A translation process of considerable quality should possess the ability to effectively communicate a clear and definite meaning from the source language to the target language. While Google Translate serves as a useful tool for comprehending translated textual content in a general sense, it is important to note that automated machines still possess inherent weaknesses and limitations. The translation of jokes within comedic texts, particularly in relation to language and cultural differences, proves to be a challenging task. This research was undertaken utilizing a qualitative-descriptive approach, with the bilingual comedy book titled "Jokes in English-Book 1" serving as the subject of study. The primary objective of this research is to assess the level of translation quality achieved by machine translation in terms of accuracy, acceptability, and readability, and to compare these results with the translations provided in the bilingual book. The findings of this research indicate that 62.5% of the translations exhibit a high level of accuracy, while 37.5% are somewhat less accurate. Furthermore, 37.5% of the translations are deemed acceptable, while 62.5% are regarded as less acceptable. Finally, 37.5% of the translations demonstrate a high degree of readability, whereas 62.5% exhibit a moderate level of readability. Upon comparing the translation results obtained from Google Translate with the original translations presented in the bilingual book, it was determined that 100% of the translations in the book were found to be satisfactory in terms of accuracy, acceptability, and readability. Although the translations from English to Indonesian of comedy texts via Google Translate are deemed satisfactory, there is still room for improvement and ongoing development in order to enhance the quality of these translations.
{"title":"Quality of translation via google translate in comedy texts","authors":"Allif Syahputra Bania, Najihatul Faridy","doi":"10.22373/ej.v11i1.19364","DOIUrl":"https://doi.org/10.22373/ej.v11i1.19364","url":null,"abstract":"A translation process of considerable quality should possess the ability to effectively communicate a clear and definite meaning from the source language to the target language. While Google Translate serves as a useful tool for comprehending translated textual content in a general sense, it is important to note that automated machines still possess inherent weaknesses and limitations. The translation of jokes within comedic texts, particularly in relation to language and cultural differences, proves to be a challenging task. This research was undertaken utilizing a qualitative-descriptive approach, with the bilingual comedy book titled \"Jokes in English-Book 1\" serving as the subject of study. The primary objective of this research is to assess the level of translation quality achieved by machine translation in terms of accuracy, acceptability, and readability, and to compare these results with the translations provided in the bilingual book. The findings of this research indicate that 62.5% of the translations exhibit a high level of accuracy, while 37.5% are somewhat less accurate. Furthermore, 37.5% of the translations are deemed acceptable, while 62.5% are regarded as less acceptable. Finally, 37.5% of the translations demonstrate a high degree of readability, whereas 62.5% exhibit a moderate level of readability. Upon comparing the translation results obtained from Google Translate with the original translations presented in the bilingual book, it was determined that 100% of the translations in the book were found to be satisfactory in terms of accuracy, acceptability, and readability. Although the translations from English to Indonesian of comedy texts via Google Translate are deemed satisfactory, there is still room for improvement and ongoing development in order to enhance the quality of these translations.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"702 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976368","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}
Farnia Sari, Yunani Atmanegara, Jenny Elvinna Manurung, Helena Verusha Ali, Amaliah Amaliah
Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.
{"title":"Analyzing non-English major students’ needs, attitudes, and English language learning strategies","authors":"Farnia Sari, Yunani Atmanegara, Jenny Elvinna Manurung, Helena Verusha Ali, Amaliah Amaliah","doi":"10.22373/ej.v11i1.19423","DOIUrl":"https://doi.org/10.22373/ej.v11i1.19423","url":null,"abstract":"Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"161 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976533","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}
Employing a qualitative approach, this study aims to discover the types of grammatical interference that mostly occur in narrative texts written by Indonesian students at a senior high school level. The grammatical interference covered in this article is categorized into two, namely syntactical interference and morphological interference. Moreover, 20 eleventh-grader students of an Islamic school were chosen randomly to be the sample of this research. The students were asked to compose a narrative text with a topic that has been determined by the teacher. Their writings were then analyzed descriptively to find out the dominant types of grammatical interference made by the students. It was revealed that the students encountered morphological inferences related to tenses, articles, subject-plural forms, and pronouns. Besides, syntactical inferences regarding word order, noun phrase, and passive voice are found in the students’ writings. Thus, it implies that students often used the grammatical rules of their first language in composing their writings in English.
