Pub Date : 2023-01-31DOI: 10.17509/ijal.v12i3.36838
Fitrawati Fitrawati, Hermawati Syarif, M. Zaim, David D. Perrodin
Content and Language Integrated Learning (CLIL), a methodology for teaching and learning content via a foreign language, has become a promising method for developing critical reading material and fostering students' analytical thinking and reasoning abilities in higher education. Numerous studies have examined the development of critical reading teaching materials, yet only some have focused on developing and implementing CLIL-based strategies in higher education. Therefore, this article explores the perceptions of English students and lecturers on implementing CLIL-based principles with interactive multimedia in developing critical reading material in higher education. The study collected data from students and teachers through questionnaires using a descriptive quantitative method. The closed-ended responses were analyzed by frequency and proportion, and compared between groups using the Mann-Whitney U test. Open-ended responses were categorized and analyzed through a matrix checklist to study a key variable or topic of public interest. The findings showed that most students believed that CLIL-based critical reading material using interactive multimedia enhanced their analytical thinking and reasoning abilities concerning the subject content. They also believed their learning outcomes would improve. All lecturers believed that the need for CLIL-based critical reading material employing the integration of interactive multimedia is essential, especially in an online learning setting. Furthermore, the lectures stated that engaging with critical reading material using interactive multimedia in the classroom increased the students’ motivation, promoting interaction among students and developing essential logical and cognitive competencies. Overall, the student and lecturer groups corroborated the need to further implement CLIL-based critical reading material development by using interactive multimedia in higher education.
{"title":"The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia","authors":"Fitrawati Fitrawati, Hermawati Syarif, M. Zaim, David D. Perrodin","doi":"10.17509/ijal.v12i3.36838","DOIUrl":"https://doi.org/10.17509/ijal.v12i3.36838","url":null,"abstract":"Content and Language Integrated Learning (CLIL), a methodology for teaching and learning content via a foreign language, has become a promising method for developing critical reading material and fostering students' analytical thinking and reasoning abilities in higher education. Numerous studies have examined the development of critical reading teaching materials, yet only some have focused on developing and implementing CLIL-based strategies in higher education. Therefore, this article explores the perceptions of English students and lecturers on implementing CLIL-based principles with interactive multimedia in developing critical reading material in higher education. The study collected data from students and teachers through questionnaires using a descriptive quantitative method. The closed-ended responses were analyzed by frequency and proportion, and compared between groups using the Mann-Whitney U test. Open-ended responses were categorized and analyzed through a matrix checklist to study a key variable or topic of public interest. The findings showed that most students believed that CLIL-based critical reading material using interactive multimedia enhanced their analytical thinking and reasoning abilities concerning the subject content. They also believed their learning outcomes would improve. All lecturers believed that the need for CLIL-based critical reading material employing the integration of interactive multimedia is essential, especially in an online learning setting. Furthermore, the lectures stated that engaging with critical reading material using interactive multimedia in the classroom increased the students’ motivation, promoting interaction among students and developing essential logical and cognitive competencies. Overall, the student and lecturer groups corroborated the need to further implement CLIL-based critical reading material development by using interactive multimedia in higher education.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44983635","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.29101
SF. Luthfie Arguby Purnomo, Lilik Untari, SF. Lukfianka Sanjaya Purnama, M. Z. Muttaqien, Robith Khoiril Umam, Yustin Sartika, M. Nashirudin, Shabrina An Adzhani
The demand for domestication and localization of children’s literature compels translators to not only translate the texts but also transadapt them. Significant problems arise when the texts have to fit the cultures and religions of the target users. This qualitative study attempts to address this issue. Gathering teachers of Taman Pendidikan Al Qur’an (TPQ) or Qur’an study club for Muslim children in the Greater Boyolali area of Indonesia, children’s literature translators, and TPQ students in a Focus Group Discussion, we investigated the strategies of transadapting fables in English into Bahasa Indonesia with Islamic values as the core teaching along with the impacts ensued. Through the FGD constructed based on the purification strategy by Klingberg (1986), translation as adaptation and selection by Gengshen (2003), children picturebook translation by Oittinen (2000), narrative connectedness by Christman (2004), proairetic decoding by Nikolajeva (2010), and skopos by Reiss and Vermeer (2014), paratextualization, insertion, and bleaching strategies are constructed. Paratextualization adds clickable religious comments on the digital versions of the fables. Insertion adds religious lessons within the text. Bleaching refines any expressions considered unfit for the target religious values. These strategies trigger an impact called drifting. To reveal the extent of faithfulness, we constructed a drifting-level assessment. This assessment enables translators to reveal whether a transadapted children’s literature is still on track, slipped, or out of track. The study finding is expected to fill up the theoretical absence of transadaptation strategies and drifting level assessment. Its practical nature also brings benefits for children’s literature translators and TPQ teachers.
