Pub Date : 2022-09-30DOI: 10.17509/ijal.v12i2.45195
H. Qodim, Fajar Rohandy, Eri Kurniawan
The fact that a large number of Arabic loanwords exist in Indonesian-type languages has been public knowledge; however, the number of studies about the types of Arabic lexical items, and their meaning shifts particularly in the Sundanese language is surprisingly scant. To occupy such an empirical void, the present study explores the use of Arabic lexicon in Sundanese language variety spoken by the indigenous people of the Dukuh Village in Cikelet District, Garut Regency, Indonesia. Embracing an ethnolinguistic lens, this study sought to specifically examine the use of their Arabic lexicon, lexical meanings, contextual meanings, and cultural phenomena surrounding the use. A corpus from daily spoken interactions involving ten informants and monologs from elderlies in the Dukuh community serves as the data to be qualitatively analyzed. The results demonstrate that the Arabic loanwords appear in a relatively significant amount of their Sundanese language, 7.37% of the total words in the corpus. Some of the Arabic lexicons retain their meanings identical to those in the source language. However, some have been contextualized so that their meanings somewhat deviated from those of the source language. The Arabic words are evidently found in three main cultural phenomena, i.e., ideas, activities, and artifacts.
{"title":"Arabic lexicon in Sundanese language: An ethnolinguistic study on the pilgrimage ceremony of the indigenous people in Dukuh village","authors":"H. Qodim, Fajar Rohandy, Eri Kurniawan","doi":"10.17509/ijal.v12i2.45195","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.45195","url":null,"abstract":"The fact that a large number of Arabic loanwords exist in Indonesian-type languages has been public knowledge; however, the number of studies about the types of Arabic lexical items, and their meaning shifts particularly in the Sundanese language is surprisingly scant. To occupy such an empirical void, the present study explores the use of Arabic lexicon in Sundanese language variety spoken by the indigenous people of the Dukuh Village in Cikelet District, Garut Regency, Indonesia. Embracing an ethnolinguistic lens, this study sought to specifically examine the use of their Arabic lexicon, lexical meanings, contextual meanings, and cultural phenomena surrounding the use. A corpus from daily spoken interactions involving ten informants and monologs from elderlies in the Dukuh community serves as the data to be qualitatively analyzed. The results demonstrate that the Arabic loanwords appear in a relatively significant amount of their Sundanese language, 7.37% of the total words in the corpus. Some of the Arabic lexicons retain their meanings identical to those in the source language. However, some have been contextualized so that their meanings somewhat deviated from those of the source language. The Arabic words are evidently found in three main cultural phenomena, i.e., ideas, activities, and artifacts.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47572089","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.v12i2.39967
Artanti Puspita Sari
Parents of transnational sojourner families, who stay temporarily in a country other than their own, navigate across online and offline spaces to mediate their children’s socialization into the linguistic competence they need for both contexts, namely the host country and the homeland. Simultaneously, their children establish agency in developing their own linguistic competence. However, language socialization studies have rarely examined the interconnection between parents’ mediation and children’s agency across both online and offline spaces of socialization. In this light, this study presents an ethnographic study that examined parents’ mediation and a child’s agency in the online and offline language socialization of an Indonesian-Muslim transnational sojourner family in the United States, which is underexplored in language research. Additionally, using Darvin and Norton’s (2015) investment model, it explored how the family’s identities, ideologies, and capital structured the child’s language socialization. Data were collected from observations, interviews, and artifacts that depict language practices within the family. In-depth thematic analysis through triangulation of the various forms of data was conducted to obtain trustworthiness. The findings demonstrated that parents’ mediation and their child’s agency across online and offline spaces contributed to the development of the child’s linguistic and multimodal repertoires while also strengthening the family’s local and cross-border connections. The findings also demonstrated competing priorities in identity as well as in social and cultural capital investment, which were eventually resolved. The study provides a deeper understanding of transnational sojourners’ language investment in their imagined communities, which span across the host and the home countries.
