This study examines gender bias by identifying semiotic indicators in YouTube advertisements. This study employs a qualitative descriptive methodology. The data consists of three YouTube advertisements for cashback applications, namely ShopBack (2018), Pomona (2018), and Fave (2019). This advertisement's semiotic signs are analyzed through the lens of Charles Sanders Peirces' Triadic Semiosis theory. In the meantime, Widyatama's categorization of Gender Bias in Television Commercials (2007) is utilized to examine gender bias in the three advertisements based on physical and psychological characteristics, regions of roles, and relationships between men and women. The data analysis found that this advertisement contained multiple examples of gender bias. Physically, female characters are shown for their beauty, and psychologically, they are portrayed for their emotions. This bias is also frequently manifested in the subordination and domestication of women. Women are typically portrayed doing domestic chores, even though they are seen outside the home. Women are considered subservient, perpetually subordinate, weak, and vulnerable compared to men.
{"title":"A Semiotics Analysis of Gender Bias in YouTube Advertisements (The Case of Shopback, Pomona, and Fave)","authors":"Triana April Liani, Ahmad Mu'am","doi":"10.22146/jla.76334","DOIUrl":"https://doi.org/10.22146/jla.76334","url":null,"abstract":"This study examines gender bias by identifying semiotic indicators in YouTube advertisements. This study employs a qualitative descriptive methodology. The data consists of three YouTube advertisements for cashback applications, namely ShopBack (2018), Pomona (2018), and Fave (2019). This advertisement's semiotic signs are analyzed through the lens of Charles Sanders Peirces' Triadic Semiosis theory. In the meantime, Widyatama's categorization of Gender Bias in Television Commercials (2007) is utilized to examine gender bias in the three advertisements based on physical and psychological characteristics, regions of roles, and relationships between men and women. The data analysis found that this advertisement contained multiple examples of gender bias. Physically, female characters are shown for their beauty, and psychologically, they are portrayed for their emotions. This bias is also frequently manifested in the subordination and domestication of women. Women are typically portrayed doing domestic chores, even though they are seen outside the home. Women are considered subservient, perpetually subordinate, weak, and vulnerable compared to men.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135464632","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}
This study was conducted to fulfill the need of students to understand linguistics courses in the Korean Language Education Study Program. The student’s understanding of linguistics starts from their ability to understand the linguistic terms. This study deals with the formation of linguistic terms in Korean language compared to their formation in Indonesian language. It is necessary to analyze Indonesian terms’ formation to find their equivalent terms. It is found that Korean linguistic terms are generally changed into Indonesian as a whole. Although some terms originate from foreign languages, the majority have undergone adaptation and adjustments to be more comprehensible. In contrast, Indonesian linguistic terms are influenced by their source language. Meanwhile, Indonesian linguistic terms are influenced by the language of origin. The formation of terms is also analyzed based on the word formation process by using morphological theory to determine the formation pattern. This research may answer the function of these terms in the process of understanding linguistics lectures at the Korean Language Education Study Program, FPBS, UPI.
{"title":"Analisis Pembentukan Istilah-Istilah Linguistik dalam Bahasa Korea dan Bahasa Indonesia","authors":"Didin Samsudin, Jayanti Megasari, Risa Triarisanti, Ashanti Widyana, Hima Ragillia Dwinanda Putri Mahendra","doi":"10.22146/jla.76971","DOIUrl":"https://doi.org/10.22146/jla.76971","url":null,"abstract":"This study was conducted to fulfill the need of students to understand linguistics courses in the Korean Language Education Study Program. The student’s understanding of linguistics starts from their ability to understand the linguistic terms. This study deals with the formation of linguistic terms in Korean language compared to their formation in Indonesian language. It is necessary to analyze Indonesian terms’ formation to find their equivalent terms. It is found that Korean linguistic terms are generally changed into Indonesian as a whole. Although some terms originate from foreign languages, the majority have undergone adaptation and adjustments to be more comprehensible. In contrast, Indonesian linguistic terms are influenced by their source language. Meanwhile, Indonesian linguistic terms are influenced by the language of origin. The formation of terms is also analyzed based on the word formation process by using morphological theory to determine the formation pattern. This research may answer the function of these terms in the process of understanding linguistics lectures at the Korean Language Education Study Program, FPBS, UPI.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"331 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135464634","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 graduates of English education departments are supposed to possess an advanced level of English, the knowledge of which is essential when becoming educators. Consequently, it is important to recognize prevailing grammatical errors that they commit, since teaching what is essentially flawed language use may cause damaging consequences. This study examines six undergraduate research articles from an English education department to determine common errors in the use of bound morphemes, which come into focus considering their consistent occurrences. This descriptive qualitative research describes and examines the errors in both inflectional and derivational categories. The result of the study shows that the high number of errors in bound morphemes that mark a plural noun as well as present and past tense can be attributed to the similarly high number of their uses in academic writing. Also, the grammatical issues that need to be addressed are those of non-finite verb phrases and noun phrases. A conclusion that can be drawn is that the bound morpheme errors are largely preventable. Suggestions to avoid the errors are then offered.
