In recent decades, assessment design and implementation issues have been a severe concern in teaching and learning English as a Foreign Language (EFL). Language assessment, which is inextricably linked to EFL teachers' conceptions and education, influences students and their learning. This case study investigates teachers' underlying beliefs concerning EFL assessment as well as their practices in the classrooms of Indonesian Islamic universities. The study engaged ten university EFL teachers who work in an Indonesian Islamic Higher Education institution. The participants were recruited using the purposive sampling technique. Semi-structured interviews were used to determine teachers' beliefs about language assessment. Thematic analysis was used to transcribe, code and segment data to establish themes, categories, and subcategories that depict participants' beliefs regarding EFL assessment. The findings revealed that the participants used various terms to describe assessment, providing an exciting background to their practices. They also believed in language assessment's varied purposes, including administrative and pedagogical purposes. Most participants conceived assessment as an extension of EFL classroom teaching and learning, thus significantly impacting student learning and approaches to learning. Therefore, considering how assessments enhance student learning would influence teachers' decision-making. This paper also describes the implications of these findings for better governance of institutional systems for assessing English as a Foreign Language
{"title":"Teachers’ Beliefs and Practices Towards Language Assessment in an Indonesian Islamic University","authors":"M. N. A. Rasyid","doi":"10.31332/lkw.v0i0.4475","DOIUrl":"https://doi.org/10.31332/lkw.v0i0.4475","url":null,"abstract":"In recent decades, assessment design and implementation issues have been a severe concern in teaching and learning English as a Foreign Language (EFL). Language assessment, which is inextricably linked to EFL teachers' conceptions and education, influences students and their learning. This case study investigates teachers' underlying beliefs concerning EFL assessment as well as their practices in the classrooms of Indonesian Islamic universities. The study engaged ten university EFL teachers who work in an Indonesian Islamic Higher Education institution. The participants were recruited using the purposive sampling technique. Semi-structured interviews were used to determine teachers' beliefs about language assessment. Thematic analysis was used to transcribe, code and segment data to establish themes, categories, and subcategories that depict participants' beliefs regarding EFL assessment. The findings revealed that the participants used various terms to describe assessment, providing an exciting background to their practices. They also believed in language assessment's varied purposes, including administrative and pedagogical purposes. Most participants conceived assessment as an extension of EFL classroom teaching and learning, thus significantly impacting student learning and approaches to learning. Therefore, considering how assessments enhance student learning would influence teachers' decision-making. This paper also describes the implications of these findings for better governance of institutional systems for assessing English as a Foreign Language","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48601215","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}
Darsita Suparno, M. Azwar, A. Al-Rawafi, M. Rokhim, Nofry Angga, A. Chairul
This study aims to investigate identical word pairs, word couples that have a phonemic correspondence, and the sound shift in phonological differences, sound variation, sound addition, and lenition. The study uses empirical data collected from 2 Yemeni college students who studied in Indonesia. Two hundred seven of Swadesh's basic vocabulary was used as the standard procedure for collecting data. The results indicated the relationship between form and meaning as a whole, a different pattern. Specifically, the three dimensions - cognate, phonemic correspondence, and a pair of words contain a different pattern, sound-change, phonological, and morpheme contrast in Modern Arabic Standard, Sana’a Yemeni Arabic (YEMS), Dhamar Yemeni Arabic (YEMD). The other sound change in the form of metathesis exposes that there are six rules: five kinds of word syllable systems and dissimilation, three forms of sound addition, and four types of sound loss. This study focuses on sound correspondence in three Arabic languages that influence more variations of Arabic. MSA, YEMS, and YEMD represent a case where two distinct language varieties exist in Yemen. It is anticipated that the findings of this study will help college students and lecturers to understand a phenomenon in Arabic-speaking communities and the significant impact it has on arranging Arabic teaching materials. The value of this research work is evident from the fact that the Arabic language teaching model has neglected the teaching of Arabic variation even though they are essential.