{"title":"Parents’ mediation and a child’s agency: A transnational sojourner family’s online and offline language socialization","authors":"Artanti Puspita Sari","doi":"10.17509/ijal.v12i2.39967","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.39967","url":null,"abstract":"Parents of transnational sojourner families, who stay temporarily in a country other than their own, navigate across online and offline spaces to mediate their children’s socialization into the linguistic competence they need for both contexts, namely the host country and the homeland. Simultaneously, their children establish agency in developing their own linguistic competence. However, language socialization studies have rarely examined the interconnection between parents’ mediation and children’s agency across both online and offline spaces of socialization. In this light, this study presents an ethnographic study that examined parents’ mediation and a child’s agency in the online and offline language socialization of an Indonesian-Muslim transnational sojourner family in the United States, which is underexplored in language research. Additionally, using Darvin and Norton’s (2015) investment model, it explored how the family’s identities, ideologies, and capital structured the child’s language socialization. Data were collected from observations, interviews, and artifacts that depict language practices within the family. In-depth thematic analysis through triangulation of the various forms of data was conducted to obtain trustworthiness. The findings demonstrated that parents’ mediation and their child’s agency across online and offline spaces contributed to the development of the child’s linguistic and multimodal repertoires while also strengthening the family’s local and cross-border connections. The findings also demonstrated competing priorities in identity as well as in social and cultural capital investment, which were eventually resolved. The study provides a deeper understanding of transnational sojourners’ language investment in their imagined communities, which span across the host and the home countries.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48188380","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.v12i2.51083
A. Wulanjani, C. Anggraeni, S. Yunianti
The existence of the COVID-19 pandemic forces the Indonesian government to carry on online learning at all education levels, to keep the teaching and learning going on. For students, this ongoing online learning has brought about various impacts on their online learning success. One important factor determining online learning success is students’ interaction. Thus, paying more attention to whether an online learning environment has promoted the students’ interaction is crucial to creating successful online learning. This study aimed to investigate the dimensions of students’ interaction in the online listening learning environment. Moreover, this study also tried to explore how students perceived the interaction in the online listening learning environment. There were 78 students majoring in English Education as participants in this study. A convergent mixed-method was applied in this study, in which the results of the quantitative and qualitative data analysis were brought together. A modified questionnaire of OLLES (Online Learning Environment Survey) and a close-ended interview were carried out to gather the data. The results showed that the dimensions of interaction in the online listening learning environment had a statistically significant high rating. The interaction between the lecturer and the students placed the highest among all of the dimensions. Overall, all the dimensions of interaction in online listening learning were highly perceived by the students. The implications suggested that providing well-designed authentic materials, collaborative activities, and asynchronous models were needed to support the students’ online learning performance.