{"title":"Grammatical interference in Islamic school students’ English narrative writings","authors":"Dian Pawitri Ayu, Ari Nurweni","doi":"10.22373/ej.v11i1.18947","DOIUrl":"https://doi.org/10.22373/ej.v11i1.18947","url":null,"abstract":"Employing a qualitative approach, this study aims to discover the types of grammatical interference that mostly occur in narrative texts written by Indonesian students at a senior high school level. The grammatical interference covered in this article is categorized into two, namely syntactical interference and morphological interference. Moreover, 20 eleventh-grader students of an Islamic school were chosen randomly to be the sample of this research. The students were asked to compose a narrative text with a topic that has been determined by the teacher. Their writings were then analyzed descriptively to find out the dominant types of grammatical interference made by the students. It was revealed that the students encountered morphological inferences related to tenses, articles, subject-plural forms, and pronouns. Besides, syntactical inferences regarding word order, noun phrase, and passive voice are found in the students’ writings. Thus, it implies that students often used the grammatical rules of their first language in composing their writings in English.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976987","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 primary objective of this current investigation was to provide a detailed account of the experiences of English as Foreign Language (EFL) learners in their response to Written Corrective Feedback (WCF). Additionally, the study aimed to explore the preferences of these learners regarding the utilization of WCF in their thesis writing within the context of a rural Islamic higher education institution. The participants of this study consisted of twenty-two senior EFL learners who were in the process of writing their theses as their final projects. To gather the necessary data, semi-structured interviews were extensively utilized. The findings of this study revealed that EFL learners employed various strategies when responding to WCF, including a focus on grammatical error correction, an emphasis on overall error correction, the utilization of online grammar checkers, and seeking guidance from their supervisors. Furthermore, the learners' perception of WCF included their preferences, disfavored aspects, advantages, and disadvantages. These results indicate that EFL learners are expected to engage in intensive learning of grammar and writing. Additionally, it is crucial to establish standardized approaches to providing WCF. In conclusion, WCF proves to be a valuable tool for EFL learners in their thesis writing endeavors.
{"title":"Responses and preferences of rural Islamic university EFL learners for written corrective feedback","authors":"Heri Mudra","doi":"10.22373/ej.v11i1.17943","DOIUrl":"https://doi.org/10.22373/ej.v11i1.17943","url":null,"abstract":"The primary objective of this current investigation was to provide a detailed account of the experiences of English as Foreign Language (EFL) learners in their response to Written Corrective Feedback (WCF). Additionally, the study aimed to explore the preferences of these learners regarding the utilization of WCF in their thesis writing within the context of a rural Islamic higher education institution. The participants of this study consisted of twenty-two senior EFL learners who were in the process of writing their theses as their final projects. To gather the necessary data, semi-structured interviews were extensively utilized. The findings of this study revealed that EFL learners employed various strategies when responding to WCF, including a focus on grammatical error correction, an emphasis on overall error correction, the utilization of online grammar checkers, and seeking guidance from their supervisors. Furthermore, the learners' perception of WCF included their preferences, disfavored aspects, advantages, and disadvantages. These results indicate that EFL learners are expected to engage in intensive learning of grammar and writing. Additionally, it is crucial to establish standardized approaches to providing WCF. In conclusion, WCF proves to be a valuable tool for EFL learners in their thesis writing endeavors.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"137 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976208","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}
In higher education, students must complete their studies by writing academic papers and publishing research articles. Students might have experienced ups and downs because not all students like to write, especially academic papers. Good writers use metacognitive strategies and maintain their motivation to improve their writing skills. The current researchers conducted a mixed-method study to determine master students’ motivation and metacognitive strategies in their writing and how metacognitive strategies affected their motivation in academic writing. The participants were 40 master’s students of English Education at Sanata Dharma University, Yogyakarta. The researchers gathered the data using a close-ended questionnaire on Academic Writing Motivation and Metacognitive Strategy and a semi-structured interview. The first finding revealed that master students were more extrinsically motivated to write academic papers. However, both intrinsic and extrinsic motivation were involved in their success. The second finding indicated that master students were conscious of metacognitive strategies applying the stages namely planning, monitoring, and evaluating in different ways in writing. Data analysis also revealed a strong positive correlation between motivation and metacognitive strategies. They agreed that motivation and metacognitive strategy were connected in academic writing to achieve goals. Therefore, the results underlined that students must activate and maintain motivation and metacognitive strategy during the writing process. The implications and future research opportunities were discussed in this research.