儿童文学本土化和本土化的需求，迫使译者不仅要翻译文本，还要对文本进行转换。当文本必须符合目标用户的文化和宗教时，就会出现重大问题。这项定性研究试图解决这个问题。在一次焦点小组讨论中，我们聚集了印度尼西亚大博约拉利地区穆斯林儿童的Taman Pendidikan Al Quran（TPQ）或古兰经学习俱乐部的教师、儿童文学翻译人员和TPQ学生，研究了将英语寓言改编成以伊斯兰价值观为核心教学的印尼语的策略以及随之而来的影响。通过Klingberg（1986）基于净化策略构建的FGD、Gengshen（2003）的改编与选择翻译、Oitnen（2000）的儿童绘本翻译、Christman（2004）的叙事连接、Nikolajeva（2010）的主动解码以及Reiss和Vermeer（2014）的目的论，构建了副文本化、插入和漂白策略。Paratextualization在寓言的数字版本上添加了可点击的宗教评论。插入在文本中添加宗教课程。漂白可以提炼出任何被认为不符合目标宗教价值观的表达方式。这些策略会引发一种叫做漂移的影响。为了揭示忠诚的程度，我们构建了一个漂移水平评估。这一评估使译者能够揭示一部改编后的儿童文学是否仍在正轨上、下滑或偏离轨道。该研究结果有望填补跨适应策略和漂移水平评估的理论空白。它的实用性也为儿童文学翻译家和TPQ教师带来了好处。
{"title":"Transadapting fable into a parable for Indonesian Muslim children: Strategies and impacts","authors":"SF. Luthfie Arguby Purnomo, Lilik Untari, SF. Lukfianka Sanjaya Purnama, M. Z. Muttaqien, Robith Khoiril Umam, Yustin Sartika, M. Nashirudin, Shabrina An Adzhani","doi":"10.17509/ijal.v12i2.29101","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.29101","url":null,"abstract":"The demand for domestication and localization of children’s literature compels translators to not only translate the texts but also transadapt them. Significant problems arise when the texts have to fit the cultures and religions of the target users. This qualitative study attempts to address this issue. Gathering teachers of Taman Pendidikan Al Qur’an (TPQ) or Qur’an study club for Muslim children in the Greater Boyolali area of Indonesia, children’s literature translators, and TPQ students in a Focus Group Discussion, we investigated the strategies of transadapting fables in English into Bahasa Indonesia with Islamic values as the core teaching along with the impacts ensued. Through the FGD constructed based on the purification strategy by Klingberg (1986), translation as adaptation and selection by Gengshen (2003), children picturebook translation by Oittinen (2000), narrative connectedness by Christman (2004), proairetic decoding by Nikolajeva (2010), and skopos by Reiss and Vermeer (2014), paratextualization, insertion, and bleaching strategies are constructed. Paratextualization adds clickable religious comments on the digital versions of the fables. Insertion adds religious lessons within the text. Bleaching refines any expressions considered unfit for the target religious values. These strategies trigger an impact called drifting. To reveal the extent of faithfulness, we constructed a drifting-level assessment. This assessment enables translators to reveal whether a transadapted children’s literature is still on track, slipped, or out of track. The study finding is expected to fill up the theoretical absence of transadaptation strategies and drifting level assessment. Its practical nature also brings benefits for children’s literature translators and TPQ teachers.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46272986","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.45069
N. Putro, Yeni Fitri, H. Retnawati, Yasir A. Alsamiri
Evidence suggests that autonomous language learning has been one of the primary areas of interest in the field of English Language Teaching due to its fundamental roles in empowering students in taking the responsibility for their learning both in and out of the classroom. This study set out to investigate the structural relationships among the dimensions of English student teacher perception towards their roles and strategies in promoting autonomous language learning and professional autonomy. A total of 357 student teachers of English from Indonesia participated in this study. Eligibility criteria required the participants to have taken courses on English Language Teaching Methodology to ensure their understanding about the concepts of autonomous language learning and their future roles and strategies in fostering and promoting autonomous language learning. Structural Equation Modelling (SEM) with MPlus 7.2 was used to test the models proposed in this study. The findings showed that the dimensions of student teacher roles and strategies in promoting autonomous language learning and professional autonomy were weakly to moderately related to one another, suggesting how teacher education institutions need to provide sufficient trainings on the concept and practice of autonomous language learning. Several noteworthy findings are summarized and discussed thoroughly in the discussion section.