{"title":"Bound Morpheme Errors in Undergraduate Research Articles: The Case of an English Education Department","authors":"Faza Hannan Purinanda","doi":"10.22146/jla.83442","DOIUrl":"https://doi.org/10.22146/jla.83442","url":null,"abstract":"The graduates of English education departments are supposed to possess an advanced level of English, the knowledge of which is essential when becoming educators. Consequently, it is important to recognize prevailing grammatical errors that they commit, since teaching what is essentially flawed language use may cause damaging consequences. This study examines six undergraduate research articles from an English education department to determine common errors in the use of bound morphemes, which come into focus considering their consistent occurrences. This descriptive qualitative research describes and examines the errors in both inflectional and derivational categories. The result of the study shows that the high number of errors in bound morphemes that mark a plural noun as well as present and past tense can be attributed to the similarly high number of their uses in academic writing. Also, the grammatical issues that need to be addressed are those of non-finite verb phrases and noun phrases. A conclusion that can be drawn is that the bound morpheme errors are largely preventable. Suggestions to avoid the errors are then offered.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135464630","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 translator’s profession has existed for decades and evolved as international interaction and communication intensified. The rising demand for the translator’s profession is met by undergraduate-level programs in foreign languages by providing translation classes. One of the challenges in undergraduate-level translation classes is the number of students and the inadequacy of students’ foreign language proficiency. The syllabus design of an undergraduate-level translation classroom has to consider several aspects, such as the number of students, students’ language proficiencies, and students’ needs. Translation class needs to train students in both, hard skills such as translation competence and content knowledge, and soft skills such as working under pressure and teamwork. Collaborative Learning (CL) could be an alternative to tackle this situation. In CL, learners are encouraged to collaborate to produce an acceptable translation. This study investigates the impact of Needs Analysis (NA) and Collaborative Learning (CL) in translation classrooms by surveying students of translation courses. Through NA, the trainer could understand learners’ needs before designing the syllabus. Besides that, CL benefits not only learners’ interpersonal skills but also learners’ translation skills.
{"title":"Analisis Kebutuhan pada Pembelajaran Kolaboratif sebagai Strategi Pengajaran dalam Kelas Penerjemahan Bahasa Indonesia-Mandarin","authors":"Rika Limuria","doi":"10.22146/jla.82138","DOIUrl":"https://doi.org/10.22146/jla.82138","url":null,"abstract":"The translator’s profession has existed for decades and evolved as international interaction and communication intensified. The rising demand for the translator’s profession is met by undergraduate-level programs in foreign languages by providing translation classes. One of the challenges in undergraduate-level translation classes is the number of students and the inadequacy of students’ foreign language proficiency. The syllabus design of an undergraduate-level translation classroom has to consider several aspects, such as the number of students, students’ language proficiencies, and students’ needs. Translation class needs to train students in both, hard skills such as translation competence and content knowledge, and soft skills such as working under pressure and teamwork. Collaborative Learning (CL) could be an alternative to tackle this situation. In CL, learners are encouraged to collaborate to produce an acceptable translation. This study investigates the impact of Needs Analysis (NA) and Collaborative Learning (CL) in translation classrooms by surveying students of translation courses. Through NA, the trainer could understand learners’ needs before designing the syllabus. Besides that, CL benefits not only learners’ interpersonal skills but also learners’ translation skills.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135464631","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}
Due to the covid-19 pandemic, online platform has made learning more flexible. However, in its implementation, there are obstacles that hinder learning to achieve its goals. Instagram, a social media platform for sharing photos and videos, is one of the most popular social media among millennials. The existence of Instagram as an alternative learning tool makes it possible to supports the achievement of learning objectives, especially language learning. The purpose of this study was to identify the use of social media Instagram as a medium for learning Japanese. This study uses the method of observation and documentation. The data objects are learning content and Instagram features utilization of five content accounts of Japanese language learning creators in Indonesia, namely @auliasenpai, @kejepangan, @harumon.japanese, @jepangeasy and @nihongo.monggo accounts. The results of the study indicate that Instagram social media can be an alternative medium for learning Japanese by utilizing existing Instagram features to create learning content. The types of material themes found in the data are Japanese linguistic, historical and cultural materials. Besides, the introduced Japanese language learning material was diverse, containing linguistic materials which introduce idioms, expressions and several others. These accounts also address JLPT or Noryokushiken test units.