{"title":"Indonesian master students’ motivation and metacognitive strategies in academic writing","authors":"Gloria Gloria, Concilianus Laos Mbato","doi":"10.22373/ej.v11i1.18559","DOIUrl":"https://doi.org/10.22373/ej.v11i1.18559","url":null,"abstract":"In higher education, students must complete their studies by writing academic papers and publishing research articles. Students might have experienced ups and downs because not all students like to write, especially academic papers. Good writers use metacognitive strategies and maintain their motivation to improve their writing skills. The current researchers conducted a mixed-method study to determine master students’ motivation and metacognitive strategies in their writing and how metacognitive strategies affected their motivation in academic writing. The participants were 40 master’s students of English Education at Sanata Dharma University, Yogyakarta. The researchers gathered the data using a close-ended questionnaire on Academic Writing Motivation and Metacognitive Strategy and a semi-structured interview. The first finding revealed that master students were more extrinsically motivated to write academic papers. However, both intrinsic and extrinsic motivation were involved in their success. The second finding indicated that master students were conscious of metacognitive strategies applying the stages namely planning, monitoring, and evaluating in different ways in writing. Data analysis also revealed a strong positive correlation between motivation and metacognitive strategies. They agreed that motivation and metacognitive strategy were connected in academic writing to achieve goals. Therefore, the results underlined that students must activate and maintain motivation and metacognitive strategy during the writing process. The implications and future research opportunities were discussed in this research.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976828","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}
Timely positive feedback to students pursuing a Ph.D. program motivates completion. Drawing upon Skinner's Reinforcement theory and Lakoff and Johnson's Conceptual Metaphor Theory (CMT), this study aimed at uncovering metaphors employed in feedback practices by exploring the linguistic expressions of supervisors and peers, which encouraged students to complete their Ph.D. studies in Australia. The methodology employed the use of a semi-structured interview to delve into the lived experiences of two Indonesian Ph.D. students (currently EFL lecturers) during their studies in Australia. The results that the use of positive expressions from supervisors and peers strongly motivated the students to complete their Ph.D. programs. The four types of expressions used served to praise, give hope, give direction as feedback to support completion, and reminders to keep the student on track. The following expressions were commonly used to motivate completion: "Do not worry, mate, you will get there," and "Wow, it's great work! I understand it is not easy to write academically in such good English, but you did." These expressions metaphorically imply that: "PhD study is a journey," and "Work speaks louder than words." These findings suggest that positive verbal feedback from supervisors' and peers' can motivate PhD students' completion.