{"title":"Modern Standard Arabic and Yemeni Arabic Cognate: A Contrastive Study","authors":"Darsita Suparno, M. Azwar, A. Al-Rawafi, M. Rokhim, Nofry Angga, A. Chairul","doi":"10.31332/lkw.v0i0.4240","DOIUrl":"https://doi.org/10.31332/lkw.v0i0.4240","url":null,"abstract":"This study aims to investigate identical word pairs, word couples that have a phonemic correspondence, and the sound shift in phonological differences, sound variation, sound addition, and lenition. The study uses empirical data collected from 2 Yemeni college students who studied in Indonesia. Two hundred seven of Swadesh's basic vocabulary was used as the standard procedure for collecting data. The results indicated the relationship between form and meaning as a whole, a different pattern. Specifically, the three dimensions - cognate, phonemic correspondence, and a pair of words contain a different pattern, sound-change, phonological, and morpheme contrast in Modern Arabic Standard, Sana’a Yemeni Arabic (YEMS), Dhamar Yemeni Arabic (YEMD). The other sound change in the form of metathesis exposes that there are six rules: five kinds of word syllable systems and dissimilation, three forms of sound addition, and four types of sound loss. This study focuses on sound correspondence in three Arabic languages that influence more variations of Arabic. MSA, YEMS, and YEMD represent a case where two distinct language varieties exist in Yemen. It is anticipated that the findings of this study will help college students and lecturers to understand a phenomenon in Arabic-speaking communities and the significant impact it has on arranging Arabic teaching materials. The value of this research work is evident from the fact that the Arabic language teaching model has neglected the teaching of Arabic variation even though they are essential.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47004468","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}
Although a growing body of research examines Hybrid Learning, little attention has been paid to analyzing the students’ perceptions toward implementing the TPACK framework as an instructional reference in hybrid EFL classroom settings. To fill this void, this research intended to explore the EFL students’ perceptions regarding implementing TPACK in hybrid EFL classrooms in the context of a private Islamic senior high school. The study used a quantitative approach adopting a survey method with an online distributed form. Data were collected through a survey questionnaire, and semi-structured open-ended questions were descriptively analyzed and thematically coded. The TPACK survey revealed 77.8% of the respondents agreed that the EFL teacher had successfully integrated technology into practice. However, with 54.58% valid responses in the open-ended data, the EFL teacher implemented technological adaptation to facilitate classroom meetings by alternating to virtual modes but failed to explore and recognize the individual EFL learning needs of the students. The study concluded that the respondents’ perception toward implementing TPACK in hybrid learning was positive in that it granted easy access to classroom documents and resources, supported multiple modes of material delivery, valued connectivity and interactivity, and provided flexible scheduling. This study addressed some issues regarding the advantages and disadvantages of a technology-equipped classroom in a hybrid context. The issues foretell the EFL teachers never to limit their attention to physical preparations and necessities.
