Pub Date : 2024-06-10DOI: 10.51278/anglophile.v4i2.1191
Charles Allen Brown
The Japan Exchange and Teaching (JET) Programme is a longstanding and influential government initiative employing thousands of immigrant teachers throughout Japan. The JET instructional delivery model is characterized by periodic classroom visits from largely untrained English native-speaking teachers who serve as classroom assistants with the licensed teacher – typically a Japanese individual – being in charge. This model was adopted to promote international contact and authentic language exposure with the JET teacher being especially responsible for teaching oral communication. This study focused on empirically examining their pronunciation teaching since there has been little assessment of how the JET instructional delivery model addresses this important dimension of oral communication. To do so, 4879 teaching activities created by JET participants were analyzed in terms of how they addressed critical aspects of pronunciation teaching. Results indicated important shortcomings, including little integration of pronunciation into the curriculum, weak links between listening to notice phonological features and subsequent learner production, poor coverage of the various dimensions of phonology, a lack of attention to assessing learners’ pronunciation needs, and inaccurate presentation of phonology especially through English transcribed into the Japanese katakana writing system. The findings suggest shortcomings inherent in the JET-style instructional delivery model, especially attributable to its recruitment of untrained NS teachers, their sporadic appearance in particular classrooms, and their responsibilities in creating and teaching oral communication lessons. This project is thus important not only within Japan, but also in other contexts where the JET-style model has been embraced as a vehicle for seeking to match native-speaker language skills to student needs. Keywords: English Language Teaching, JET Programme, Katakana English, Native Speaker Fallacy, Pronunciation
{"title":"Shortcomings in the JET Programme as a Vehicle for English Pronunciation Teaching by Native Speakers","authors":"Charles Allen Brown","doi":"10.51278/anglophile.v4i2.1191","DOIUrl":"https://doi.org/10.51278/anglophile.v4i2.1191","url":null,"abstract":"The Japan Exchange and Teaching (JET) Programme is a longstanding and influential government initiative employing thousands of immigrant teachers throughout Japan. The JET instructional delivery model is characterized by periodic classroom visits from largely untrained English native-speaking teachers who serve as classroom assistants with the licensed teacher – typically a Japanese individual – being in charge. This model was adopted to promote international contact and authentic language exposure with the JET teacher being especially responsible for teaching oral communication. This study focused on empirically examining their pronunciation teaching since there has been little assessment of how the JET instructional delivery model addresses this important dimension of oral communication. To do so, 4879 teaching activities created by JET participants were analyzed in terms of how they addressed critical aspects of pronunciation teaching. Results indicated important shortcomings, including little integration of pronunciation into the curriculum, weak links between listening to notice phonological features and subsequent learner production, poor coverage of the various dimensions of phonology, a lack of attention to assessing learners’ pronunciation needs, and inaccurate presentation of phonology especially through English transcribed into the Japanese katakana writing system. The findings suggest shortcomings inherent in the JET-style instructional delivery model, especially attributable to its recruitment of untrained NS teachers, their sporadic appearance in particular classrooms, and their responsibilities in creating and teaching oral communication lessons. This project is thus important not only within Japan, but also in other contexts where the JET-style model has been embraced as a vehicle for seeking to match native-speaker language skills to student needs. \u0000Keywords: English Language Teaching, JET Programme, Katakana English, Native Speaker Fallacy, Pronunciation","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":" January","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-16DOI: 10.51278/anglophile.v3i2.767
Yafed Syufi, Reno Wulan Sari, Nidya Fitri, A. S. Intan
The problems discussed in this study are based on variations in verb meaning in west Papuan speech, namely Irires and Miyah Language. These two languages are in one area in Tambarauw Regency but have different verbs. For this reason, a study of verb and hyponymy categories is needed in morphology studies to identify variations in verb meaning in Irires and Miyah languages. This research was conducted to find out socio-cultural variations in verb meaning in the West Papuan language, namely Irires and Miyah. The researchers used qualitative, in the Iris and Miyah districts of the Tambarauw Regency. Data collection techniques were carried out by observation, interview, and documentation techniques by participating directly with the Irires and Miyah communities, supported by relevant research references as a complement to information. The instrument was an instrument in the form of a list of questions to record the classification of verb variations in prices and Miyah language. Triangulation methods carry out data analysis techniques by transcribing the results of recording variations in the pronunciation of Irires and Miyah languages which are then represented in good language and understood. The results of the study showed the use of Irires and Miyah eating verbs that resulted in verb structures that have a pronominal persona that has a practical name including {d}, {b}, {a,i,u,e,o}, {g}, {ig}, {m}, {n}, {p}, {t}. Keywords: Sociocultural Variation, Papuan Language, Verb Markers