{"title":"Investigating the dimensions of students’ interaction in listening online learning environment amidst Covid-19 pandemic","authors":"A. Wulanjani, C. Anggraeni, S. Yunianti","doi":"10.17509/ijal.v12i2.51083","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.51083","url":null,"abstract":"The existence of the COVID-19 pandemic forces the Indonesian government to carry on online learning at all education levels, to keep the teaching and learning going on. For students, this ongoing online learning has brought about various impacts on their online learning success. One important factor determining online learning success is students’ interaction. Thus, paying more attention to whether an online learning environment has promoted the students’ interaction is crucial to creating successful online learning. This study aimed to investigate the dimensions of students’ interaction in the online listening learning environment. Moreover, this study also tried to explore how students perceived the interaction in the online listening learning environment. There were 78 students majoring in English Education as participants in this study. A convergent mixed-method was applied in this study, in which the results of the quantitative and qualitative data analysis were brought together. A modified questionnaire of OLLES (Online Learning Environment Survey) and a close-ended interview were carried out to gather the data. The results showed that the dimensions of interaction in the online listening learning environment had a statistically significant high rating. The interaction between the lecturer and the students placed the highest among all of the dimensions. Overall, all the dimensions of interaction in online listening learning were highly perceived by the students. The implications suggested that providing well-designed authentic materials, collaborative activities, and asynchronous models were needed to support the students’ online learning performance.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48192402","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.v12i2.44232
N. Nourdad, Mohammad Amin Banagozar
Vocabulary is one of the main components in learning a new language which provides the ground for language learners to learn and use the language. In this regard e-portfolio, as a recent and novel assessment technique, can have the potential for vocabulary development. This study aimed at investigating the effect of portfolio assessment on Iranian EFL guidance school learners’ vocabulary learning and retention. To this end, 92 guidance school students in the seventh, eighth, and ninth grades, were selected as the participants of the study. They were randomly assigned into two experimental and control groups. While the control group followed the conventional class quizzes the experimental group practiced e-portfolio assessment. The participants in the experimental group were asked to create their e-portfolios and keep a record of what they learned during and after the online sessions. They were also asked to include the reflection sheets in their e-portfolios. Three parallel tests as a pre-test, an immediate post-test, and a delayed post-post were used to gather data about the effect of portfolio assessment in each grade (a total of nine tests). The results of a one-way ANCOVA revealed that the participants of the experimental group outperformed the participants of the control group in terms of EFL vocabulary learning and retention. Considering the outcomes, the study presents some implications for practitioners including language teachers, curriculum and course developers, and language learners.
{"title":"The effect of e-portfolio assessment on EFL vocabulary learning and retention","authors":"N. Nourdad, Mohammad Amin Banagozar","doi":"10.17509/ijal.v12i2.44232","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.44232","url":null,"abstract":"Vocabulary is one of the main components in learning a new language which provides the ground for language learners to learn and use the language. In this regard e-portfolio, as a recent and novel assessment technique, can have the potential for vocabulary development. This study aimed at investigating the effect of portfolio assessment on Iranian EFL guidance school learners’ vocabulary learning and retention. To this end, 92 guidance school students in the seventh, eighth, and ninth grades, were selected as the participants of the study. They were randomly assigned into two experimental and control groups. While the control group followed the conventional class quizzes the experimental group practiced e-portfolio assessment. The participants in the experimental group were asked to create their e-portfolios and keep a record of what they learned during and after the online sessions. They were also asked to include the reflection sheets in their e-portfolios. Three parallel tests as a pre-test, an immediate post-test, and a delayed post-post were used to gather data about the effect of portfolio assessment in each grade (a total of nine tests). The results of a one-way ANCOVA revealed that the participants of the experimental group outperformed the participants of the control group in terms of EFL vocabulary learning and retention. Considering the outcomes, the study presents some implications for practitioners including language teachers, curriculum and course developers, and language learners.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43147431","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.v12i2.45802
Marites M. Abdon, Aireen Barrios
Developing strong reading skills in children is crucial to overcoming language and academic barriers and ensuring future success in education. The extent of phonological awareness (PA) substantially affects children's reading ability (Hoff, 2014). Thus, the goal of the study was to document the success rate of ten Filipino kindergarten pupils enrolled in one public school in Calaca who underwent twenty sessions of 30-minute integrated PA intervention. The study employed mixed methods research utilizing intervention design. The quantitative results were taken from a single-group pretest-posttest, and the qualitative results were taken from a thematic analysis of interviews of educational assistants and kindergarten teachers at three-time points. Muñoz et al.’s (2018) pedagogical framework and Cummins’ (1979) Linguistic Interdependence Theory provided foundational support in analyzing how PA intervention in the mother tongue assists children in gradually promoting their reading outcomes in the mother tongue and English. Results show significant differences in PA and letter knowledge in Batangas Tagalog and English before and after the intervention. Batangas Tagalog scores show a very high significant positive correlation. Additionally, observations reveal positive changes among the pupils after undergoing the intervention. The study demonstrates that PA intervention in the mother tongue potentially provides a promising and sustainable way to improve the early reading skills of Filipino kindergarten pupils.
