative research. The research data is in the form of declarative sentences in Indonesian which are predicated of benefactive verbs in people's speech, elementary-high school Indonesian language books, middle school economics books, and research data exploration. Research data was collected using observation and documentation methods using note-taking techniques and analyzed using distributional methods, interpretation, and analysis of meaning components. The results of this research can be concluded that beneficial declarative sentences in Indonesian show the behavior of the Indonesian people which is selfish, liberalist, and hedonistic, not socialist. The implications of these characteristics are for the nation's behavior, including corrupt public officials (only concerned with personal, family, and group profits)

Indonesian EFL students’ perceptions of TikTok utilization in EFL learning

Fri, 08 Dec 2023 00:00:00 +0000

Despite its increasing popularity among young adults, TikTok has been very slow in finding its way into the English as a foreign language (EFL) teaching profession. Yet before introducing the application into the EFL classrooms, it is no doubt imperative to discern what is preferable among EFL learners. Thus, the aim of the present study was to examine the extent to which EFL learners perceive TikTok as facilitating their learning. To this end, the participants (N = 31) were asked to fill out a short, online questionnaire to gather information about (i) whether they utilized TikTok as an affordance for their EFL learning and (ii) whether they perceive its integration into the EFL classrooms as facilitative of their learning. The findings revealed that although they did not explicitly mention that they used TikTok as an affordance for their EFL learning, they held a belief that TikTok is effective in promoting their English proficiency. According to the students, there were three factors of note which contribute to the effectiveness of TikTok, namely abundant authentic input availability, easy-to-grasp information and availability of free tuition related to English language learning. Pedagogically, it implies that TikTok is worth integrating into the EFL classrooms.

English learning model based on social media

Fri, 08 Dec 2023 00:00:00 +0000

This research endeavours to address the pressing need for a tailored English language learning model for students enrolled in Polytechnic institutions specializing in Food and Beverage studies. Recognizing the pivotal role of English proficiency in global culinary communication, we aim to design a comprehensive learning model. This model harnesses the potential of social media as an innovative pedagogical tool to enhance language skills, equipping students with the linguistic competence essential for success in their field. A mixed-methods approach was employed, combining quantitative and qualitative research methodologies. Initially, a thorough needs analysis was conducted to determine the specific language requirements of Food and Beverage students. Subsequently, an adaptive learning model was designed, incorporating social media platforms as supplementary tools for language acquisition. The model was tested within the curriculum of a Polytechnic institution, utilizing a pre-test/post-test design to assess the impact on students' language proficiency. The results of our study indicate a significant improvement in the English language proficiency of students following the implementation of the learning model. Quantitative analysis of pre-test and post-test scores revealed a statistically significant increase in language skills. Moreover, qualitative feedback from students and educators highlighted the model's efficacy in enhancing engagement and motivation, thereby fostering a more dynamic and effective learning environment. This research contributes to the intersection of language education and the Food and Beverage industry by providing a specialized English language learning model. The innovative integration of social media platforms as supplementary tools demonstrates the adaptability and effectiveness of this approach. The findings affirm the model's potential to bridge the gap between industry-specific language requirements and educational curricula, empowering students with the linguistic competence necessary for global success in the Food and Beverage sector. This study underscores the transformative potential of technology-enhanced language learning in specialized fields and lays the foundation for future research and pedagogical innovation. Ultimately, this research seeks to empower students, educators, and the industry at large, enriching the landscape of culinary education and communication on a global scale.

Similes analysis in Thai literature: A case study of "The happiness of Kati" in the English version

Tasneem Hayeesa-i, Ira Maisarah — Fri, 08 Dec 2023 00:00:00 +0000

As our curiosity has led us to wonder why Thai children's literature with a simple plot, like Jane Vejjajiva's The Happiness of Kati, could actually captivate readers all over the world. By analysing the figurative language in the book, with an emphasis on similes as the scope, we would then try to demonstrate the hypothesis that the writer's story and her writing style have a significant relationship. According to the study's objectives, a list of all the similes used in the novel would be included in the study's findings, along with a list of the most frequently used similes based on the meaning analysis classification and the precise meanings behind them. These sought to establish the connection between the story and the author's writing style. Analysing descriptive data was used in the research. The process of gathering the data implies locating the similes that frequently appear in phrases and sentences and using the conjunctions "like" or "as." Both Richard's (1936) and Fromilhague's (1995) theories—simile analysis and simile meaning analysis—were applied in data analysis. The examined data were reviewed in order to determine the relationship between the story and the writer's writing style. The study found that there are 78 similes in the novel. 63 explicit and 25 implicit similes, or 68% and 32%, respectively, were discovered through meaning analysis. The author's writing style in her novel greatly enhances the plot that she develops in a variety of ways.

Empowering EFL students: A review of student-centred learning effectiveness and impact

Ni Wayan Pastini, Luh Nyoman Tri Lilasari — Mon, 18 Dec 2023 00:00:00 +0000

In the dynamic landscape of education, the paradigm shift towards student-centred learning (SCL) has emerged as a pivotal pedagogical approach, particularly in the context of EFL, the study of English for non-native speakers. This review explores the background and urgency of comprehending the effectiveness and impact of student-centred learning methods in enhancing students' empowerment within the EFL domain. The pressing need for this exploration arises from the imperative to tailor educational practices to meet the diverse learning needs of contemporary students, equipping them for a rapidly changing and complex global environment. Employing a comprehensive review methodology, this study synthesizes insights from a diverse array of prior research on SCL, specifically within EFL settings. Literature spanning various educational contexts, disciplines, and levels is systematically analysed to distil overarching conclusions about the effectiveness and impact of student-centred approaches in EFL instruction. The review critically examines methodologies, sample sizes, and key findings from selected studies, offering a nuanced understanding of the existing body of knowledge within the specific context of English proficiency development for diverse learners. The analysis focuses on key themes emerging from the reviewed literature, including student engagement, motivation, learning outcomes, and the development of critical thinking skills in the EFL context. Through a comparative lens, the review identifies patterns, trends, and gaps in the current understanding of SCL's impact on EFL education. Special attention is given to variations in outcomes based on educational levels, language proficiency levels, and cultural contexts specific to EFL instruction. Drawing on the synthesized evidence, the review concludes with insights into the overall effectiveness of SCL approaches in teaching and studying of English for non-native speakers. It underscores the positive impact on student motivation, language proficiency, and the cultivation of essential skills for lifelong language learning. The review also acknowledges challenges unique to EFL contexts and suggests areas requiring further investigation, contributing to the ongoing discourse on optimizing student-centred methodologies in language education. The pedagogical impact of this review lies in its potential to inform EFL educators, policymakers, and researchers about the nuanced benefits of adopting student-centred learning practices specifically tailored for English language instruction. By synthesizing diverse findings within the EFL context, the study offers practical insights into designing and implementing effective student-centred strategies for teaching English for non-native speakers., thus contributing to the advancement of language education practices.