{"title":"Metaphorical expressions for successful doctoral study abroad","authors":"Jarjani Usman, Zamzami Zainuddin, Dorine Lugendo, Maskur Maskur, Murni Murni","doi":"10.22373/ej.v11i1.19855","DOIUrl":"https://doi.org/10.22373/ej.v11i1.19855","url":null,"abstract":"Timely positive feedback to students pursuing a Ph.D. program motivates completion. Drawing upon Skinner's Reinforcement theory and Lakoff and Johnson's Conceptual Metaphor Theory (CMT), this study aimed at uncovering metaphors employed in feedback practices by exploring the linguistic expressions of supervisors and peers, which encouraged students to complete their Ph.D. studies in Australia. The methodology employed the use of a semi-structured interview to delve into the lived experiences of two Indonesian Ph.D. students (currently EFL lecturers) during their studies in Australia. The results that the use of positive expressions from supervisors and peers strongly motivated the students to complete their Ph.D. programs. The four types of expressions used served to praise, give hope, give direction as feedback to support completion, and reminders to keep the student on track. The following expressions were commonly used to motivate completion: \"Do not worry, mate, you will get there,\" and \"Wow, it's great work! I understand it is not easy to write academically in such good English, but you did.\" These expressions metaphorically imply that: \"PhD study is a journey,\" and \"Work speaks louder than words.\" These findings suggest that positive verbal feedback from supervisors' and peers' can motivate PhD students' completion.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"136 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976211","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}
Amidst the proliferation of the COVID-19 virus in Indonesia, educators, students, and educational institutions are still adapting to the implementation of online instructional methods. This investigation delves into the preparedness of English as a Foreign Language (EFL) teachers in conducting online classes, as well as the obstacles they encounter while doing so. The purpose of this study is to serve as a foundation for schools to develop effective strategies for administering online classes, and to equip teachers with the necessary skills to facilitate learning in the online realm. This current research employed a mixed-method design in order to gather the essential information required to address the research questions at hand. The data was collected through the utilization of an online Likert-scale questionnaire and focus group interviews. The questionnaire was utilized to evaluate teachers' preparedness across three dimensions: Technological Pedagogical Content Knowledge (TPACK), teachers' presence, and institutional support. A total of 336 EFL teachers from various high schools in Indonesia voluntarily participated in the survey, while nine participants took part in the focus group interviews. The findings of this investigation indicate that, on average, EFL teachers possess a moderate to high level of perceived preparedness across the three aforementioned dimensions. This suggests that the majority of teachers are adequately equipped to engage in distance learning. However, the present findings also shed light on the concerns expressed by teachers during the online teaching and learning process. These challenges encompass the proficiency of teachers in utilizing TPACK, the workload imposed on teachers, the psychological well-being of students, and the support provided by educational institutions. Furthermore, this exploration provides a concise overview of the intricate nature of teachers' preparedness.
{"title":"Portraying Indonesian English language teachers’ readiness for teaching online classes","authors":"Caecilia Tutyandari, Rina Astuti Purnamaningwulan","doi":"10.22373/ej.v11i1.17484","DOIUrl":"https://doi.org/10.22373/ej.v11i1.17484","url":null,"abstract":"Amidst the proliferation of the COVID-19 virus in Indonesia, educators, students, and educational institutions are still adapting to the implementation of online instructional methods. This investigation delves into the preparedness of English as a Foreign Language (EFL) teachers in conducting online classes, as well as the obstacles they encounter while doing so. The purpose of this study is to serve as a foundation for schools to develop effective strategies for administering online classes, and to equip teachers with the necessary skills to facilitate learning in the online realm. This current research employed a mixed-method design in order to gather the essential information required to address the research questions at hand. The data was collected through the utilization of an online Likert-scale questionnaire and focus group interviews. The questionnaire was utilized to evaluate teachers' preparedness across three dimensions: Technological Pedagogical Content Knowledge (TPACK), teachers' presence, and institutional support. A total of 336 EFL teachers from various high schools in Indonesia voluntarily participated in the survey, while nine participants took part in the focus group interviews. The findings of this investigation indicate that, on average, EFL teachers possess a moderate to high level of perceived preparedness across the three aforementioned dimensions. This suggests that the majority of teachers are adequately equipped to engage in distance learning. However, the present findings also shed light on the concerns expressed by teachers during the online teaching and learning process. These challenges encompass the proficiency of teachers in utilizing TPACK, the workload imposed on teachers, the psychological well-being of students, and the support provided by educational institutions. Furthermore, this exploration provides a concise overview of the intricate nature of teachers' preparedness.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"134 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976195","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 significance of deixis expression within the English language context, particularly within the spoken form, is crucial for the further examination of deixis as a specific area of pragmatics in order to enhance the theory and practice of verbal communication development. Thus, this recent investigation aimed to assess the presence of deixis in the Oxford junior secondary English webinar conducted by Icy Lee from a pragmatics and discourse analysis perspective. The researchers employed a qualitative research approach and adopted a descriptive analysis method. The data were acquired from a webinar video available on the YouTube channel and website of the Oxford junior secondary English webinar. The transcripts were meticulously analyzed and evaluated based on Levinson’s (1983) theory. In summary, the findings uncovered that Icy Lee’s webinar exhibited five classifications of deixis: person, time, social, discourse, and place deixis. Notably, person deixis was the most frequently utilized category, accounting for 223 utterances (48%). Each deictic expression possesses a diverse significance contingent upon the speech context. However, certain implications were still brought to light in this current investigation, and it is anticipated that subsequent researchers will explore the webinar in alternative contexts.
