Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.47942
R. Isnendes
The present research is motivated by an examination of the intimate link between women, looms, and woven products. In ancient and traditional Sundanese cosmology, the loom is regarded as Nyai Pohaci's embodiment (the Goddess of Rice). It is not, therefore, unexpected that women and looms are intertwined. Even when looms are no longer employed, woven clothes should be present at Sundanese offerings. This study seeks to highlight, analyze, and compare the material artifacts that accompany Sundanese verbal objects in the Lutung Kasarung pantun. The artifacts consist of Sundanese weaving-specific idioms and lexicon. The source of the artifacts is the old Sundanese story of Lutung Kasarung, which offers information about human activities at the time. In this narrative, linguistic artifacts are juxtaposed with visual material artifacts that are now infrequently used or unknown. The study method employs descriptive comparative data gathering techniques with purposeful sampling, as well as visual comparative analytical data processing techniques. Findings reveal that: (1) the linguistic and visual artifacts of looms are classified into three usage categories: (a) spinning cotton into yarn, (b) preparing yarn for weaving, and (c) weaving yarn into cloth; (2) compared to the modern Baduy looms (pakara tinun), the linguistic and material relics are distinct and far less well-known among the population; and (3) in cultural interpretation, the loom becomes a symbol of Nyai Pohaci's sacrifice of her body for human wellbeing in the natural world and of Sundanese women's determination to settle down. In conclusion, there is a dialectical link between linguistic and visual material artifact comprehension.
{"title":"Material artifacts of Sundanese looms bearing Nyai Pohaci in the story of the Lutung Kasarung pantun","authors":"R. Isnendes","doi":"10.17509/ijal.v12i3.47942","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.47942","url":null,"abstract":"The present research is motivated by an examination of the intimate link between women, looms, and woven products. In ancient and traditional Sundanese cosmology, the loom is regarded as Nyai Pohaci's embodiment (the Goddess of Rice). It is not, therefore, unexpected that women and looms are intertwined. Even when looms are no longer employed, woven clothes should be present at Sundanese offerings. This study seeks to highlight, analyze, and compare the material artifacts that accompany Sundanese verbal objects in the Lutung Kasarung pantun. The artifacts consist of Sundanese weaving-specific idioms and lexicon. The source of the artifacts is the old Sundanese story of Lutung Kasarung, which offers information about human activities at the time. In this narrative, linguistic artifacts are juxtaposed with visual material artifacts that are now infrequently used or unknown. The study method employs descriptive comparative data gathering techniques with purposeful sampling, as well as visual comparative analytical data processing techniques. Findings reveal that: (1) the linguistic and visual artifacts of looms are classified into three usage categories: (a) spinning cotton into yarn, (b) preparing yarn for weaving, and (c) weaving yarn into cloth; (2) compared to the modern Baduy looms (pakara tinun), the linguistic and material relics are distinct and far less well-known among the population; and (3) in cultural interpretation, the loom becomes a symbol of Nyai Pohaci's sacrifice of her body for human wellbeing in the natural world and of Sundanese women's determination to settle down. In conclusion, there is a dialectical link between linguistic and visual material artifact comprehension. ","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.46231
Hasnida Ahmad, Muhammad Zuhair Zainal
The Jigsaw II technique has been found to be effective in teaching and learning grammar based on cooperative learning. Therefore, this study was conducted to examine the effect of the use of the Jigsaw II technique on Form Four students’ attitudes and achievement in Malay grammar learning. Sixty-two students from two boarding schools in Kubang Pasu district, Kedah, Malaysia, were selected to participate in the study. They were divided into a treatment group and a control group. Thirty-one students of the treatment group used the Jigsaw II technique, while thirty-one students of the control group used the Gallery Walk technique. Both groups were given pre-test and post-test. Pre-attitude and post-attitude questionnaires were given to the treatment group only. Data was collected and analysed quantitatively using paired sample t-test, independent sample t-test, and simple linear regression test. The results showed a significant difference in achievement and attitudes for the treatment group in learning Malay grammar after using the Jigsaw II technique. The analysis also showed that the student’s attitude also influenced their achievement in learning Malay grammar based on the Jigsaw II technique. In conclusion, language teachers should choose and diversify cooperative learning techniques, such as the Jigsaw II technique, as this technique can also influence students’ achievement and attitudes in grammar learning.