{"title":"EFL Students’ Perceptions of TPACK Implementation in a Hybrid Classroom","authors":"Radiah Zakiyati Alim, Nur Alim","doi":"10.31332/lkw.v0i0.3833","DOIUrl":"https://doi.org/10.31332/lkw.v0i0.3833","url":null,"abstract":"Although a growing body of research examines Hybrid Learning, little attention has been paid to analyzing the students’ perceptions toward implementing the TPACK framework as an instructional reference in hybrid EFL classroom settings. To fill this void, this research intended to explore the EFL students’ perceptions regarding implementing TPACK in hybrid EFL classrooms in the context of a private Islamic senior high school. The study used a quantitative approach adopting a survey method with an online distributed form. Data were collected through a survey questionnaire, and semi-structured open-ended questions were descriptively analyzed and thematically coded. The TPACK survey revealed 77.8% of the respondents agreed that the EFL teacher had successfully integrated technology into practice. However, with 54.58% valid responses in the open-ended data, the EFL teacher implemented technological adaptation to facilitate classroom meetings by alternating to virtual modes but failed to explore and recognize the individual EFL learning needs of the students. The study concluded that the respondents’ perception toward implementing TPACK in hybrid learning was positive in that it granted easy access to classroom documents and resources, supported multiple modes of material delivery, valued connectivity and interactivity, and provided flexible scheduling. This study addressed some issues regarding the advantages and disadvantages of a technology-equipped classroom in a hybrid context. The issues foretell the EFL teachers never to limit their attention to physical preparations and necessities.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46507513","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}
The study discusses the impoliteness strategies used by the lecturers when giving feedback to the student-teachers in Microteaching classes. This study adopted a qualitative approach with a documentary analysis design. Data were gathered through recorded classroom interaction from eight microteaching classes when the lecturers gave comments and feedback to the student-teachers. Data were analyzed by using the theory of linguistic impoliteness strategies proposed by Culpeper (2005, 2011). This study's findings show that the lecturers employed positive, negative, and off-record impoliteness strategies when they give comments and feedback on student-teachers’ teaching performances. The significant findings of this study show three types of impoliteness strategies employed by the lecturers. Firstly, a positive impoliteness strategy was manifested in three strategies: using inappropriate identity markers, seeking disagreement, and using a derogatory name to call the hearer’s name. Secondly, the negative impoliteness strategy was realized in three strategies, such as frightening-instill a belief that action detrimental to others will occur, condescending, scorn, or ridicule in three forms, by emphasizing power, using diminutive to hearer's position, and by belittling, and explicitly associating hearer with negative aspects. Lastly, off-record politeness was found in two different strategies: criticizing-dispraise hearer and hindering-deny turn. This study demonstrates that the lecturers need to consider their utterances in giving comments and feedback to student-teacher because they can impact unpleasant feelings on the lecturers personally and demotivate the students to gain teaching skills better.
{"title":"Teachers’ Impoliteness Strategies in Providing Feedback in a Microteaching Class","authors":"Rita Erlinda","doi":"10.31332/lkw.v0i0.3936","DOIUrl":"https://doi.org/10.31332/lkw.v0i0.3936","url":null,"abstract":"The study discusses the impoliteness strategies used by the lecturers when giving feedback to the student-teachers in Microteaching classes. This study adopted a qualitative approach with a documentary analysis design. Data were gathered through recorded classroom interaction from eight microteaching classes when the lecturers gave comments and feedback to the student-teachers. Data were analyzed by using the theory of linguistic impoliteness strategies proposed by Culpeper (2005, 2011). This study's findings show that the lecturers employed positive, negative, and off-record impoliteness strategies when they give comments and feedback on student-teachers’ teaching performances. The significant findings of this study show three types of impoliteness strategies employed by the lecturers. Firstly, a positive impoliteness strategy was manifested in three strategies: using inappropriate identity markers, seeking disagreement, and using a derogatory name to call the hearer’s name. Secondly, the negative impoliteness strategy was realized in three strategies, such as frightening-instill a belief that action detrimental to others will occur, condescending, scorn, or ridicule in three forms, by emphasizing power, using diminutive to hearer's position, and by belittling, and explicitly associating hearer with negative aspects. Lastly, off-record politeness was found in two different strategies: criticizing-dispraise hearer and hindering-deny turn. This study demonstrates that the lecturers need to consider their utterances in giving comments and feedback to student-teacher because they can impact unpleasant feelings on the lecturers personally and demotivate the students to gain teaching skills better.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48805016","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}
Hanna Sundari, Fakhrurrazi M. Amin, Nur Syamsiah, A. Anita
Online remote teaching has been implemented to curb the spread of corona virus (Covid-19) pandemic. Due to this unprecedented situation, EFL writing teachers should immediately adjust their teaching approaches through utilizing technology. Given the fact that the utilization of technology is ubiquitous in language teaching, rapid changing into full online teaching certainly brings some adaptations. Teachers have to full and they apparently have never used before within a very short time preparation. This current study explored EFL writing teachers’ confidence, including their perceptions, in response to emergency remote teaching during Covid-19 pandemic as an initial survey. Twenty-two teachers who teach academic writing courses from nine universities in Indonesia took part in a survey through online questionnaire modified from EFL TPACK assessment by Baser, Kopcha, and Ozden (2016). Descriptive and thematic approaches were used as data analysis. The findings show that the EFL writing teachers’ confidence ranged between somewhat confident to fairly confident in the seven areas of technology, content, and pedagogy. They believe that competences they have are sufficient in managing online EFL academic writing course during emergency remote teaching. Nonetheless, when technology is integrated to other areas, the confidence levels seemingly decrease. Awareness of technical material and pedagogic technological knowledge received the lowest scores from all fields. Integration of technology in the process of language teaching, requires teachers to always improve their TPACK abilities through various ways, and this must also be supported by adequate facilities and infrastructure.