{"title":"Phonological awareness intervention in mother tongue among Filipino kindergarten learners","authors":"Marites M. Abdon, Aireen Barrios","doi":"10.17509/ijal.v12i2.45802","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.45802","url":null,"abstract":"Developing strong reading skills in children is crucial to overcoming language and academic barriers and ensuring future success in education. The extent of phonological awareness (PA) substantially affects children's reading ability (Hoff, 2014). Thus, the goal of the study was to document the success rate of ten Filipino kindergarten pupils enrolled in one public school in Calaca who underwent twenty sessions of 30-minute integrated PA intervention. The study employed mixed methods research utilizing intervention design. The quantitative results were taken from a single-group pretest-posttest, and the qualitative results were taken from a thematic analysis of interviews of educational assistants and kindergarten teachers at three-time points. Muñoz et al.’s (2018) pedagogical framework and Cummins’ (1979) Linguistic Interdependence Theory provided foundational support in analyzing how PA intervention in the mother tongue assists children in gradually promoting their reading outcomes in the mother tongue and English. Results show significant differences in PA and letter knowledge in Batangas Tagalog and English before and after the intervention. Batangas Tagalog scores show a very high significant positive correlation. Additionally, observations reveal positive changes among the pupils after undergoing the intervention. The study demonstrates that PA intervention in the mother tongue potentially provides a promising and sustainable way to improve the early reading skills of Filipino kindergarten pupils.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41299002","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.v12i2.32486
Ying Zhou, Hasliza Abd Halim
Problem-solving is essentially a process with schematic, conversational and procedural attributes. This skill set is essential for graduates to solve problems they encounter in their social, academic, and professional lives. A huge portion of problem-solving practice may be found in debating. Due to the magnitude of problem-solving skills, this study aimed to investigate the synergetic role of debating practice on problem-solving language development in a corpus-assisted way. This study compiled a learner corpus containing 32,3975 tokens of 28 transcribed debates from the World University Debating Championship on YouTube (see Appendix). A corpus-based analysis by AntConc explored the schematic features of problem-solving patterns in terms of type-token ratio, collocation, standardized frequencies, and concordance lines. The findings show that problem-solving representations were outstanding in the debating learner corpus with a high type-token ratio, Problem schema, and Solution schema. Patterns concerning problem, need, and solution(s) appear with a highly standardized frequency. In addition, a concordance analysis of the most frequent keywords revealed the schematic variations of problem-solving functions employed by debaters. The genre analysis confirms the presence of problem-solving procedures in the sequence of the Situation, the Problem, the Response or Solution, and the Evaluation and its conversational inherency under diverse opinions. These findings provide corpus evidence for the schematic, conversational and procedural representation of problem-solving. Thus, debating practice is a significant vehicle to facilitate students’ problem-solving sense development of knowledge schema, conversations, and genre prototypes.