{"title":"The use of Jigsaw II technique in Malay grammar learning","authors":"Hasnida Ahmad, Muhammad Zuhair Zainal","doi":"10.17509/ijal.v12i3.46231","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.46231","url":null,"abstract":"The Jigsaw II technique has been found to be effective in teaching and learning grammar based on cooperative learning. Therefore, this study was conducted to examine the effect of the use of the Jigsaw II technique on Form Four students’ attitudes and achievement in Malay grammar learning. Sixty-two students from two boarding schools in Kubang Pasu district, Kedah, Malaysia, were selected to participate in the study. They were divided into a treatment group and a control group. Thirty-one students of the treatment group used the Jigsaw II technique, while thirty-one students of the control group used the Gallery Walk technique. Both groups were given pre-test and post-test. Pre-attitude and post-attitude questionnaires were given to the treatment group only. Data was collected and analysed quantitatively using paired sample t-test, independent sample t-test, and simple linear regression test. The results showed a significant difference in achievement and attitudes for the treatment group in learning Malay grammar after using the Jigsaw II technique. The analysis also showed that the student’s attitude also influenced their achievement in learning Malay grammar based on the Jigsaw II technique. In conclusion, language teachers should choose and diversify cooperative learning techniques, such as the Jigsaw II technique, as this technique can also influence students’ achievement and attitudes in grammar learning.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44267966","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}
Nurturing students to become engaged readers for literacy development may need teachers who can play roles as models of keen readers. This descriptive quantitative study aims to profile the reading engagement of Indonesian EFL teachers as perceived from reading resources and pleasure reading. This study employed a survey questionnaire, requesting the respondents to reflect on their personal and school reading collection and their habits in reading for pleasure. Through a convenience sampling technique, voluntary responses were received from 183 secondary EFL teachers, mostly from East Java Province. The data were descriptively tabulated to result in frequencies and percentages. Research tool SPSS ver.24 was used to analyze the raw data for means, correlations, and compared means. Overall, this study found that reading engagement among secondary EFL teachers reflects moderately positive directions. The statistical analyses demonstrate that possessing personal reading resources may result in a slightly significant impact in assuring EFL teachers to read for pleasure yet better than having school reading resources. It has also been proven that both types of reading resources are weakly, yet significantly, correlated with reading for pleasure. This means that the more EFL teachers have access to reading resources, the more they will read and indirectly improve themselves. Future research may uncover the implications of having teachers engaged in reading on the design of more responsive reading instruction for the development of literacy culture at schools.
{"title":"Reading engagement of Indonesian secondary EFL teachers as literacy indicators perceived over reading resources and pleasure reading","authors":"Utami Widiati, Tengku Intan Suzila Tengku Sharif, Lina Hanifiyah, Meyga Agustia Nindya","doi":"10.17509/ijal.v12i3.45559","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.45559","url":null,"abstract":"Nurturing students to become engaged readers for literacy development may need teachers who can play roles as models of keen readers. This descriptive quantitative study aims to profile the reading engagement of Indonesian EFL teachers as perceived from reading resources and pleasure reading. This study employed a survey questionnaire, requesting the respondents to reflect on their personal and school reading collection and their habits in reading for pleasure. Through a convenience sampling technique, voluntary responses were received from 183 secondary EFL teachers, mostly from East Java Province. The data were descriptively tabulated to result in frequencies and percentages. Research tool SPSS ver.24 was used to analyze the raw data for means, correlations, and compared means. Overall, this study found that reading engagement among secondary EFL teachers reflects moderately positive directions. The statistical analyses demonstrate that possessing personal reading resources may result in a slightly significant impact in assuring EFL teachers to read for pleasure yet better than having school reading resources. It has also been proven that both types of reading resources are weakly, yet significantly, correlated with reading for pleasure. This means that the more EFL teachers have access to reading resources, the more they will read and indirectly improve themselves. Future research may uncover the implications of having teachers engaged in reading on the design of more responsive reading instruction for the development of literacy culture at schools.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43237353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.50574
Sultan Sultan, M. Rapi, Hasnawi Haris, M. Saleh
Government-issued communication messages are critical in resolving health problems such as the COVID-19 pandemic. The decision of linguistic speech acts also influences the behavior of obedient and disciplined individuals. Gender, age, and race are all predictors of social distancing compliance (Pedersen Favero, 2020). However, no studies have been published examining the form of speech acts that can control public conduct in accordance with social distancing on each of these social variables. Thus, this study examined the intention of public compliance through the pragmatic interpretation of the government’s appeal for social distancing. The present study was conducted with a cross-sectional design survey involving 1339 respondents through online data collection. The findings of this study reveal that different speech acts have varying effects on people’s intentions to follow the health protocol appeal. This study makes a theoretical contribution by demonstrating that gender, age, and education level influence the perlocutionary style of speech actions in critical health communication. These findings will aid the government in developing effective messages on health risk reduction behavior through the selection of appropriate speech acts.