{"title":"Exploring EFL Writing Teacher Confidence as A Response to Emergency Remote Teaching: A Preliminary Survey using TPACK Framework","authors":"Hanna Sundari, Fakhrurrazi M. Amin, Nur Syamsiah, A. Anita","doi":"10.31332/lkw.v7i2.2761","DOIUrl":"https://doi.org/10.31332/lkw.v7i2.2761","url":null,"abstract":"Online remote teaching has been implemented to curb the spread of corona virus (Covid-19) pandemic. Due to this unprecedented situation, EFL writing teachers should immediately adjust their teaching approaches through utilizing technology. Given the fact that the utilization of technology is ubiquitous in language teaching, rapid changing into full online teaching certainly brings some adaptations. Teachers have to full and they apparently have never used before within a very short time preparation. This current study explored EFL writing teachers’ confidence, including their perceptions, in response to emergency remote teaching during Covid-19 pandemic as an initial survey. Twenty-two teachers who teach academic writing courses from nine universities in Indonesia took part in a survey through online questionnaire modified from EFL TPACK assessment by Baser, Kopcha, and Ozden (2016). Descriptive and thematic approaches were used as data analysis. The findings show that the EFL writing teachers’ confidence ranged between somewhat confident to fairly confident in the seven areas of technology, content, and pedagogy. They believe that competences they have are sufficient in managing online EFL academic writing course during emergency remote teaching. Nonetheless, when technology is integrated to other areas, the confidence levels seemingly decrease. Awareness of technical material and pedagogic technological knowledge received the lowest scores from all fields. Integration of technology in the process of language teaching, requires teachers to always improve their TPACK abilities through various ways, and this must also be supported by adequate facilities and infrastructure.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41938857","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}
Muassomah Muassomah, Wildana Wargadinata, G. Rohmah, R. N. Indah, S. Masitoh, Istiadah Istiadah, I. Abdullah
The Modern Standard Arabic (MSA) language strongly indicates the sociolinguistic phenomenon as it reflects gender marking in language use. This study aims to explore how the Arabic letters attributed to specific gender identities, how the gender ideology of Arab culture create gender biases, and how the biases influence Arab social structure. It uses aspects of masculinity and femininity of Arabic letters that affect gender inequality and order of values on language, tradition and culture. Masculine letters are letters that have the property of being able to hold and entail other letters, while feminine letters that have the nature can be attached with other letters but cannot be attached. In this study, Arabic letters were mapped by observing their use in written and oral interaction in the contexts of Arab as first and second language. This research is a qualitative in nature. The data on ideology's influence on social structure were collected through interviews with three key informants representing their areas of expertise on language anthropology, sociolinguistic, and applied linguistic. The morphological analysis was carried out to identify the internal structure of the words. The sociolinguistic analysis explored the linguistic construction that to social construction. The finding showed that their internal structures, these letters were classified as masculine or feminine. From the sociolinguistic point of view, gender issues following social construction that has already formed gender relations. In other words, Arabic letters affect the order of values that tend to be gender-biased in the Arabic context.