{"title":"Unveiling deixis expressions in the Oxford junior secondary English webinar by Icy Lee","authors":"Andri Jamaul Rifiyani, Dzulfikri Dzulfikri, Sonny Elfiyanto","doi":"10.22373/ej.v11i1.16860","DOIUrl":"https://doi.org/10.22373/ej.v11i1.16860","url":null,"abstract":"The significance of deixis expression within the English language context, particularly within the spoken form, is crucial for the further examination of deixis as a specific area of pragmatics in order to enhance the theory and practice of verbal communication development. Thus, this recent investigation aimed to assess the presence of deixis in the Oxford junior secondary English webinar conducted by Icy Lee from a pragmatics and discourse analysis perspective. The researchers employed a qualitative research approach and adopted a descriptive analysis method. The data were acquired from a webinar video available on the YouTube channel and website of the Oxford junior secondary English webinar. The transcripts were meticulously analyzed and evaluated based on Levinson’s (1983) theory. In summary, the findings uncovered that Icy Lee’s webinar exhibited five classifications of deixis: person, time, social, discourse, and place deixis. Notably, person deixis was the most frequently utilized category, accounting for 223 utterances (48%). Each deictic expression possesses a diverse significance contingent upon the speech context. However, certain implications were still brought to light in this current investigation, and it is anticipated that subsequent researchers will explore the webinar in alternative contexts.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"44 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976680","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}
For decades, language anxiety has been a popular research topic in the field of language learning and studies suggested that learners' second/foreign (L2) writing anxiety, one of the anxiety constructs, negatively affected learners' L2 writing achievement. This study aimed to investigate the thesis writing anxiety of Indonesian pre-service English teachers working on their theses in the final semesters of their study. The participants of this study were 105 pre-service teacher participants from ten universities across six different provinces in Indonesia. The study employed an online survey as the method of data collection. It found that generally, the participants had a moderate level of thesis writing anxiety. The detailed findings were further elaborated under four categories: “Difficulty in Grammar and Writing Anxiety”, “Negative Feelings when Writing a Thesis in English”, “Positive Feelings when Writing a Thesis in English”, and “Degree of Influence of Advisors and Peers to Writing Anxiety”. Based on the findings, possible contributions, implications, and limitations are suggested alongside suggested directions for future studies.