{"title":"Speech acts in appeals for social distancing and public compliance intentions during the Covid-19 pandemic in Indonesia","authors":"Sultan Sultan, M. Rapi, Hasnawi Haris, M. Saleh","doi":"10.17509/ijal.v12i3.50574","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.50574","url":null,"abstract":"Government-issued communication messages are critical in resolving health problems such as the COVID-19 pandemic. The decision of linguistic speech acts also influences the behavior of obedient and disciplined individuals. Gender, age, and race are all predictors of social distancing compliance (Pedersen Favero, 2020). However, no studies have been published examining the form of speech acts that can control public conduct in accordance with social distancing on each of these social variables. Thus, this study examined the intention of public compliance through the pragmatic interpretation of the government’s appeal for social distancing. The present study was conducted with a cross-sectional design survey involving 1339 respondents through online data collection. The findings of this study reveal that different speech acts have varying effects on people’s intentions to follow the health protocol appeal. This study makes a theoretical contribution by demonstrating that gender, age, and education level influence the perlocutionary style of speech actions in critical health communication. These findings will aid the government in developing effective messages on health risk reduction behavior through the selection of appropriate speech acts.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46486695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.45552
M. Perales-Escudero, Rosa Isela Sandoval Cruz, Gerardo Bañalez Faz
Stance is a key and problematic domain for effective English for Academic Purposes (EAP) reading and writing. Insufficient awareness of stance, cultural attitudes about it, and poor teaching have been identified as underlying sources of stance-related difficulties. Focusing on stance may thus be a pivotal reading-to-write lens to improve English academic literacy. However, few studies have investigated pre-service teachers’ language awareness and ideologies about different stance markers. The goal of this paper is to describe the stance-focused conceptions and ideologies of a group of sixteen Mexican undergraduate pre-service teachers of English as a Foreign Language (EFL) who are also EFL learners. We used phenomenographic interviews and analysis to achieve this goal. We found three types of conceptions: stylistic, critical, and metaideological. The less sophisticated stylistic conceptions are most prevalent. Only two participants showed metaideological conceptions. Two language ideologies were found: an ideology of linguistic objectivity that dismisses all stance markers and another that values affect markers but dismisses first-person ones. These results imply that pre-service teachers should be made aware of the argumentative and epistemic functions of stance markers and diverse language ideologies about them that circulate across national and disciplinary contexts. In this way, they may deploy stance more effectively in their own literacy practices and become more effective EAP teachers.