{"title":"Structural relationships among student teachers’ roles-strategies in promoting autonomous language learning","authors":"N. Putro, Yeni Fitri, H. Retnawati, Yasir A. Alsamiri","doi":"10.17509/ijal.v12i2.45069","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.45069","url":null,"abstract":"Evidence suggests that autonomous language learning has been one of the primary areas of interest in the field of English Language Teaching due to its fundamental roles in empowering students in taking the responsibility for their learning both in and out of the classroom. This study set out to investigate the structural relationships among the dimensions of English student teacher perception towards their roles and strategies in promoting autonomous language learning and professional autonomy. A total of 357 student teachers of English from Indonesia participated in this study. Eligibility criteria required the participants to have taken courses on English Language Teaching Methodology to ensure their understanding about the concepts of autonomous language learning and their future roles and strategies in fostering and promoting autonomous language learning. Structural Equation Modelling (SEM) with MPlus 7.2 was used to test the models proposed in this study. The findings showed that the dimensions of student teacher roles and strategies in promoting autonomous language learning and professional autonomy were weakly to moderately related to one another, suggesting how teacher education institutions need to provide sufficient trainings on the concept and practice of autonomous language learning. Several noteworthy findings are summarized and discussed thoroughly in the discussion section.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43661863","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.51092
Raden Safrina
This paper examines the social meanings from interactions of a Facebook group which posts mini fictions in the Sundanese language. The examination was more specifically focused on comments for mini fiction posts written by a woman writer. Following the idea of locality as essentially ‘a situatedness’ (Ahmed, 2000), the study framed the interactions as locality and situated the locality as it intertwines and intersects with more global issues. The study began by selecting mini-fictions in the Sundanese language that received at least 100 comments from their readers. Interactions arising from comments about the selected texts were examined to situate the intertwine of locality in the texts and the more global responses in the comment sections. Selected interactions were then examined using a Hallidayan critical discourse analysis. Taking situatedness as the focus, the analysis indicates that interpersonal themes attracted comments where locality and globality are situated to construct irony where locality pales in the face of globality. Therefore, it seems that more efforts should be made to strategically situate locality in a more vantage point in the global world.