{"title":"Femininity and Masculinity in Arabic Words: Gender Marking in Muslim Cosmology","authors":"Muassomah Muassomah, Wildana Wargadinata, G. Rohmah, R. N. Indah, S. Masitoh, Istiadah Istiadah, I. Abdullah","doi":"10.31332/lkw.v7i2.3130","DOIUrl":"https://doi.org/10.31332/lkw.v7i2.3130","url":null,"abstract":"The Modern Standard Arabic (MSA) language strongly indicates the sociolinguistic phenomenon as it reflects gender marking in language use. This study aims to explore how the Arabic letters attributed to specific gender identities, how the gender ideology of Arab culture create gender biases, and how the biases influence Arab social structure. It uses aspects of masculinity and femininity of Arabic letters that affect gender inequality and order of values on language, tradition and culture. Masculine letters are letters that have the property of being able to hold and entail other letters, while feminine letters that have the nature can be attached with other letters but cannot be attached. In this study, Arabic letters were mapped by observing their use in written and oral interaction in the contexts of Arab as first and second language. This research is a qualitative in nature. The data on ideology's influence on social structure were collected through interviews with three key informants representing their areas of expertise on language anthropology, sociolinguistic, and applied linguistic. The morphological analysis was carried out to identify the internal structure of the words. The sociolinguistic analysis explored the linguistic construction that to social construction. The finding showed that their internal structures, these letters were classified as masculine or feminine. From the sociolinguistic point of view, gender issues following social construction that has already formed gender relations. In other words, Arabic letters affect the order of values that tend to be gender-biased in the Arabic context.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47262270","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}
The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.
{"title":"Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex","authors":"A. Tambunan, F. Lubis, Widya Andayani, W. S. Sari","doi":"10.31332/lkw.v7i2.2870","DOIUrl":"https://doi.org/10.31332/lkw.v7i2.2870","url":null,"abstract":"The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43500145","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}
Emy Sudarwati, F. Fatimah, Yuni Astuti, M. Faruq Ubaidillah
Anchored by the need for constructing an online assessment which is mediated by honesty as the character value for grammar mastery among undergraduate students during Covid-19 pandemic, in the present study we developed a test of English Sentence Structure (ESS) situated in an English department of a public university in Malang, East Java, Indonesia. To enact such a purpose, Design-based Research (DBR) was carried out in the study. Findings from the study showcase that the test was valid and reliable, giving it accessible portion for use in the English department. Aside from that, students also opined positively toward the use of the test in measuring their English grammar mastery. Despite these, we found that students’ score in the tryout phase is low affected by their lack of test preparation, inappropriate situated test time, and ineffective teaching and learning enactment. The paper ends with recommendation for future researchers.
{"title":"Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic","authors":"Emy Sudarwati, F. Fatimah, Yuni Astuti, M. Faruq Ubaidillah","doi":"10.31332/lkw.v7i2.3122","DOIUrl":"https://doi.org/10.31332/lkw.v7i2.3122","url":null,"abstract":"Anchored by the need for constructing an online assessment which is mediated by honesty as the character value for grammar mastery among undergraduate students during Covid-19 pandemic, in the present study we developed a test of English Sentence Structure (ESS) situated in an English department of a public university in Malang, East Java, Indonesia. To enact such a purpose, Design-based Research (DBR) was carried out in the study. Findings from the study showcase that the test was valid and reliable, giving it accessible portion for use in the English department. Aside from that, students also opined positively toward the use of the test in measuring their English grammar mastery. Despite these, we found that students’ score in the tryout phase is low affected by their lack of test preparation, inappropriate situated test time, and ineffective teaching and learning enactment. The paper ends with recommendation for future researchers.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46116794","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}
The study aimed to investigate the Indonesian high school science learners’ Fear of Negative Evaluation (FNE), which is a second language (L2) anxiety construct, Ought to L2 Self (OL2S), an L2 motivation construct, and the relationship between FNE and OL2S. The study employed a survey method with 190 learners from a private high school participating in it. Based on the descriptive statistics, the learners generally had a moderate level of FNE and OL2S. The FNE analysis showed that they had self-perception of low English competence and were afraid to speak without preparation. In OL2S, the analysis suggested that the learners believed that people around them did not consider their English mastery a priority. Through correlation formula, the study found a positive yet weak correlation between learners’ FNE and their OL2S. It suggested that the higher learners’ FNE, the higher they perceived responsibility to avoid negative outcomes. Besides, the finding also suggested that English instruction could be designed in such a way to attract the interest of learners from non-English language streams to give their best and promote active collaboration to lessen self-comparison among them. The limitations and contributions of the study were also discussed to provide possible directions for future studies.