{"title":"Sociocultural Variations of Verb Markers in the West Papuan Language","authors":"Yafed Syufi, Reno Wulan Sari, Nidya Fitri, A. S. Intan","doi":"10.51278/anglophile.v3i2.767","DOIUrl":"https://doi.org/10.51278/anglophile.v3i2.767","url":null,"abstract":"The problems discussed in this study are based on variations in verb meaning in west Papuan speech, namely Irires and Miyah Language. These two languages are in one area in Tambarauw Regency but have different verbs. For this reason, a study of verb and hyponymy categories is needed in morphology studies to identify variations in verb meaning in Irires and Miyah languages. This research was conducted to find out socio-cultural variations in verb meaning in the West Papuan language, namely Irires and Miyah. The researchers used qualitative, in the Iris and Miyah districts of the Tambarauw Regency. Data collection techniques were carried out by observation, interview, and documentation techniques by participating directly with the Irires and Miyah communities, supported by relevant research references as a complement to information. The instrument was an instrument in the form of a list of questions to record the classification of verb variations in prices and Miyah language. Triangulation methods carry out data analysis techniques by transcribing the results of recording variations in the pronunciation of Irires and Miyah languages which are then represented in good language and understood. The results of the study showed the use of Irires and Miyah eating verbs that resulted in verb structures that have a pronominal persona that has a practical name including {d}, {b}, {a,i,u,e,o}, {g}, {ig}, {m}, {n}, {p}, {t}. \u0000Keywords: Sociocultural Variation, Papuan Language, Verb Markers","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115477910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.51278/anglophile.v3i2.592
S. Rohman, S. Suhono, N. Marliana
The paper is to explain linguistical image of Rudyard Kipling in the poetry “The Ballad of East and West” and to relate with family of language over the world. It is found, the words “west” and “east” refer to the different location but it is from the similar pronunciation. It like “atala” in Sanskrit, “od” in Greek, and has relation with the word “Atlantic” in English. The data will be approached by the philosophy of language, particularly in the perspective of the fixed thing (Greek: esse) and the changed thing (percipi). The result, the word has the same essence. The trace of family of the word “east” and “west” could be proved in the language of Austronesian, particularly in Javanese poem. There is hybridity of reality in the area of language in the world. It could be recommended that an evidence in language is a medium of learning related with education, culture, and reality of Austronesian. Keywords: Philosophy of Language, Language Family, Rudyard Kipling
{"title":"Rudyard Kipling and Representation of Language Family in the World: A Study of the Philosophy of Language","authors":"S. Rohman, S. Suhono, N. Marliana","doi":"10.51278/anglophile.v3i2.592","DOIUrl":"https://doi.org/10.51278/anglophile.v3i2.592","url":null,"abstract":"The paper is to explain linguistical image of Rudyard Kipling in the poetry “The Ballad of East and West” and to relate with family of language over the world. It is found, the words “west” and “east” refer to the different location but it is from the similar pronunciation. It like “atala” in Sanskrit, “od” in Greek, and has relation with the word “Atlantic” in English. The data will be approached by the philosophy of language, particularly in the perspective of the fixed thing (Greek: esse) and the changed thing (percipi). The result, the word has the same essence. The trace of family of the word “east” and “west” could be proved in the language of Austronesian, particularly in Javanese poem. There is hybridity of reality in the area of language in the world. It could be recommended that an evidence in language is a medium of learning related with education, culture, and reality of Austronesian. \u0000Keywords: Philosophy of Language, Language Family, Rudyard Kipling","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124680021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-29DOI: 10.51278/anglophile.v3i1.485
Nuraziza Aliah, D. Rohmah, S. Hadianti, Sitti Jamilah, S. Aisyah
