Pub Date : 2018-08-03DOI: 10.22437/ijolte.v2i2.5065
Temmy Thamrin
This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI
{"title":"The Language Attitudes of Minangkabau People Towards Minangkabau and Indonesian Language","authors":"Temmy Thamrin","doi":"10.22437/ijolte.v2i2.5065","DOIUrl":"https://doi.org/10.22437/ijolte.v2i2.5065","url":null,"abstract":"This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76191534","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 : 2018-08-01DOI: 10.22437/ijolte.v2i2.5204
S. Rejeki, Diah Kristina, N. Drajati
Teaching is not only about knowledge, cognition, and skill but also emotional relationships among the students, colleagues, and parents. Particularly for teaching English in rural areas in Indonesia, there are several challenges that should be handled: geographical feature of these area, their culture and the way of life, the quality of both students and teachers, and so on. This research paper investigates teacher emotions experienced by a male EFL teacher in one of rural areas while dealing with those challenges. Teacher emotions are one of significant aspect that could not be left behind in teaching and learning activity. This research will explore comprehensively the distance and closeness felt by the teacher while teaching English there. This qualitative research was conducted using a narrative case study approach. The data were collected from the participant’s journal and interview. Referring to Hargreaves framework, the findings reveal 5 emotional geographies of the participant. This research contributes to Indonesian government as the one that concerns in 3T areas, EFL teachers who have to handle complex situations while teaching, and other researchers who are interested in conducting emotional geographic research.
{"title":"Emotional Geographies of an EFL Teacher in Asmat, Papua; Male Perspective","authors":"S. Rejeki, Diah Kristina, N. Drajati","doi":"10.22437/ijolte.v2i2.5204","DOIUrl":"https://doi.org/10.22437/ijolte.v2i2.5204","url":null,"abstract":"Teaching is not only about knowledge, cognition, and skill but also emotional relationships among the students, colleagues, and parents. Particularly for teaching English in rural areas in Indonesia, there are several challenges that should be handled: geographical feature of these area, their culture and the way of life, the quality of both students and teachers, and so on. This research paper investigates teacher emotions experienced by a male EFL teacher in one of rural areas while dealing with those challenges. Teacher emotions are one of significant aspect that could not be left behind in teaching and learning activity. This research will explore comprehensively the distance and closeness felt by the teacher while teaching English there. This qualitative research was conducted using a narrative case study approach. The data were collected from the participant’s journal and interview. Referring to Hargreaves framework, the findings reveal 5 emotional geographies of the participant. This research contributes to Indonesian government as the one that concerns in 3T areas, EFL teachers who have to handle complex situations while teaching, and other researchers who are interested in conducting emotional geographic research.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77981139","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 : 2018-08-01DOI: 10.22437/IJOLTE.V2I2.5000
T. Alawiyah, U. Sulistiyo
This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI
{"title":"The Influence of Students Motivation Toward Students Achievement","authors":"T. Alawiyah, U. Sulistiyo","doi":"10.22437/IJOLTE.V2I2.5000","DOIUrl":"https://doi.org/10.22437/IJOLTE.V2I2.5000","url":null,"abstract":"This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77524335","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 : 2018-08-01DOI: 10.22437/IJOLTE.V2I2.5205
Selvia Lisa Asni, Susi Susanti, U. Sulistiyo
This study aims to analyze and classify the types or mistakes of students using simple past tense in writing text recount. In addition, this study also aims to determine the cause of errors made by the students using simple past tense in writing text recount, This research used qualitative methods. Meanwhile, the research design used is case study. Furthermore, the writer chose the 8th grade students and observed 26 students. The writer used a written test and interviews to gain the data from some students and an English teacher. Based on this research, it is found that students do all kinds of errors (omission, addition, selection and misordering). The type of error most often done by the students was omission error with 166 errors or 38.97%. The second position was a selection error with 162 errors or 38.03%. The third position was the addition error with 67 errors or 15.73%. Then the last position was misordering error with 31 errors or 7.28%. In addition, the errors were caused by the complexity of the English system itself and not because of the influence of the Indonesian system (intralingual transfer). Moreover, students lacked of understanding of the grammar that became the cause of the error. In this study, most students did not understand verb 1,2,3 as well as the proper use if “be” in a sentence. This suggested that students had difficulty with the use of grammar in writing
{"title":"An Analysis of Grammatical Errors in Writing Recount Text at the Eighth Grade of SMP Negeri 20 Kota Jambi","authors":"Selvia Lisa Asni, Susi Susanti, U. Sulistiyo","doi":"10.22437/IJOLTE.V2I2.5205","DOIUrl":"https://doi.org/10.22437/IJOLTE.V2I2.5205","url":null,"abstract":"This study aims to analyze and classify the types or mistakes of students using simple past tense in writing text recount. In addition, this study also aims to determine the cause of errors made by the students using simple past tense in writing text recount, \u0000This research used qualitative methods. Meanwhile, the research design used is case study. Furthermore, the writer chose the 8th grade students and observed 26 students. The writer used a written test and interviews to gain the data from some students and an English teacher. \u0000Based on this research, it is found that students do all kinds of errors (omission, addition, selection and misordering). The type of error most often done by the students was omission error with 166 errors or 38.97%. The second position was a selection error with 162 errors or 38.03%. The third position was the addition error with 67 errors or 15.73%. Then the last position was misordering error with 31 errors or 7.28%. In addition, the errors were caused by the complexity of the English system itself and not because of the influence of the Indonesian system (intralingual transfer). Moreover, students lacked of understanding of the grammar that became the cause of the error. In this study, most students did not understand verb 1,2,3 as well as the proper use if “be” in a sentence. This suggested that students had difficulty with the use of grammar in writing","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90748191","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 : 2018-07-31DOI: 10.22437/IJOLTE.V2I2.5051