{"title":"A learner corpus analysis of problem-solving schemata and move structures in debating discourse","authors":"Ying Zhou, Hasliza Abd Halim","doi":"10.17509/ijal.v12i2.32486","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.32486","url":null,"abstract":"Problem-solving is essentially a process with schematic, conversational and procedural attributes. This skill set is essential for graduates to solve problems they encounter in their social, academic, and professional lives. A huge portion of problem-solving practice may be found in debating. Due to the magnitude of problem-solving skills, this study aimed to investigate the synergetic role of debating practice on problem-solving language development in a corpus-assisted way. This study compiled a learner corpus containing 32,3975 tokens of 28 transcribed debates from the World University Debating Championship on YouTube (see Appendix). A corpus-based analysis by AntConc explored the schematic features of problem-solving patterns in terms of type-token ratio, collocation, standardized frequencies, and concordance lines. The findings show that problem-solving representations were outstanding in the debating learner corpus with a high type-token ratio, Problem schema, and Solution schema. Patterns concerning problem, need, and solution(s) appear with a highly standardized frequency. In addition, a concordance analysis of the most frequent keywords revealed the schematic variations of problem-solving functions employed by debaters. The genre analysis confirms the presence of problem-solving procedures in the sequence of the Situation, the Problem, the Response or Solution, and the Evaluation and its conversational inherency under diverse opinions. These findings provide corpus evidence for the schematic, conversational and procedural representation of problem-solving. Thus, debating practice is a significant vehicle to facilitate students’ problem-solving sense development of knowledge schema, conversations, and genre prototypes.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46168524","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.v12i2.43858
R. Risnawaty, M. Sembiring, Ihsan Fadilah, Henni Subagiarti, Annim Hasibuan
Since the beginning of the Covid-19 Pandemic, the world has heavily relied on the internet to acquire information. The Pandemic is growing as a complex information discourse with so many texts from many sources. Various texts about Covid-19 certainly have various meanings for their readers. It is interesting to see an information resource that presents information in many languages in parallel. This study aims to reveal the global meaning of the parallel Indonesian and English texts of Covid-19 released by the World Health Organization. More specifically, this study examines whether parallelism in the two versions of the same text will present differences in the global meaning of each text; and whether there are social and political aspects that potentially affect the differences. The data for this study consists of two pairs of question-and-answer texts about Covid-19 published by WHO in English and Indonesian. This study used van Dijk's Critical Discourse Analysis framework at the macrostructure level. This study collected all texts and macro rules (deletion, generalization, and construction) have been applied to reduce information at the texts’ micro level to macropropositions at the macro level or the global topics/themes of discourse. There are some differences in the Indonesian text when compared to the original English text. Some of these differences may appear in the Indonesian translated version as a response to Indonesia's social and political conditions during the Covid-19 pandemic.
{"title":"Macrostructure analysis of Indonesian-translation and source texts of the World Health Organization’s Covid-19 pandemic guidance","authors":"R. Risnawaty, M. Sembiring, Ihsan Fadilah, Henni Subagiarti, Annim Hasibuan","doi":"10.17509/ijal.v12i2.43858","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.43858","url":null,"abstract":"Since the beginning of the Covid-19 Pandemic, the world has heavily relied on the internet to acquire information. The Pandemic is growing as a complex information discourse with so many texts from many sources. Various texts about Covid-19 certainly have various meanings for their readers. It is interesting to see an information resource that presents information in many languages in parallel. This study aims to reveal the global meaning of the parallel Indonesian and English texts of Covid-19 released by the World Health Organization. More specifically, this study examines whether parallelism in the two versions of the same text will present differences in the global meaning of each text; and whether there are social and political aspects that potentially affect the differences. The data for this study consists of two pairs of question-and-answer texts about Covid-19 published by WHO in English and Indonesian. This study used van Dijk's Critical Discourse Analysis framework at the macrostructure level. This study collected all texts and macro rules (deletion, generalization, and construction) have been applied to reduce information at the texts’ micro level to macropropositions at the macro level or the global topics/themes of discourse. There are some differences in the Indonesian text when compared to the original English text. Some of these differences may appear in the Indonesian translated version as a response to Indonesia's social and political conditions during the Covid-19 pandemic.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47338930","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.v12i2.46941
F. Murtadho
This study aimed to investigate the effects of using the mother tongue in delivering audiovisual health protocol messages on health attitudes and behavior during the Covid-19 pandemic. The measurement of the investigation into the variables of gender, age, and education level relied on the use of a 2X2X4 factorial design. Following the design, this study involved 240 volunteer participants randomly selected from 34 provincial clusters in the Indonesian territory. The data on the participants’ health attitudes and behaviors were collected through an online questionnaire formulated on five (5) scales. The questionnaire was given to 240 participants as a sample group after receiving health protocol messages conveyed in their mother tongue in a video. The collected data were analyzed by using SPSS and an additional syntax design. The analysis shows that the use of the mother tongue in conveying health protocol messages simultaneously had a significant effect on changes in attitudes and behavior by attending to gender, age, and education levels as contributing factors to the study results. The significant impact on attitude was partially seen from gender and age level factors, while the considerable influence on behavior was seen from gender factors. The other important findings, such as the interaction between factors and the proposed concept of direct persuasive perlocutionary, were also discussed.