{"title":"Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study","authors":"M. Perales-Escudero, Rosa Isela Sandoval Cruz, Gerardo Bañalez Faz","doi":"10.17509/ijal.v12i3.45552","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.45552","url":null,"abstract":"Stance is a key and problematic domain for effective English for Academic Purposes (EAP) reading and writing. Insufficient awareness of stance, cultural attitudes about it, and poor teaching have been identified as underlying sources of stance-related difficulties. Focusing on stance may thus be a pivotal reading-to-write lens to improve English academic literacy. However, few studies have investigated pre-service teachers’ language awareness and ideologies about different stance markers. The goal of this paper is to describe the stance-focused conceptions and ideologies of a group of sixteen Mexican undergraduate pre-service teachers of English as a Foreign Language (EFL) who are also EFL learners. We used phenomenographic interviews and analysis to achieve this goal. We found three types of conceptions: stylistic, critical, and metaideological. The less sophisticated stylistic conceptions are most prevalent. Only two participants showed metaideological conceptions. Two language ideologies were found: an ideology of linguistic objectivity that dismisses all stance markers and another that values affect markers but dismisses first-person ones. These results imply that pre-service teachers should be made aware of the argumentative and epistemic functions of stance markers and diverse language ideologies about them that circulate across national and disciplinary contexts. In this way, they may deploy stance more effectively in their own literacy practices and become more effective EAP teachers.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45495197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.48746
G. Daar, N. L. S. Beratha, I. M. Suastra, Ni Wayan Sukarini
This study aims to find out the language politeness strategies applied by the tongka (spokesperson) and other parties involved in the belis negotiation speech event in the Manggarai community, the Pasat-Ruis dialect, Indonesia. This study used a phenomenological approach. Data were collected through in-depth interviews with five key informants with experience as spokespersons (tongka) and adequate knowledge of the Manggarai language and culture. Data were analyzed using the interactive model proposed by Miles and Haberman (1992). The study found that the off-record politeness strategy was applied in two patterns; (1) The use of metaphorical phrases to refine the speech. Knowledge and the ability to interpret the meaning of speech through metaphorical phrases is an important aspect that must be possessed by a tongka (spokesperson) by connecting the phrase with the context of its use so that it can be understood and fulfills the elements of Politeness. (2) The use of sopi while conveying speech. The patterns show Politeness and the distinctive and authentic characteristics of Manggarai culture. Meanwhile, the cultural values of the utterances of belis negotiations include kinship, brotherhood, responsibility, appreciation, and respect. Thus, the findings indicate that the spokespersons selected in the belis negotiation process need to consider the knowledge of Manggarai culture and the ability to use metaphorical phrases in cultural speech so that the belisnegotiation process runs smoothly according to the expectations of the two extended families.
{"title":"The off-Record Politeness Strategy and Cultural Values of the Belis Negotiation Speech Event: A Sociopragmatic Study","authors":"G. Daar, N. L. S. Beratha, I. M. Suastra, Ni Wayan Sukarini","doi":"10.17509/ijal.v12i3.48746","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.48746","url":null,"abstract":"This study aims to find out the language politeness strategies applied by the tongka (spokesperson) and other parties involved in the belis negotiation speech event in the Manggarai community, the Pasat-Ruis dialect, Indonesia. This study used a phenomenological approach. Data were collected through in-depth interviews with five key informants with experience as spokespersons (tongka) and adequate knowledge of the Manggarai language and culture. Data were analyzed using the interactive model proposed by Miles and Haberman (1992). The study found that the off-record politeness strategy was applied in two patterns; (1) The use of metaphorical phrases to refine the speech. Knowledge and the ability to interpret the meaning of speech through metaphorical phrases is an important aspect that must be possessed by a tongka (spokesperson) by connecting the phrase with the context of its use so that it can be understood and fulfills the elements of Politeness. (2) The use of sopi while conveying speech. The patterns show Politeness and the distinctive and authentic characteristics of Manggarai culture. Meanwhile, the cultural values of the utterances of belis negotiations include kinship, brotherhood, responsibility, appreciation, and respect. Thus, the findings indicate that the spokespersons selected in the belis negotiation process need to consider the knowledge of Manggarai culture and the ability to use metaphorical phrases in cultural speech so that the belisnegotiation process runs smoothly according to the expectations of the two extended families.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43343892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.46638
Erizal Lugman
International students must successfully adjust to cross-cultural differences in order to fulfil their academic goals while studying abroad. As a result, students must acquire new skills, especially intercultural competence, in order to properly communicate with people from other cultures. The purpose of this study is to investigate how Indonesian students in UK universities integrate various components of intercultural competence. This study sheds light on why intercultural competence is required and how it is developed. It is grounded in an ethnographic framework involving twelve student blogs and seven student interviews and observations. According to the findings of this study, the intercultural competencies required by Indonesian students in the United Kingdom can be divided into two categories: attitudes and skills. Accepting cultural differences and having an open mind are examples of necessary attitudes. Some necessary skills are the ability to learn new things about a different culture and the ability to follow the rules of the host society. Intercultural competence is distinct and complex phenomenon that have received little academic attention and hence merit additional examination. The data show that during their studies, all of the individuals had difficulty adjusting to cultural differences. According to the findings of this study, Indonesian students studying in the United Kingdom must adjust to cultural differences in order to create favourable views about living abroad. This study serves as evidence that intercultural competence is essential in this situation.