The article was to determine the Higher Order Thinking Skills (HOTS) based assessment in speaking and reading in English language learning in distance learning system. The method used qualitative research with a field study design. Collecting data through observation and interview. This research was conducted at SMA Muhammadiyah 4 Makassar with twenty English teachers. The results showed that the HOTS-based assessment in speaking and reading in English language learning within a distance learning system was carried out effectively by the English teachers. However, there were several challenges encountered during implementation, including technological limitations. Distance learning requires a stable internet connection and adequate devices, but not all students have good access to the internet, which can hinder teachers in effectively conducting speaking and reading assessments. Additionally, not all students have sufficient audio or video devices to participate in speaking assessments, which can hinder their ability to practice speaking clearly and listen well. Furthermore, there were challenges in providing direct and individual feedback in distance learning. In speaking assessments, timely and direct feedback is crucial for students to correct mistakes and improve their speaking skills. However, in distance learning, feedback was often given in written form or through recorded videos, which can result in delays and limit students' opportunities for improvement. Keywords: HOTS based Speaking, Reading Assessment, Distance Learning System
{"title":"HOTS based Speaking and Reading Assessment in English Language Learning in Distance Learning System","authors":"Nuraziza Aliah, D. Rohmah, S. Hadianti, Sitti Jamilah, S. Aisyah","doi":"10.51278/anglophile.v3i1.485","DOIUrl":"https://doi.org/10.51278/anglophile.v3i1.485","url":null,"abstract":"The article was to determine the Higher Order Thinking Skills (HOTS) based assessment in speaking and reading in English language learning in distance learning system. The method used qualitative research with a field study design. Collecting data through observation and interview. This research was conducted at SMA Muhammadiyah 4 Makassar with twenty English teachers. The results showed that the HOTS-based assessment in speaking and reading in English language learning within a distance learning system was carried out effectively by the English teachers. However, there were several challenges encountered during implementation, including technological limitations. Distance learning requires a stable internet connection and adequate devices, but not all students have good access to the internet, which can hinder teachers in effectively conducting speaking and reading assessments. Additionally, not all students have sufficient audio or video devices to participate in speaking assessments, which can hinder their ability to practice speaking clearly and listen well. Furthermore, there were challenges in providing direct and individual feedback in distance learning. In speaking assessments, timely and direct feedback is crucial for students to correct mistakes and improve their speaking skills. However, in distance learning, feedback was often given in written form or through recorded videos, which can result in delays and limit students' opportunities for improvement. \u0000Keywords: HOTS based Speaking, Reading Assessment, Distance Learning System","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129535839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-29DOI: 10.51278/anglophile.v3i1.613
Vidia Irhamna, Rahmah Fithriani
Anxiety in language teaching and learning is not a new issue. However, there is little information about the anxiety faced by English as a foreign language (EFL) novice teacher, especially in Indonesian context. This study aims to find out the causes of anxiety in teaching English, strategies to overcome this anxiety, and school support in helping teachers manage their anxiety. This qualitative study used an online closed-ended questionnaires and interviews for data collection. Sixteen EFL novice teachers from seven junior high schools and nine senior high schools in Medan, Indonesia participated in this study. The findings reveal three causes of teaching anxiety experienced by the novice teachers, namely: student participation and class situation; material mastery; and lack of confidence. To overcome their anxiety, the teachers used some strategies which include better teaching preparation, establishing communication with students, doing warm up and ice breaking, and creating study groups. In relation to these findings, school support such as provision of teaching/learning resources and facilities, discretion to teachers, and teaching training could aid novice teachers manage their anxiety. Keywords: EFL Novice Teachers, Coping Strategies, Teaching Anxiety