{"title":"Pemanfaatan Media Sosial Instagram Sebagai Media Pembelajaran Bahasa Jepang","authors":"Tia Indriyani, Lisda Nurjaleka","doi":"10.22146/jla.78723","DOIUrl":"https://doi.org/10.22146/jla.78723","url":null,"abstract":"Due to the covid-19 pandemic, online platform has made learning more flexible. However, in its implementation, there are obstacles that hinder learning to achieve its goals. Instagram, a social media platform for sharing photos and videos, is one of the most popular social media among millennials. The existence of Instagram as an alternative learning tool makes it possible to supports the achievement of learning objectives, especially language learning. The purpose of this study was to identify the use of social media Instagram as a medium for learning Japanese. This study uses the method of observation and documentation. The data objects are learning content and Instagram features utilization of five content accounts of Japanese language learning creators in Indonesia, namely @auliasenpai, @kejepangan, @harumon.japanese, @jepangeasy and @nihongo.monggo accounts. The results of the study indicate that Instagram social media can be an alternative medium for learning Japanese by utilizing existing Instagram features to create learning content. The types of material themes found in the data are Japanese linguistic, historical and cultural materials. Besides, the introduced Japanese language learning material was diverse, containing linguistic materials which introduce idioms, expressions and several others. These accounts also address JLPT or Noryokushiken test units.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135464633","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}
Han characters (kanji) used in written Japanese come from China, but there are characters created separately in Japan called kokuji. This research aims to investigate the formation of kokuji according to Peirce’s semiotics and rikusho (traditional classification of Chinese characters) by Xu Shen, and one additional proposed Chinese character category—namely, the kaii-keisei class. The method used in this study is library research. Of the 87 data samples taken from Reiman (1983), shoukei characters made 0% of the total amount, shiji 2.3%, kaii 71.3%, kaii-keisei 4.6%, keisei 19.5%, kasha 2.3%, and tenchuu characters 1%. Analysis results show that the formation of kokuji follows the principles of rikusho. From a semiotic point of view, objects represented by kokuji determine their sign-vehicles. Sign-vehicles are kanji or its components with perceived relations to the object. Sign-vehicles are chosen to form a kokuji based on their ability to represent the object.
{"title":"Semiotic Analysis of Kokuji Formation","authors":"Stanislaus Joshua, Melinda Dirgandini","doi":"10.22146/jla.74676","DOIUrl":"https://doi.org/10.22146/jla.74676","url":null,"abstract":"Han characters (kanji) used in written Japanese come from China, but there are characters created separately in Japan called kokuji. This research aims to investigate the formation of kokuji according to Peirce’s semiotics and rikusho (traditional classification of Chinese characters) by Xu Shen, and one additional proposed Chinese character category—namely, the kaii-keisei class. The method used in this study is library research. Of the 87 data samples taken from Reiman (1983), shoukei characters made 0% of the total amount, shiji 2.3%, kaii 71.3%, kaii-keisei 4.6%, keisei 19.5%, kasha 2.3%, and tenchuu characters 1%. Analysis results show that the formation of kokuji follows the principles of rikusho. From a semiotic point of view, objects represented by kokuji determine their sign-vehicles. Sign-vehicles are kanji or its components with perceived relations to the object. Sign-vehicles are chosen to form a kokuji based on their ability to represent the object.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87920024","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}
Though studies about role-plays may be frequent, studies specifically investigating the possible relation between role-plays and speaking anxiety may still be very rare, particularly in the Indonesian second/foreign (L2) context, despite anxiety being a quite widespread phenomenon among language learners. Hence, the present study was conducted to investigate Indonesian learners' extent of participation in role-play activities in an online English speaking class and learners’ and teachers' views about role-plays concerning speaking anxiety. The study employed a qualitative case study using online observations and interviews. The participants were 25 English education department learners and two teachers implementing role-plays. Through observations, the study found that role-plays were unable to make most of the learner participants voluntarily participate in class. Through interviews analysed using Thematic Analysis, the study found three themes. Learners' nervousness and fear of making mistakes negatively affected their role-play performances. Authentic situations in role-plays allowed them to feel more comfortable. Next, preparing role-play for performances in groups lessened learners’ anxiety. It is suggested that teachers offered learners choices whether to do live role-plays or show pre-recorded one. The latter may reduce anxiety and make it possible for learners to redo some parts, allowing them to showcase their best possible performance.