{"title":"Staying local in a global discourse: A study of comments on selected minifictions by a Sundanese woman writer in Fiksimini Basa Sunda Facebook Group","authors":"Raden Safrina","doi":"10.17509/ijal.v12i2.51092","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.51092","url":null,"abstract":"This paper examines the social meanings from interactions of a Facebook group which posts mini fictions in the Sundanese language. The examination was more specifically focused on comments for mini fiction posts written by a woman writer. Following the idea of locality as essentially ‘a situatedness’ (Ahmed, 2000), the study framed the interactions as locality and situated the locality as it intertwines and intersects with more global issues. The study began by selecting mini-fictions in the Sundanese language that received at least 100 comments from their readers. Interactions arising from comments about the selected texts were examined to situate the intertwine of locality in the texts and the more global responses in the comment sections. Selected interactions were then examined using a Hallidayan critical discourse analysis. Taking situatedness as the focus, the analysis indicates that interpersonal themes attracted comments where locality and globality are situated to construct irony where locality pales in the face of globality. Therefore, it seems that more efforts should be made to strategically situate locality in a more vantage point in the global world.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44367560","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.43179
Ravina Toppo, S. Sinha
A multilingual country such as India with numerous languages and dialects provides fertile grounds for evasive language crimes. From threat letters to ransom demands, the scope of crime is huge. The cases of illegal immigrants have only added to the fragility of international boundaries especially, during political upheavals. This leads to further vulnerability of society and also creates challenges for the police and law enforcement agencies towards timely intervention. The purpose of the study is to exhibit dialectal variation in Indian English by comparing two varieties. The current paper is based on the acoustic analysis of Indian English spoken by two distinct groups with different mother tongues. Ten native speakers of Hindi and Bangla were recorded in an anechoic chamber. A phonetically balanced passage was selected to be read. The analysis is based on Native Language Influence Detection (Perkins Grant, 2018) to derive acoustic phonetic correlates that can be used as significant identifying markers to distinguish Indian English speakers of Bangla and Hindi speech communities. The paper highlights that dialect profiling in the Indian context can be efficiently correlated with formant frequencies and Voice Onset Time for speech data. Acoustic analysis was done on PRAAT. PRAAT was used in this study because it has often been used by other similar studies to measure desired acoustic parameters simultaneously. Formant frequencies were measured at the midpoint of the vowels in the PRAAT using the LPC formant measurement algorithm. The normalization procedure was applied to the measured formant frequencies of vowels. The research affirms that acoustic analysis can provide verifiable cues for NLID. The framework can be used in the detection of native language influence in speech-centric criminal cases. The acoustic analysis shows that Indian English has subvarieties that could help in dialect profiling. The variation in Indian English vowel patterns could be due to the influence of the native language of the speakers.
{"title":"Identifying acoustic cues for dialect profiling: Policing in multilingual communities of India","authors":"Ravina Toppo, S. Sinha","doi":"10.17509/ijal.v12i2.43179","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.43179","url":null,"abstract":"A multilingual country such as India with numerous languages and dialects provides fertile grounds for evasive language crimes. From threat letters to ransom demands, the scope of crime is huge. The cases of illegal immigrants have only added to the fragility of international boundaries especially, during political upheavals. This leads to further vulnerability of society and also creates challenges for the police and law enforcement agencies towards timely intervention. The purpose of the study is to exhibit dialectal variation in Indian English by comparing two varieties. The current paper is based on the acoustic analysis of Indian English spoken by two distinct groups with different mother tongues. Ten native speakers of Hindi and Bangla were recorded in an anechoic chamber. A phonetically balanced passage was selected to be read. The analysis is based on Native Language Influence Detection (Perkins Grant, 2018) to derive acoustic phonetic correlates that can be used as significant identifying markers to distinguish Indian English speakers of Bangla and Hindi speech communities. The paper highlights that dialect profiling in the Indian context can be efficiently correlated with formant frequencies and Voice Onset Time for speech data. Acoustic analysis was done on PRAAT. PRAAT was used in this study because it has often been used by other similar studies to measure desired acoustic parameters simultaneously. Formant frequencies were measured at the midpoint of the vowels in the PRAAT using the LPC formant measurement algorithm. The normalization procedure was applied to the measured formant frequencies of vowels. The research affirms that acoustic analysis can provide verifiable cues for NLID. The framework can be used in the detection of native language influence in speech-centric criminal cases. The acoustic analysis shows that Indian English has subvarieties that could help in dialect profiling. The variation in Indian English vowel patterns could be due to the influence of the native language of the speakers.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46463317","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.32911
Alya Ditha Berliana, H. Y. Anjarningsih
To attract global multilingual audiences, English lyrics had been included in K-Pop songs for decades as a strategy (Lauren, 2018; Sea, 2018). This paper analyzed the English usage of “All Night”, “Blue Flame”, and “Knock” by ASTRO, a third-generation K-Pop group from a non-mainstream agency to examine code-switching and the global recognition of K-Pop songs. All songs were examined by using code-switching theories from Poplack (1980) and Bullock and Toribio (2009) and other theories on function analysis by Lawrence (2010) and Lee (2004) and comment analysis by Fernandez-Martinez et al. (2014) and Kwon (2019). The findings revealed that the majority of code switches in “All Night” and “Blue Flame” were inter-sentential, yet “All Night” and “Knock” were more similar in utilizing English by having a new function (i.e., emphasizing a dialog from one’s perspective), an important addition to Lee’s (2004) functions. Furthermore, from the usage and function analysis and the comment analysis, the audience responses seemed to be influenced by the singers’ mispronunciations and the non-existence of a new function that failed to create uniqueness in English usage in “Blue Flame,” which may have led to the song’s failure to win awards. In conclusion, the research suggested that, in the near-absence of promotional support from the agency, the interplay among the number of switches, accurate pronunciations, and a new English-switching function seemed to play an important role in making “All Night” and “Knock” popular among multilingual audiences.