Monal Dewle
The present paper gives summary about some development theories which focuses on how development of reading takes place in a child. It then focuses on one particular theory, i.e. the Phase theory by Ehri (1999) where this theory mentions with the help of four stages how a child goes from the stage of no knowledge of letters to full knowledge of letters in children. Though this theory has been criticized by some but it is still considered as the theory which explains the basic stages of development in a child while reading while refuting the earlier theories on development of reading. Further, this paper discusses how this theory can be used as a form of instruction for children to develop reading comprehension.
{"title":"How Phase theory can be used to improve reading comprehension in children","authors":"Monal Dewle","doi":"10.22437/IJOLTE.V2I2.5051","DOIUrl":"https://doi.org/10.22437/IJOLTE.V2I2.5051","url":null,"abstract":"The present paper gives summary about some development theories which focuses on how development of reading takes place in a child. It then focuses on one particular theory, i.e. the Phase theory by Ehri (1999) where this theory mentions with the help of four stages how a child goes from the stage of no knowledge of letters to full knowledge of letters in children. Though this theory has been criticized by some but it is still considered as the theory which explains the basic stages of development in a child while reading while refuting the earlier theories on development of reading. Further, this paper discusses how this theory can be used as a form of instruction for children to develop reading comprehension. \u0000 ","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88642366","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 : 2018-07-31DOI: 10.22437/IJOLTE.V2I2.4965
Dion Efrijum Ginanto
Using three components of PLCs by DuFour (2004), I explored the learning communities at LATTICE (Linking All Types of Teachers to International, Cross-cultural Education). DuFour (2004) argued that PLCs is a form of learning communities held at the school level to improve the school quality. It means PLCs happen in the school context. However, Easton (2011) contended that learning community could happen inside or outside schools. This paper intends to analyze a learning community at LATTICE in creating more global perspective teachers. The study found that PLC s can also occur outside schools by including participants other than teachers. Based on the interviews and observations analysis, this study found that LATTICE did reflect PLCs and significantly helped K-12 educators foster their global understanding.
{"title":"Increasing Global Awareness through Professional Learning Community: A Study from LATTICE","authors":"Dion Efrijum Ginanto","doi":"10.22437/IJOLTE.V2I2.4965","DOIUrl":"https://doi.org/10.22437/IJOLTE.V2I2.4965","url":null,"abstract":"Using three components of PLCs by DuFour (2004), I explored the learning communities at LATTICE (Linking All Types of Teachers to International, Cross-cultural Education). DuFour (2004) argued that PLCs is a form of learning communities held at the school level to improve the school quality. It means PLCs happen in the school context. However, Easton (2011) contended that learning community could happen inside or outside schools. This paper intends to analyze a learning community at LATTICE in creating more global perspective teachers. The study found that PLC s can also occur outside schools by including participants other than teachers. Based on the interviews and observations analysis, this study found that LATTICE did reflect PLCs and significantly helped K-12 educators foster their global understanding.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"143 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76156369","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 : 2018-07-31DOI: 10.22437/IJOLTE.V2I2.5048
H. Ngo, M. David
Vietnam represents a country with 54 ethnic groups; however, the majority (88%) of the population are of Vietnamese heritage. Some of the other ethnic groups such as Tay, Thai, Muong, Hoa, Khmer, and Nung have a population of around 1 million each, while the Brau, Roman, and Odu consist only of a hundred people each. Living in northern Vietnam, close to the Chinese border (see Figure 1), the Tay people speak a language of the Central Tai language group called Though, T'o, Tai Tho, Ngan, Phen, Thu Lao, or Pa Di. Tay remains one of 10 ethnic languages used by 1 million speakers (Buoi, 2003). The Tày ethnic group has a rich culture of wedding songs, poems, dance, and music and celebrate various festivals. Wet rice cultivation, canal digging and grain threshing on wooden racks are part of the Tày traditions. Their villages situated near the foothills often bear the names of nearby mountains, rivers, or fields. This study discusses the status and role of the Tày language in Northeast Vietnam. It discusses factors, which have affected the habitual use of the Tay language, the connection between language shift and development and provides a model for the sustainability and promotion of minority languages. It remains fundamentally imperative to strengthen and to foster positive attitudes of the community towards the Tày language. Tày’s young people must be enlightened to the reality their Tày non-usage could render their mother tongue defunct, which means their history stands to be lost.