{"title":"Role-play and Speaking Anxiety: A Case Study in an Online English Speaking Class","authors":"Selvie Gaman Goram, Adaninggar Septi Subekti","doi":"10.22146/jla.75103","DOIUrl":"https://doi.org/10.22146/jla.75103","url":null,"abstract":"Though studies about role-plays may be frequent, studies specifically investigating the possible relation between role-plays and speaking anxiety may still be very rare, particularly in the Indonesian second/foreign (L2) context, despite anxiety being a quite widespread phenomenon among language learners. Hence, the present study was conducted to investigate Indonesian learners' extent of participation in role-play activities in an online English speaking class and learners’ and teachers' views about role-plays concerning speaking anxiety. The study employed a qualitative case study using online observations and interviews. The participants were 25 English education department learners and two teachers implementing role-plays. Through observations, the study found that role-plays were unable to make most of the learner participants voluntarily participate in class. Through interviews analysed using Thematic Analysis, the study found three themes. Learners' nervousness and fear of making mistakes negatively affected their role-play performances. Authentic situations in role-plays allowed them to feel more comfortable. Next, preparing role-play for performances in groups lessened learners’ anxiety. It is suggested that teachers offered learners choices whether to do live role-plays or show pre-recorded one. The latter may reduce anxiety and make it possible for learners to redo some parts, allowing them to showcase their best possible performance.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78948254","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}
Alfelia Nugky Permatasari, Heri Retnawati, H. Djidu
The existence of information and communication technology, especially the internet, offers great opportunities for language teachers and learners to maximize their learning experience. The role of the internet is increasingly significant as a solution to the limited class activities that are usually carried out to realize collaborative learning during the pandemic. In fact, this learning practice is considered to be able to improve student learning performance. One of the media that can be used by utilizing the internet in collaborative learning practices is Padlet. This comparative study on two different English courses, English Grammar for Corporate Documents (EGCD) and General Reading, aims to prove whether Padlet can help English learners improve their learning performance. The score of 60 students of the Applied English Undergraduate Study Program in both courses before and after using the Padlet during the learning process was used as data. After testing the normality and homogeneity of the data, the MANOVA test was used to test the research hypothesis. The data were analyzed using IBM SPSS Statistics software (version 26) and then interpreted and used to draw conclusions. The results showed that there was a positive influence given by Padlet use on the language learning process seen from the average value of the learners in both courses. However, a significant effect is only shown by the EGCD course.