{"title":"An Investigation of EFL Novice Teachers Causes of Teaching Anxiety and their Coping Strategies","authors":"Vidia Irhamna, Rahmah Fithriani","doi":"10.51278/anglophile.v3i1.613","DOIUrl":"https://doi.org/10.51278/anglophile.v3i1.613","url":null,"abstract":"Anxiety in language teaching and learning is not a new issue. However, there is little information about the anxiety faced by English as a foreign language (EFL) novice teacher, especially in Indonesian context. This study aims to find out the causes of anxiety in teaching English, strategies to overcome this anxiety, and school support in helping teachers manage their anxiety. This qualitative study used an online closed-ended questionnaires and interviews for data collection. Sixteen EFL novice teachers from seven junior high schools and nine senior high schools in Medan, Indonesia participated in this study. The findings reveal three causes of teaching anxiety experienced by the novice teachers, namely: student participation and class situation; material mastery; and lack of confidence. To overcome their anxiety, the teachers used some strategies which include better teaching preparation, establishing communication with students, doing warm up and ice breaking, and creating study groups. In relation to these findings, school support such as provision of teaching/learning resources and facilities, discretion to teachers, and teaching training could aid novice teachers manage their anxiety. \u0000Keywords: EFL Novice Teachers, Coping Strategies, Teaching Anxiety","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121851255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.51278/anglophile.v3i1.412
Aria Septi Anggaira, Y. A. Sari
Technology plays a very important role in today's learning process. Online learning is not an option anymore but an obligation that must be carried out, especially during the Covid-19 Pandemic. Hybrid learning is one of the online learning that is widely used at all levels of education. This research is the initial research from development research that will develop a hybrid learning model based on religious moderation values in the teaching media course. The respondents in this study were 89 students majoring in English education at Institut Agama Islam Negeri (IAIN) Metro Lampung. The data was obtained through the results of the questionnaire. The result showed that the students needed a hybrid learning teaching material model based on religious moderation values in the teaching media course. It was evidenced by the results of the questionnaire, namely as many as 80% of students state that they need a hybrid learning teaching material model based on religious moderation values in the eyes of teaching media lectures. Keywords: Development of Hybrid Learning, Religious Moderation Values, Teaching Material
{"title":"An Analysis of English Student Needs in the Development of a Hybrid Learning Teaching Material Model Based on Religious Moderation Values","authors":"Aria Septi Anggaira, Y. A. Sari","doi":"10.51278/anglophile.v3i1.412","DOIUrl":"https://doi.org/10.51278/anglophile.v3i1.412","url":null,"abstract":"Technology plays a very important role in today's learning process. Online learning is not an option anymore but an obligation that must be carried out, especially during the Covid-19 Pandemic. Hybrid learning is one of the online learning that is widely used at all levels of education. This research is the initial research from development research that will develop a hybrid learning model based on religious moderation values in the teaching media course. The respondents in this study were 89 students majoring in English education at Institut Agama Islam Negeri (IAIN) Metro Lampung. The data was obtained through the results of the questionnaire. The result showed that the students needed a hybrid learning teaching material model based on religious moderation values in the teaching media course. It was evidenced by the results of the questionnaire, namely as many as 80% of students state that they need a hybrid learning teaching material model based on religious moderation values in the eyes of teaching media lectures. \u0000Keywords: Development of Hybrid Learning, Religious Moderation Values, Teaching Material","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126280808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-29DOI: 10.51278/anglophile.v3i1.481
Wisnu Istanto, Noer Amelia, Sapto Dwi Anggoro
The purpose of this study was to put to the test a self-efficacy survey of four language skills (listening, speaking, writing, and reading) using the Jigsaw Learning Strategy. This study was a descriptive qualitative study in which 20 question items about self-efficacy and four language skills in English mastery for health vocational students are tested. This qualitative study was carried out in two classrooms with 39 health vocational students each from January 2021 to August 2022. Two classrooms were set up for the lecture group, one for Jigsaw and one for non-Jigsaw. Self-efficacy questionnaires were used to gather information. In the learning group, there were fourteen sessions totaling two hours, during which each class learned the same practice and comprehension material. Four language skills were worked on by the students. The questionnaire data was analyzed by the product moment to determine validity, and all were found to be valid with results greater than the value of the r table and less than 0.025. The reliability test results on questionnaire data revealed that the data were reliable or consistent. The Keiser-Meyers-Oklin Self-Efficacy Measure in the group of questions for all questionnaire items could be considered appropriate. The Measure of Sampling Adequacy results were also used to determine whether the self-efficacy variable was large enough for further analysis. The communality value was greater than 0.03, indicating a positive relationship between variables. Descriptive analysis, jigsaw classes respond better to self-efficacy surveys than non-jigsaw classes, implying increased self-confidence in the English learning process. Keywords: Jigsaw Learning Strategy, Self-Efficacy English Learning, Validation and Reliability