{"title":"Language Use and Sustainable Development: Opportunities and Challenges for Policy-Makers and Educators in Northeast Vietnamese Areas","authors":"H. Ngo, M. David","doi":"10.22437/IJOLTE.V2I2.5048","DOIUrl":"https://doi.org/10.22437/IJOLTE.V2I2.5048","url":null,"abstract":"Vietnam represents a country with 54 ethnic groups; however, the majority (88%) of the population are of Vietnamese heritage. Some of the other ethnic groups such as Tay, Thai, Muong, Hoa, Khmer, and Nung have a population of around 1 million each, while the Brau, Roman, and Odu consist only of a hundred people each. Living in northern Vietnam, close to the Chinese border (see Figure 1), the Tay people speak a language of the Central Tai language group called Though, T'o, Tai Tho, Ngan, Phen, Thu Lao, or Pa Di. Tay remains one of 10 ethnic languages used by 1 million speakers (Buoi, 2003). The Tày ethnic group has a rich culture of wedding songs, poems, dance, and music and celebrate various festivals. Wet rice cultivation, canal digging and grain threshing on wooden racks are part of the Tày traditions. Their villages situated near the foothills often bear the names of nearby mountains, rivers, or fields. This study discusses the status and role of the Tày language in Northeast Vietnam. It discusses factors, which have affected the habitual use of the Tay language, the connection between language shift and development and provides a model for the sustainability and promotion of minority languages. It remains fundamentally imperative to strengthen and to foster positive attitudes of the community towards the Tày language. Tày’s young people must be enlightened to the reality their Tày non-usage could render their mother tongue defunct, which means their history stands to be lost.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86332808","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 : 2018-07-31DOI: 10.22437/IJOLTE.V2I2.4953
T. Nguyen
Choosing an appropriate reporting verb is not only a technique to report a claim but also a tool to imply the writer’s stance or attitude towards the claim. The manner in which the reporting verb is employed can reflect the writer’s underlying implication. By using a variationist framework, this study is an in-depth investigation on how reporting verbs are affected in Electrical engineering research articles, taking propose as a variation. With the assistance of VARBRUL program, 397 tokens from 160 Electrical research articles were analyzed. Past tenses of propose was selected as an application value. The results show that time periods that the articles are published and verb voices are two factors independent from the application value. Meanwhile, tense choice of the verb has a significant correlation with journal editions and verb types. In different journals, frequency of propose used in past tenses can vary, and a significant proportion of self-reporting propose is used in past tense. Regardless the limitation of sample size and verb types, the study is potential in analyzing reporting verb from the sociolinguistic approach in future.
{"title":"A VARBRUL Analysis on The Reporting Verb Propose in Electrical Engineering Research Articles","authors":"T. Nguyen","doi":"10.22437/IJOLTE.V2I2.4953","DOIUrl":"https://doi.org/10.22437/IJOLTE.V2I2.4953","url":null,"abstract":"Choosing an appropriate reporting verb is not only a technique to report a claim but also a tool to imply the writer’s stance or attitude towards the claim. The manner in which the reporting verb is employed can reflect the writer’s underlying implication. By using a variationist framework, this study is an in-depth investigation on how reporting verbs are affected in Electrical engineering research articles, taking propose as a variation. With the assistance of VARBRUL program, 397 tokens from 160 Electrical research articles were analyzed. Past tenses of propose was selected as an application value. The results show that time periods that the articles are published and verb voices are two factors independent from the application value. Meanwhile, tense choice of the verb has a significant correlation with journal editions and verb types. In different journals, frequency of propose used in past tenses can vary, and a significant proportion of self-reporting propose is used in past tense. Regardless the limitation of sample size and verb types, the study is potential in analyzing reporting verb from the sociolinguistic approach in future.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81840567","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：