{"title":"Thesis writing anxiety among Indonesian pre-service teachers of English: A survey study","authors":"Grisel Englin Kawengian, Adaninggar Septi Subekti","doi":"10.22373/ej.v11i1.18940","DOIUrl":"https://doi.org/10.22373/ej.v11i1.18940","url":null,"abstract":"For decades, language anxiety has been a popular research topic in the field of language learning and studies suggested that learners' second/foreign (L2) writing anxiety, one of the anxiety constructs, negatively affected learners' L2 writing achievement. This study aimed to investigate the thesis writing anxiety of Indonesian pre-service English teachers working on their theses in the final semesters of their study. The participants of this study were 105 pre-service teacher participants from ten universities across six different provinces in Indonesia. The study employed an online survey as the method of data collection. It found that generally, the participants had a moderate level of thesis writing anxiety. The detailed findings were further elaborated under four categories: “Difficulty in Grammar and Writing Anxiety”, “Negative Feelings when Writing a Thesis in English”, “Positive Feelings when Writing a Thesis in English”, and “Degree of Influence of Advisors and Peers to Writing Anxiety”. Based on the findings, possible contributions, implications, and limitations are suggested alongside suggested directions for future studies.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"72 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976827","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}
There has been a growing concern about the decreasing number of the Gayonese young generation who are literate in their mother language. Unfortunately, little scientific effort has been made to determine its leading causes. While the previous studies limitedly focused on the structure and form of the Gayonese language, this research seeks to fill the gap by attempting to uncover the contributing factors leading to the Gayonese young adults' reluctance to employ the Gayonese language in their regular interaction and their views regarding the language. Besides, the study attempts to determine if English as a global language has to do with endangering the Gayo language. The research employed a case study methodology and semi-structured interviews to collect data. The data is mined from thirty university students, aged 18-21 years old, who have Gayonese language background. The result of the research showed that unfavorable views against the Gayonese language are on the rise among the young Gayonese generation. Furthermore, young Gayonese are now used to speaking the official Indonesian language instead of their native tongue for the following reasons; the Indonesian language indicates upper-class status and is more prestigious; the Indonesian language is more sensible and efficient for talking with the opposite sex; and the Indonesian language is more straightforward and more accessible to use when greeting new friends. Meanwhile, it is also revealed that the powerful status of English as a global language has nothing to do with the cause of the young Gayonese generation abandoning their mother tongue. Given this finding, the researcher envisages the Gayonese language as in stage six of the endangered language according to the GIDS scale. Stage six suggests that the language needs preservative treatments to avoid a total loss. The researcher also forwards that the Gayonese families introduce the mother language to their children at an early age and better realize that English is not the cause of abandoning the Gayonese language by their children. Also, the local government should carry out language revitalizing efforts by regulating the provision of the Gayonese language in primary schools.
{"title":"Measuring the endangering stage of indigenous Gayonese language and its relation to English as a global language","authors":"Imam Munandar","doi":"10.22373/ej.v11i1.17600","DOIUrl":"https://doi.org/10.22373/ej.v11i1.17600","url":null,"abstract":"There has been a growing concern about the decreasing number of the Gayonese young generation who are literate in their mother language. Unfortunately, little scientific effort has been made to determine its leading causes. While the previous studies limitedly focused on the structure and form of the Gayonese language, this research seeks to fill the gap by attempting to uncover the contributing factors leading to the Gayonese young adults' reluctance to employ the Gayonese language in their regular interaction and their views regarding the language. Besides, the study attempts to determine if English as a global language has to do with endangering the Gayo language. The research employed a case study methodology and semi-structured interviews to collect data. The data is mined from thirty university students, aged 18-21 years old, who have Gayonese language background. The result of the research showed that unfavorable views against the Gayonese language are on the rise among the young Gayonese generation. Furthermore, young Gayonese are now used to speaking the official Indonesian language instead of their native tongue for the following reasons; the Indonesian language indicates upper-class status and is more prestigious; the Indonesian language is more sensible and efficient for talking with the opposite sex; and the Indonesian language is more straightforward and more accessible to use when greeting new friends. Meanwhile, it is also revealed that the powerful status of English as a global language has nothing to do with the cause of the young Gayonese generation abandoning their mother tongue. Given this finding, the researcher envisages the Gayonese language as in stage six of the endangered language according to the GIDS scale. Stage six suggests that the language needs preservative treatments to avoid a total loss. The researcher also forwards that the Gayonese families introduce the mother language to their children at an early age and better realize that English is not the cause of abandoning the Gayonese language by their children. Also, the local government should carry out language revitalizing efforts by regulating the provision of the Gayonese language in primary schools.","PeriodicalId":32331,"journal":{"name":"Englisia","volume":"135 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976194","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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