{"title":"Intercultural competence development during the adjustment period of Indonesian students in the UK","authors":"Erizal Lugman","doi":"10.17509/ijal.v12i3.46638","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.46638","url":null,"abstract":"International students must successfully adjust to cross-cultural differences in order to fulfil their academic goals while studying abroad. As a result, students must acquire new skills, especially intercultural competence, in order to properly communicate with people from other cultures. The purpose of this study is to investigate how Indonesian students in UK universities integrate various components of intercultural competence. This study sheds light on why intercultural competence is required and how it is developed. It is grounded in an ethnographic framework involving twelve student blogs and seven student interviews and observations. According to the findings of this study, the intercultural competencies required by Indonesian students in the United Kingdom can be divided into two categories: attitudes and skills. Accepting cultural differences and having an open mind are examples of necessary attitudes. Some necessary skills are the ability to learn new things about a different culture and the ability to follow the rules of the host society. Intercultural competence is distinct and complex phenomenon that have received little academic attention and hence merit additional examination. The data show that during their studies, all of the individuals had difficulty adjusting to cultural differences. According to the findings of this study, Indonesian students studying in the United Kingdom must adjust to cultural differences in order to create favourable views about living abroad. This study serves as evidence that intercultural competence is essential in this situation.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46929053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.49511
M. Maru, G. Gustine, S. Setiawan, Julio Juniver Tadete, T. Kumajas
The emergence of the Covid-19 pandemic has driven a world crisis that requires world leaders to respond by voicing their policies and solutions. The political addresses serve to be the path for these purposes. This creates the need for effective rhetorical strategies or forms used by leaders, particularly presidents, to address the current issues which are not commonly beheld. This study shares the result of the inquiry on the use of repetition in President Donald Trump’s speeches during the Covid-19 Pandemic in America. The study attempts to interpret the type of repetition found in the speeches and their general meaning implications. As a textual study, this research gained data from three speeches of Trump specifically addressing the issue of the Covid-19 pandemic delivered during his attempt to handle the emergence and spread of the Coronavirus in the U.S. since in American literature, an address is also viewed as a literary work, this study deployed Goffman’s frame analysis which is also regarded as double hermeneutic for the analysis process. The findings, then, designate that Trump, in his addresses, applied seven types of repetition; from anaphora to root repetition. Further, the study found that anaphora serves to be the most used repetition, which means the main rhetorical instrument in the addresses. In terms of meaning implications, the repetitions apparently imply the reawakening of the jeremiad structure in the address and the affirmation of the American sense of greatness and role in the world. The findings of this inquiry are hoped to add more theoretical constructions and strategies for rhetoric texts for both crisis and socio-political communication contexts. Its practical contribution goes toward defining and exemplifying language expressions and functions in communicative text writing.
{"title":"Interpreting repetition expressions in the writing of Trump’s addresses during the Covid-19 pandemic","authors":"M. Maru, G. Gustine, S. Setiawan, Julio Juniver Tadete, T. Kumajas","doi":"10.17509/ijal.v12i3.49511","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.49511","url":null,"abstract":"The emergence of the Covid-19 pandemic has driven a world crisis that requires world leaders to respond by voicing their policies and solutions. The political addresses serve to be the path for these purposes. This creates the need for effective rhetorical strategies or forms used by leaders, particularly presidents, to address the current issues which are not commonly beheld. This study shares the result of the inquiry on the use of repetition in President Donald Trump’s speeches during the Covid-19 Pandemic in America. The study attempts to interpret the type of repetition found in the speeches and their general meaning implications. As a textual study, this research gained data from three speeches of Trump specifically addressing the issue of the Covid-19 pandemic delivered during his attempt to handle the emergence and spread of the Coronavirus in the U.S. since in American literature, an address is also viewed as a literary work, this study deployed Goffman’s frame analysis which is also regarded as double hermeneutic for the analysis process. The findings, then, designate that Trump, in his addresses, applied seven types of repetition; from anaphora to root repetition. Further, the study found that anaphora serves to be the most used repetition, which means the main rhetorical instrument in the addresses. In terms of meaning implications, the repetitions apparently imply the reawakening of the jeremiad structure in the address and the affirmation of the American sense of greatness and role in the world. The findings of this inquiry are hoped to add more theoretical constructions and strategies for rhetoric texts for both crisis and socio-political communication contexts. Its practical contribution goes toward defining and exemplifying language expressions and functions in communicative text writing.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49657918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.44952