{"title":"The effects of using mother tongue in delivering health protocol messages on health attitudes and behaviors: Do gender, age, and education level make any difference?","authors":"F. Murtadho","doi":"10.17509/ijal.v12i2.46941","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.46941","url":null,"abstract":"This study aimed to investigate the effects of using the mother tongue in delivering audiovisual health protocol messages on health attitudes and behavior during the Covid-19 pandemic. The measurement of the investigation into the variables of gender, age, and education level relied on the use of a 2X2X4 factorial design. Following the design, this study involved 240 volunteer participants randomly selected from 34 provincial clusters in the Indonesian territory. The data on the participants’ health attitudes and behaviors were collected through an online questionnaire formulated on five (5) scales. The questionnaire was given to 240 participants as a sample group after receiving health protocol messages conveyed in their mother tongue in a video. The collected data were analyzed by using SPSS and an additional syntax design. The analysis shows that the use of the mother tongue in conveying health protocol messages simultaneously had a significant effect on changes in attitudes and behavior by attending to gender, age, and education levels as contributing factors to the study results. The significant impact on attitude was partially seen from gender and age level factors, while the considerable influence on behavior was seen from gender factors. The other important findings, such as the interaction between factors and the proposed concept of direct persuasive perlocutionary, were also discussed.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42422648","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.v12i2.37321
A. Akhmetova, S. Soeharto, G. Imambayeva, B. Csapó
Improving reading skills in English for young Kazakhstani learners is a challenging process, but it was unfortunate that teachers in Kazakhstan do not frequently apply and implement assessments in the context of a school or classroom. Following a pilot study conducted in 2018, a continuous assessment was considered necessary to highlight the errors and challenges related to such unfortunate condition. This study performed validation and assessment of reading skills in English as a foreign language (EFL) within a classroom climate and in relation to the engagement of students in grades 6 and 8 in Kazakhstan. The participants were chosen randomly from seven secondary schools in a major city. The first language of all the participants (N = 1,206) was either Kazakh or Russian. Data from 906 students following data screening were analyzed. EFL Reading comprehension tests and a questionnaire regarding the students’ classroom climate and engagement were administered via the eDia online assessment platform. The analysis involved an exploratory factor analysis, a confirmatory factor analysis, and an internal consistency test using Cronbach’s alpha, composite reliability, and construct validity. To determine the effects of factors detected from the background variables on students’ reading results in EFL, a regression analysis was conducted. As results, no gender differences were found for either grade. However, in grade 6, students whose first language was Kazakh performed better than the students whose first language and/or language spoken at home was Russian. In grade 8, the differences between Kazakh and Russian students were negative but non-significant. Nevertheless, despite the weak relationship between the latent factors and reading skills, both grades showed a good model fit to the data and good factor loadings. Implication of the study and further research are also discussed.