{"title":"Validation and Reliability of Self-Efficacy English Learning of Health Vocational Students with Jigsaw Learning Strategy","authors":"Wisnu Istanto, Noer Amelia, Sapto Dwi Anggoro","doi":"10.51278/anglophile.v3i1.481","DOIUrl":"https://doi.org/10.51278/anglophile.v3i1.481","url":null,"abstract":"The purpose of this study was to put to the test a self-efficacy survey of four language skills (listening, speaking, writing, and reading) using the Jigsaw Learning Strategy. This study was a descriptive qualitative study in which 20 question items about self-efficacy and four language skills in English mastery for health vocational students are tested. This qualitative study was carried out in two classrooms with 39 health vocational students each from January 2021 to August 2022. Two classrooms were set up for the lecture group, one for Jigsaw and one for non-Jigsaw. Self-efficacy questionnaires were used to gather information. In the learning group, there were fourteen sessions totaling two hours, during which each class learned the same practice and comprehension material. Four language skills were worked on by the students. The questionnaire data was analyzed by the product moment to determine validity, and all were found to be valid with results greater than the value of the r table and less than 0.025. The reliability test results on questionnaire data revealed that the data were reliable or consistent. The Keiser-Meyers-Oklin Self-Efficacy Measure in the group of questions for all questionnaire items could be considered appropriate. The Measure of Sampling Adequacy results were also used to determine whether the self-efficacy variable was large enough for further analysis. The communality value was greater than 0.03, indicating a positive relationship between variables. Descriptive analysis, jigsaw classes respond better to self-efficacy surveys than non-jigsaw classes, implying increased self-confidence in the English learning process. \u0000Keywords: Jigsaw Learning Strategy, Self-Efficacy English Learning, Validation and Reliability","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114800061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.51278/anglophile.v3i1.475
N. Nirwana, S. Suhono
This research discussed the Buginese and Javanese phonological interference and the factors that influenced that case from the students in senior high school. The method that was used in this research was qualitative research. The researchers collected the data with nine fricative consonants (f, v, θ, ð, s, z, ʃ, ʒ, h) by reading test, recording and interview, then analyzed with the theory by Weinreich (1979). The object was the Buginese and Javanese students of Senior High School 2 of East Luwu. The data showed that phonological interference produced by Buginese and Javanese are only two of three kinds of phonological interference by Crystal (2003). From Buginese students, the researchers only found one category of phonological interference which was sound replacements on consonant {f}, meanwhile on Javanese students found two categories of phonological interference, that were sound addition on sound {h} and sound replacement on sound {ʃ}. On the other hand, there are two factors that caused phonological interference of Buginese and Javanese students in this research, such as bilingual background and disloyalty to the target language. The factors that were found related to the factors mentioned by Weinreich (1979). Keywords: Phonological Interference, Buginese Phonological Interference, Javanese Phonological Interference
{"title":"Phonological Interference in English Pronunciation Produced by Students at Senior High School (A Case Study of Buginese and Javanese Students)","authors":"N. Nirwana, S. Suhono","doi":"10.51278/anglophile.v3i1.475","DOIUrl":"https://doi.org/10.51278/anglophile.v3i1.475","url":null,"abstract":"This research discussed the Buginese and Javanese phonological interference and the factors that influenced that case from the students in senior high school. The method that was used in this research was qualitative research. The researchers collected the data with nine fricative consonants (f, v, θ, ð, s, z, ʃ, ʒ, h) by reading test, recording and interview, then analyzed with the theory by Weinreich (1979). The object was the Buginese and Javanese students of Senior High School 2 of East Luwu. The data showed that phonological interference produced by Buginese and Javanese are only two of three kinds of phonological interference by Crystal (2003). From Buginese students, the researchers only found one category of phonological interference which was sound replacements on consonant {f}, meanwhile on Javanese students found two categories of phonological interference, that were sound addition on sound {h} and sound replacement on sound {ʃ}. On the other hand, there are two factors that caused phonological interference of Buginese and Javanese students in this research, such as bilingual background and disloyalty to the target language. The factors that were found related to the factors mentioned by Weinreich (1979). \u0000Keywords: Phonological Interference, Buginese Phonological Interference, Javanese Phonological Interference","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116262312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.51278/anglophile.v2i2.327