{"title":"“Such a Good Night”: Analyses of Korean-English code-switching and music video comments of ASTRO’S songs","authors":"Alya Ditha Berliana, H. Y. Anjarningsih","doi":"10.17509/ijal.v12i2.32911","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.32911","url":null,"abstract":"To attract global multilingual audiences, English lyrics had been included in K-Pop songs for decades as a strategy (Lauren, 2018; Sea, 2018). This paper analyzed the English usage of “All Night”, “Blue Flame”, and “Knock” by ASTRO, a third-generation K-Pop group from a non-mainstream agency to examine code-switching and the global recognition of K-Pop songs. All songs were examined by using code-switching theories from Poplack (1980) and Bullock and Toribio (2009) and other theories on function analysis by Lawrence (2010) and Lee (2004) and comment analysis by Fernandez-Martinez et al. (2014) and Kwon (2019). The findings revealed that the majority of code switches in “All Night” and “Blue Flame” were inter-sentential, yet “All Night” and “Knock” were more similar in utilizing English by having a new function (i.e., emphasizing a dialog from one’s perspective), an important addition to Lee’s (2004) functions. Furthermore, from the usage and function analysis and the comment analysis, the audience responses seemed to be influenced by the singers’ mispronunciations and the non-existence of a new function that failed to create uniqueness in English usage in “Blue Flame,” which may have led to the song’s failure to win awards. In conclusion, the research suggested that, in the near-absence of promotional support from the agency, the interplay among the number of switches, accurate pronunciations, and a new English-switching function seemed to play an important role in making “All Night” and “Knock” popular among multilingual audiences.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43639189","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.37698
Mai Mowafy
The paper investigates the use of digital storytelling as a means of empowering Muslim women and enabling them to be heard. It examines how digital stories are used as “counter narratives” by Muslim women to refute public dominant narratives as “counter-narratives” resist stereotypes and taken-for-granted assumptions. “Narrating” or “storytelling” is a powerful mode that can be used in the struggle of changing stereotypes. Currently, in the digital era where we live, stories are narrated digitally using digital tools. Digital stories by Muslim women are refuting “dominant public narratives” and establishing a new “master narrative” of their own that challenges the stereotypes. The study applies an eclectic approach that draws on “multimodal discourse analysis”, “narrative theory” and the previous studies. It analyzes five digital stories by Muslim women and highlights the verbal and non-verbal strategies used to counter dominant public narratives. Based on the multimodal discourse analysis conducted, the study finds that digital stories construct a new “master narrative” through the use of various verbal and non-verbal strategies to counter dominant “public narratives”. As such the study proved that digital stories are used as a powerful tool for empowering Muslim women in refuting misconceptions and creating a better future where diversity and acceptance can prevail.