{"title":"Assessing and validating young Kazakhstanis’ reading skills in English, the impact of classroom climate, and their engagement on reading skills","authors":"A. Akhmetova, S. Soeharto, G. Imambayeva, B. Csapó","doi":"10.17509/ijal.v12i2.37321","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.37321","url":null,"abstract":"Improving reading skills in English for young Kazakhstani learners is a challenging process, but it was unfortunate that teachers in Kazakhstan do not frequently apply and implement assessments in the context of a school or classroom. Following a pilot study conducted in 2018, a continuous assessment was considered necessary to highlight the errors and challenges related to such unfortunate condition. This study performed validation and assessment of reading skills in English as a foreign language (EFL) within a classroom climate and in relation to the engagement of students in grades 6 and 8 in Kazakhstan. The participants were chosen randomly from seven secondary schools in a major city. The first language of all the participants (N = 1,206) was either Kazakh or Russian. Data from 906 students following data screening were analyzed. EFL Reading comprehension tests and a questionnaire regarding the students’ classroom climate and engagement were administered via the eDia online assessment platform. The analysis involved an exploratory factor analysis, a confirmatory factor analysis, and an internal consistency test using Cronbach’s alpha, composite reliability, and construct validity. To determine the effects of factors detected from the background variables on students’ reading results in EFL, a regression analysis was conducted. As results, no gender differences were found for either grade. However, in grade 6, students whose first language was Kazakh performed better than the students whose first language and/or language spoken at home was Russian. In grade 8, the differences between Kazakh and Russian students were negative but non-significant. Nevertheless, despite the weak relationship between the latent factors and reading skills, both grades showed a good model fit to the data and good factor loadings. Implication of the study and further research are also discussed.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47670107","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.v12i2.40122
Wirawati Ngui, V. Pang, Wendy Hiew
This study investigated the use of an e-Portfolio for assessment at a Malaysian public university. Prior to the advent of the Internet, paper portfolios are ubiquitous forms of projects and assessments. However, they have limitations in terms of portability, shareability, and delayed two-way communication between instructors and students about progress. In lieu of paper portfolio, the e-Portfolio was introduced in an advanced English language course at a public university in Malaysia. The novelty of the e-Portfolio’s implementation renders it necessary to seek the insights of those who are directly involved in its use. Therefore, this study aims to explore the perceptions of the instructors and students regarding their use of the e-Portfolio throughout the course. This is a qualitative study whereby the main data collection method involved interviews. The data were imported to NVivo 12, and thematic analysis was used as the primary method of data analysis. A total of three instructors and 18 students participated in this study. The findings reveal that the instructors and students perceived the contribution of the e-Portfolio in the aspects of writing stages, digital artefacts, accessibility, personalised writing experience, feedback and communication, and motivation. The results demonstrate that mutually perceived challenges by the instructors and students were poor Internet connectivity and difficulty adapting to the e-Portfolio. The study highlights the benefits and shortcomings of using the e-Portfolio as an assessment tool for academic writing. This will guide practitioners and researchers to better implement the e-Portfolio in higher education institutions.
{"title":"E-portfolio as an academic writing assessment tool in higher education: Strengths and challenges","authors":"Wirawati Ngui, V. Pang, Wendy Hiew","doi":"10.17509/ijal.v12i2.40122","DOIUrl":"https://doi.org/10.17509/ijal.v12i2.40122","url":null,"abstract":"This study investigated the use of an e-Portfolio for assessment at a Malaysian public university. Prior to the advent of the Internet, paper portfolios are ubiquitous forms of projects and assessments. However, they have limitations in terms of portability, shareability, and delayed two-way communication between instructors and students about progress. In lieu of paper portfolio, the e-Portfolio was introduced in an advanced English language course at a public university in Malaysia. The novelty of the e-Portfolio’s implementation renders it necessary to seek the insights of those who are directly involved in its use. Therefore, this study aims to explore the perceptions of the instructors and students regarding their use of the e-Portfolio throughout the course. This is a qualitative study whereby the main data collection method involved interviews. The data were imported to NVivo 12, and thematic analysis was used as the primary method of data analysis. A total of three instructors and 18 students participated in this study. The findings reveal that the instructors and students perceived the contribution of the e-Portfolio in the aspects of writing stages, digital artefacts, accessibility, personalised writing experience, feedback and communication, and motivation. The results demonstrate that mutually perceived challenges by the instructors and students were poor Internet connectivity and difficulty adapting to the e-Portfolio. The study highlights the benefits and shortcomings of using the e-Portfolio as an assessment tool for academic writing. This will guide practitioners and researchers to better implement the e-Portfolio in higher education institutions.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68214363","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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