{"title":"Pengaruh Penggunaan Padlet pada Pembelajaran Bahasa Inggris: Sebuah Studi Komparatif","authors":"Alfelia Nugky Permatasari, Heri Retnawati, H. Djidu","doi":"10.22146/jla.73440","DOIUrl":"https://doi.org/10.22146/jla.73440","url":null,"abstract":"The existence of information and communication technology, especially the internet, offers great opportunities for language teachers and learners to maximize their learning experience. The role of the internet is increasingly significant as a solution to the limited class activities that are usually carried out to realize collaborative learning during the pandemic. In fact, this learning practice is considered to be able to improve student learning performance. One of the media that can be used by utilizing the internet in collaborative learning practices is Padlet. This comparative study on two different English courses, English Grammar for Corporate Documents (EGCD) and General Reading, aims to prove whether Padlet can help English learners improve their learning performance. The score of 60 students of the Applied English Undergraduate Study Program in both courses before and after using the Padlet during the learning process was used as data. After testing the normality and homogeneity of the data, the MANOVA test was used to test the research hypothesis. The data were analyzed using IBM SPSS Statistics software (version 26) and then interpreted and used to draw conclusions. The results showed that there was a positive influence given by Padlet use on the language learning process seen from the average value of the learners in both courses. However, a significant effect is only shown by the EGCD course. ","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"395 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74314777","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}
Errors in using Japanese particles are often made by Japanese language learners in Indonesia. The purpose of this study is to identify 1) the types of difficulties in using particles in Japanese sentences, 2) the underlying causes faced by students in the language and culture class at MAN 1 Kebumen, and 3) their strategies for resolving these issues. Descriptive quantitative research methodologies were used in this study. Tests and questionnaires were employed as research tools, with questionnaires distributed to 61 students. The findings indicated that the majority of respondents had trouble using the wa, ni, and de particles. Specifically, 75% of students struggled to place the particles correctly in a sentence, and up to 61% of students had difficulties understanding how to use them. These problems were caused by both internal and external factors, including a lack of willingness to learn about particles, inadequate explanations of particle functions in the textbook, insufficient self-learning of particle meaning and usage after class, and a teaching style perceived as less diversified by the students. To overcome these challenges, students employed various strategies such as taking notes about particles, searching for particle functions on the internet, consulting others who were more knowledgeable about the subject, asking friends, and seeking direct assistance from the teacher.
{"title":"Analisis Kesulitan Penggunaan Partikel Wa, No, Ni, De pada Siswa MAN 1 Kebumen","authors":"Swari Araminta Safama, Lispridona Diner","doi":"10.22146/jla.75070","DOIUrl":"https://doi.org/10.22146/jla.75070","url":null,"abstract":"Errors in using Japanese particles are often made by Japanese language learners in Indonesia. The purpose of this study is to identify 1) the types of difficulties in using particles in Japanese sentences, 2) the underlying causes faced by students in the language and culture class at MAN 1 Kebumen, and 3) their strategies for resolving these issues. Descriptive quantitative research methodologies were used in this study. Tests and questionnaires were employed as research tools, with questionnaires distributed to 61 students. The findings indicated that the majority of respondents had trouble using the wa, ni, and de particles. Specifically, 75% of students struggled to place the particles correctly in a sentence, and up to 61% of students had difficulties understanding how to use them. These problems were caused by both internal and external factors, including a lack of willingness to learn about particles, inadequate explanations of particle functions in the textbook, insufficient self-learning of particle meaning and usage after class, and a teaching style perceived as less diversified by the students. To overcome these challenges, students employed various strategies such as taking notes about particles, searching for particle functions on the internet, consulting others who were more knowledgeable about the subject, asking friends, and seeking direct assistance from the teacher.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"193 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81067212","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}
This study examines the effects of gender on Indonesian EFL tertiary students’ use of learning strategies for speaking skills. It addresses what learning strategies the students use, what strategy and strategy group they favour, and whether gender significantly affects the strategy use. This paper reports the quantitative part of a larger mixed method study which draws on questionnaire (N= 65) obtained at Gajayana University of Malang. The study demonstrates that the students used a wide range of strategies that spread over six strategy groups. Male students favoured the strategy ‘finding out about language learning’ and the strategy group of ‘compensation’. Female students favoured the strategy ‘paying attention’ and the strategy group of ‘metacognitive’. The study also shows that gender significantly affected the use of ‘affective’ strategies only. The paper concludes by discussing implications for theory and practice.
{"title":"Language Learning Strategy Use across Gender","authors":"S. Wahyuni","doi":"10.22146/jla.76254","DOIUrl":"https://doi.org/10.22146/jla.76254","url":null,"abstract":"This study examines the effects of gender on Indonesian EFL tertiary students’ use of learning strategies for speaking skills. It addresses what learning strategies the students use, what strategy and strategy group they favour, and whether gender significantly affects the strategy use. This paper reports the quantitative part of a larger mixed method study which draws on questionnaire (N= 65) obtained at Gajayana University of Malang. The study demonstrates that the students used a wide range of strategies that spread over six strategy groups. Male students favoured the strategy ‘finding out about language learning’ and the strategy group of ‘compensation’. Female students favoured the strategy ‘paying attention’ and the strategy group of ‘metacognitive’. The study also shows that gender significantly affected the use of ‘affective’ strategies only. The paper concludes by discussing implications for theory and practice. ","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83151098","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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