{"title":"Unheard voices as “counter narratives”: Digital storytelling as a way of empowering Muslim women","authors":"Mai Mowafy","doi":"10.17509/ijal.v12i2.37698","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.37698","url":null,"abstract":"The paper investigates the use of digital storytelling as a means of empowering Muslim women and enabling them to be heard. It examines how digital stories are used as “counter narratives” by Muslim women to refute public dominant narratives as “counter-narratives” resist stereotypes and taken-for-granted assumptions. “Narrating” or “storytelling” is a powerful mode that can be used in the struggle of changing stereotypes. Currently, in the digital era where we live, stories are narrated digitally using digital tools. Digital stories by Muslim women are refuting “dominant public narratives” and establishing a new “master narrative” of their own that challenges the stereotypes. The study applies an eclectic approach that draws on “multimodal discourse analysis”, “narrative theory” and the previous studies. It analyzes five digital stories by Muslim women and highlights the verbal and non-verbal strategies used to counter dominant public narratives. Based on the multimodal discourse analysis conducted, the study finds that digital stories construct a new “master narrative” through the use of various verbal and non-verbal strategies to counter dominant “public narratives”. As such the study proved that digital stories are used as a powerful tool for empowering Muslim women in refuting misconceptions and creating a better future where diversity and acceptance can prevail.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48507885","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.51088
M. Manar
Understanding the language aspect of deaf students in reference to their hearing counterparts plays a salient role in providing language teaching and learning treatment for the former. As the initial effort to contribute to the language pedagogy for individuals with deafness, this study reveals the patterns of nominal groups in the Indonesian narratives of four deaf senior high school students and four hearing students of the same level. A qualitative text analysis was adopted as the research design to investigate the nominal group patterns in both data sets. Eight narratives about “being chased by a dog” were first identified in terms of their schematic structure. Then the ‘things’ or ‘participants’ in the stories were analysed based on the experiential nominal group framework of Halliday and Matthiessen (2004), consisting of Deictic, Numerative, Epithet, Classifier, Thing, and Qualifier. The analysis of nominal group patterns shows that ‘participants’ in the four stories of deaf writers were most frequently represented with Thing only (76.9%), Thing + Deictic (17.9%), Thing + Qualifier (3.8%), and Thing + Epithet (1.3%). In the compositions of their hearing peers, five other patterns were also employed, including those with three constituents like Thing + Deictic + Qualifier. The findings of this study hint at the simplified nature of deaf students’ nominal groups. In narratives, complex nominal group patterns contribute to representing things specifically. It is expected that further treatment can be provided to assist deaf students in making meaning of their narratives functionally, for example, by using complex nominal group patterns.
{"title":"Nominal groups in deaf and hearing students’ narratives: A functional perspective","authors":"M. Manar","doi":"10.17509/ijal.v12i2.51088","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.51088","url":null,"abstract":"Understanding the language aspect of deaf students in reference to their hearing counterparts plays a salient role in providing language teaching and learning treatment for the former. As the initial effort to contribute to the language pedagogy for individuals with deafness, this study reveals the patterns of nominal groups in the Indonesian narratives of four deaf senior high school students and four hearing students of the same level. A qualitative text analysis was adopted as the research design to investigate the nominal group patterns in both data sets. Eight narratives about “being chased by a dog” were first identified in terms of their schematic structure. Then the ‘things’ or ‘participants’ in the stories were analysed based on the experiential nominal group framework of Halliday and Matthiessen (2004), consisting of Deictic, Numerative, Epithet, Classifier, Thing, and Qualifier. The analysis of nominal group patterns shows that ‘participants’ in the four stories of deaf writers were most frequently represented with Thing only (76.9%), Thing + Deictic (17.9%), Thing + Qualifier (3.8%), and Thing + Epithet (1.3%). In the compositions of their hearing peers, five other patterns were also employed, including those with three constituents like Thing + Deictic + Qualifier. The findings of this study hint at the simplified nature of deaf students’ nominal groups. In narratives, complex nominal group patterns contribute to representing things specifically. It is expected that further treatment can be provided to assist deaf students in making meaning of their narratives functionally, for example, by using complex nominal group patterns.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48830440","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.51086
Iyen Nurlaelawati, Wawan Gunawan, N. Lengkanawati
Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experience in teaching leaves a gap in the existing literature, thus becoming the aim of this study. The study was carried out in a case study design, involving three preservice teachers in a teaching practicum program as the participants. The study took place in a high school in West Java Province, Indonesia. The data were collected through classroom observations and interviews, which then were analyzed to search for themes generated by a qualitative approach and amplified by pedagogic register analysis. The findings showed that through adaptation and modification, the participants implemented most of the stages of R2L pedagogy in their teaching context. The phases of teaching and learning created classroom interaction better between the preservice teachers and students, leading to enhancing student participation in the teaching and learning activities. The analysis also indicated the challenges that the participants encountered, such as text selection and contextual strategies of detailed reading. This study suggests that R2L pedagogy provides purposeful staged activities significant in enhancing students’ participation, thus leading to better student learning engagement.