Husniah Ramadhani Pulungan, Chalimah Chalimah, Muhammad Roihan Daulay, M. Masuwd, M. Kristiawan
This article aims to reveal the learning of patterns and cultural influences of perceptive mental processes in Angkola language with a Systemic Functional Linguistics (SFL) approach. This is because learning research tends to offer research related to language learning models and language learning media from various perspectives. Meanwhile, the content of the learning is still limited to be analyzed in certain grammar. This research offers perceptive mental process learning based on one of the regional languages in Indonesia, namely Angkola language which needs to be raised considering that this language still includes native speakers. Thus, the Angkola language must be included in the list of documentation of languages and oral traditions that should be preserved in order to maintain the wealth of the archipelago. The method used is descriptive qualitative with transitivity analysis. The results of the analysis show that the Angkola community in expressing perceptive mental processes produces two patterns, one sequential pattern and one non-sequential pattern. However, for non-sequential patterns, after the process is not followed by sensing but is followed by a phenomenon then sensing afterwards. The uniqueness and symptoms of this strangeness are found in the study of perceptive mental processes in the Angkola language. Therefore, according to the presentation of the analysis, it can be proven the consistency, prevalence and acceptance of this pattern in transitivity in the Angkola language. Keywords: Angkola Language, Mental Process Language, Systemic Functional Linguistics
{"title":"Learning Perceptive Mental Processes in Angkola Language","authors":"Husniah Ramadhani Pulungan, Chalimah Chalimah, Muhammad Roihan Daulay, M. Masuwd, M. Kristiawan","doi":"10.51278/anglophile.v2i2.327","DOIUrl":"https://doi.org/10.51278/anglophile.v2i2.327","url":null,"abstract":"This article aims to reveal the learning of patterns and cultural influences of perceptive mental processes in Angkola language with a Systemic Functional Linguistics (SFL) approach. This is because learning research tends to offer research related to language learning models and language learning media from various perspectives. Meanwhile, the content of the learning is still limited to be analyzed in certain grammar. This research offers perceptive mental process learning based on one of the regional languages in Indonesia, namely Angkola language which needs to be raised considering that this language still includes native speakers. Thus, the Angkola language must be included in the list of documentation of languages and oral traditions that should be preserved in order to maintain the wealth of the archipelago. The method used is descriptive qualitative with transitivity analysis. The results of the analysis show that the Angkola community in expressing perceptive mental processes produces two patterns, one sequential pattern and one non-sequential pattern. However, for non-sequential patterns, after the process is not followed by sensing but is followed by a phenomenon then sensing afterwards. The uniqueness and symptoms of this strangeness are found in the study of perceptive mental processes in the Angkola language. Therefore, according to the presentation of the analysis, it can be proven the consistency, prevalence and acceptance of this pattern in transitivity in the Angkola language. \u0000Keywords: Angkola Language, Mental Process Language, Systemic Functional Linguistics","PeriodicalId":131165,"journal":{"name":"Anglophile Journal","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114445887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.51278/anglophile.v2i2.318
N. Nirwana, Manika Sharma
The focus of this research is on Makassar's linguistic landscape of food advertisements. The study's goals are to determine the language used in food advertisements in Makassar city and to describe the roles of the Makassar language employed in food advertisements. This study uses the descriptive qualitative method. The data are analyzed based on Canoz and Gorter’s theory (2006). The findings show that English is the most frequently used language in food advertisements in the city center of Makassar. The other languages utilized in advertisements include Indonesian, English, Makassar, and Mandarin. This study also found the function of using English in advertisements is a promotional medium and the identity of each store. Additionally, using a foreign language has a trendy and stylish impact, which improves product quality, intrigues buyers, and attracts their attention. Even though many offers in advertisements are not understood by consumers, all of the functions indicated by all informants allude to the benefits of utilizing English in their product advertisements, notably the increased sales value. Keywords: Linguistic Lanscape Analysis, Analysis Food Advertisement, Analysis Advertisement
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