{"title":"Indonesian High School Learners’ Fear of Negative Evaluation and Ought-to L2 Self","authors":"K. Glory, Adaninggar Septi Subekti","doi":"10.31332/lkw.v7i2.3052","DOIUrl":"https://doi.org/10.31332/lkw.v7i2.3052","url":null,"abstract":"The study aimed to investigate the Indonesian high school science learners’ Fear of Negative Evaluation (FNE), which is a second language (L2) anxiety construct, Ought to L2 Self (OL2S), an L2 motivation construct, and the relationship between FNE and OL2S. The study employed a survey method with 190 learners from a private high school participating in it. Based on the descriptive statistics, the learners generally had a moderate level of FNE and OL2S. The FNE analysis showed that they had self-perception of low English competence and were afraid to speak without preparation. In OL2S, the analysis suggested that the learners believed that people around them did not consider their English mastery a priority. Through correlation formula, the study found a positive yet weak correlation between learners’ FNE and their OL2S. It suggested that the higher learners’ FNE, the higher they perceived responsibility to avoid negative outcomes. Besides, the finding also suggested that English instruction could be designed in such a way to attract the interest of learners from non-English language streams to give their best and promote active collaboration to lessen self-comparison among them. The limitations and contributions of the study were also discussed to provide possible directions for future studies.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49094386","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}
Tri Budiarta, J. Nurkamto, S. Sumarlam, D. Purnanto
This study discusses the expressive speech acts of politeness in the counseling process. The study attempts to 1) identify the sub-types of expressive speech acts and their functions in the counseling process and (2) explain the realization of expressive speech act of politeness strategies in the counseling process. Data for the study were collected using passive participation observation and recording with closed-circuit television (CCTV). Data in this study were analyzed following the goal, heuristic method, and contextual methods. The findings of this study are associated with the stages of the counseling process. First, Building Relationships consists of sub-speech acts; Second, the Problem Identification Stage consists of sub-speech acts; Third, Facilitating Therapeutic Change consists of sub-actions speech act. Based on the findings of the study, praising is the most dominant utterance that always appears in every stage of the counseling process. It shows that the communication that happened in the counseling process is in a close, familial, warm, and comfortable atmosphere. This study demonstrates that language plays a critical role in the process of resolving human problems.
{"title":"Expressive Speech Acts of Politeness in The Counselling Process","authors":"Tri Budiarta, J. Nurkamto, S. Sumarlam, D. Purnanto","doi":"10.31332/lkw.v7i2.2961","DOIUrl":"https://doi.org/10.31332/lkw.v7i2.2961","url":null,"abstract":"This study discusses the expressive speech acts of politeness in the counseling process. The study attempts to 1) identify the sub-types of expressive speech acts and their functions in the counseling process and (2) explain the realization of expressive speech act of politeness strategies in the counseling process. Data for the study were collected using passive participation observation and recording with closed-circuit television (CCTV). Data in this study were analyzed following the goal, heuristic method, and contextual methods. The findings of this study are associated with the stages of the counseling process. First, Building Relationships consists of sub-speech acts; Second, the Problem Identification Stage consists of sub-speech acts; Third, Facilitating Therapeutic Change consists of sub-actions speech act. Based on the findings of the study, praising is the most dominant utterance that always appears in every stage of the counseling process. It shows that the communication that happened in the counseling process is in a close, familial, warm, and comfortable atmosphere. This study demonstrates that language plays a critical role in the process of resolving human problems.","PeriodicalId":31933,"journal":{"name":"Langkawi Journal of The Association for Arabic and English","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44839047","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}
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