{"title":"Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy","authors":"Iyen Nurlaelawati, Wawan Gunawan, N. Lengkanawati","doi":"10.17509/ijal.v12i2.51086","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.51086","url":null,"abstract":"Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experience in teaching leaves a gap in the existing literature, thus becoming the aim of this study. The study was carried out in a case study design, involving three preservice teachers in a teaching practicum program as the participants. The study took place in a high school in West Java Province, Indonesia. The data were collected through classroom observations and interviews, which then were analyzed to search for themes generated by a qualitative approach and amplified by pedagogic register analysis. The findings showed that through adaptation and modification, the participants implemented most of the stages of R2L pedagogy in their teaching context. The phases of teaching and learning created classroom interaction better between the preservice teachers and students, leading to enhancing student participation in the teaching and learning activities. The analysis also indicated the challenges that the participants encountered, such as text selection and contextual strategies of detailed reading. This study suggests that R2L pedagogy provides purposeful staged activities significant in enhancing students’ participation, thus leading to better student learning engagement.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41316807","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 : 2022-09-30DOI: 10.17509/ijal.v12i2.35921
Muhammad Rifqi, J. Mujiyanto, Rudi Hartono, S. Fitriati
Research has thus far shown that students' interest and active involvement are pivotal in the language learning process. However, there is a paucity of research examining how an English literary text can be exploited to bolster student engagement in an Indonesian EFL setting. Occupying this niche, this article focuses on the student's responses and the application of imaginative re-creation to the short story ("The Gift of the Magi"). Twenty-eight 3rd-semester English students taking the "Basic Reading Comprehension" course at a private university in Semarang (Indonesia) participated in this study. Couched under the reader-response theory, the students were asked to imaginatively recreate meanings after they read the text. The results showed that the students were actively involved and responded to the text during the learning process in various ways. Several students' responses were still very close to the original text, while the others were fairly different from the original. Throughout the learning process, the students actively interacted with texts and engaged with other learners. These interactions help to create a relaxing environment for the learners, which aids comprehension and encourages creativity in the creation of a new text. These findings shed light on the further development of students' creative writing in EFL teaching.
{"title":"Students' responses to \"The Gift of the Magi\" and imaginative re-creations","authors":"Muhammad Rifqi, J. Mujiyanto, Rudi Hartono, S. Fitriati","doi":"10.17509/ijal.v12i2.35921","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.35921","url":null,"abstract":"Research has thus far shown that students' interest and active involvement are pivotal in the language learning process. However, there is a paucity of research examining how an English literary text can be exploited to bolster student engagement in an Indonesian EFL setting. Occupying this niche, this article focuses on the student's responses and the application of imaginative re-creation to the short story (\"The Gift of the Magi\"). Twenty-eight 3rd-semester English students taking the \"Basic Reading Comprehension\" course at a private university in Semarang (Indonesia) participated in this study. Couched under the reader-response theory, the students were asked to imaginatively recreate meanings after they read the text. The results showed that the students were actively involved and responded to the text during the learning process in various ways. Several students' responses were still very close to the original text, while the others were fairly different from the original. Throughout the learning process, the students actively interacted with texts and engaged with other learners. These interactions help to create a relaxing environment for the learners, which aids comprehension and encourages creativity in the creation of a new text. These findings shed light on the further development of students' creative writing in EFL teaching.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42756742","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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