F. Fadhly, Muziatun Muziatun, Nanan Abdul Manan, A. Acesta, Dadang Solihat
Academic writing seems daunting for novice writers. Unveiling cognitive processes of experienced writers in academic writing can presumably aid novice writers, primarily writing for publication. The purpose of this research is to explore the cognitive processes of experienced writers who have published articles in reputable journals in writing scientific articles. Three experienced writers participated in the study: one from the social science and two from the STEM fields. Thematic analysis following the six phases of Braun and Clark (2006) was conducted to analyze the interview data from three experienced writers. The findings from the interview generated five themes: search, topic, research, writing, and publication. These emerging themes have similarities with the previous academic writing models but expand some actions toward the publication process. The themes reflected the steps taken by the experienced writers who participated in the study in producing their published articles. Thus, these steps can be used as one of the models to guide novice writers intending to publish their work in academic journals.Academic writing seems daunting for novice writers., and Uunveilingthe cognitive processes of experienced writers in academic writing can presumably aid novice writers, primarily writing for publication. The purpose of this research is to explore the cognitive processes of experienced writers who have published articles in reputable journals in writing scientific articles. Three experienced writers participated in the study: one from the social science and two from the STEM fields. Thematic analysis following the six phases of Braun and Clark (2006) was conducted to analyze the interview data from three experienced writers. The findings from the interview generated five themes: search, topic, research, writing, and publication. These emerging themes have similarities with the previous academic writing models but expand some actions toward the publication process. The themes reflected the steps taken by the experienced writers who participated in the study seem to employ the steps reflected in the themes in producing their published articles. Thus, these steps this model can be used as one of the models to guideguidelines for novice writers intending to publish their work in academic journals.
{"title":"An academic writing model: Lessons learned from experienced writers","authors":"F. Fadhly, Muziatun Muziatun, Nanan Abdul Manan, A. Acesta, Dadang Solihat","doi":"10.17509/ijal.v12i3.44952","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.44952","url":null,"abstract":"Academic writing seems daunting for novice writers. Unveiling cognitive processes of experienced writers in academic writing can presumably aid novice writers, primarily writing for publication. The purpose of this research is to explore the cognitive processes of experienced writers who have published articles in reputable journals in writing scientific articles. Three experienced writers participated in the study: one from the social science and two from the STEM fields. Thematic analysis following the six phases of Braun and Clark (2006) was conducted to analyze the interview data from three experienced writers. The findings from the interview generated five themes: search, topic, research, writing, and publication. These emerging themes have similarities with the previous academic writing models but expand some actions toward the publication process. The themes reflected the steps taken by the experienced writers who participated in the study in producing their published articles. Thus, these steps can be used as one of the models to guide novice writers intending to publish their work in academic journals.Academic writing seems daunting for novice writers., and Uunveilingthe cognitive processes of experienced writers in academic writing can presumably aid novice writers, primarily writing for publication. The purpose of this research is to explore the cognitive processes of experienced writers who have published articles in reputable journals in writing scientific articles. Three experienced writers participated in the study: one from the social science and two from the STEM fields. Thematic analysis following the six phases of Braun and Clark (2006) was conducted to analyze the interview data from three experienced writers. The findings from the interview generated five themes: search, topic, research, writing, and publication. These emerging themes have similarities with the previous academic writing models but expand some actions toward the publication process. The themes reflected the steps taken by the experienced writers who participated in the study seem to employ the steps reflected in the themes in producing their published articles. Thus, these steps this model can be used as one of the models to guideguidelines for novice writers intending to publish their work in academic journals.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48201697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.44261
S. Sumardi, Rizki Indra Guci
The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.
{"title":"HOTS-based language assessment literacy: Challenges and prospects in English language teaching","authors":"S. Sumardi, Rizki Indra Guci","doi":"10.17509/ijal.v12i3.44261","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.44261","url":null,"abstract":"The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49191505","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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