Pub Date : 2022-05-31DOI: 10.17509/ijal.v12i1.46544
Nagaletchimee Annamalai, M. Kabilan, Deepa Soundrarajan
Since smartphones are getting cheaper, sophisticated, and multifunctional, there are opportunities for learners to engage in more meaningful English language learning. This study employs a mixed-method research design, with the purpose of identifying the use of English language apps outside the classroom and depicting students’ English language apps use behaviour i.e. motivation from the Self-Determination Theory (SDT). The findings show that students use the apps related to grammar the most and followed by English apps related to speaking, reading and, vocabulary. Findings also reveal students in this study display three types of motivation from the perspective of SDT i.e. autonomy, competence, and relatedness. Based on the findings, a model of Pedagogical Considerations of Using Smartphone for English Language Learning (PCUSELL) is suggested. As a conclusion, the authors suggests that educators in higher educational institution educators should consider the potential of smartphone English apps in their teaching and learning activities, particularly in this new normal of teaching and learning i.e. epoch of the COVID-19 pandemic.
{"title":"Smartphone apps as a motivating tool in English language learning","authors":"Nagaletchimee Annamalai, M. Kabilan, Deepa Soundrarajan","doi":"10.17509/ijal.v12i1.46544","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46544","url":null,"abstract":"Since smartphones are getting cheaper, sophisticated, and multifunctional, there are opportunities for learners to engage in more meaningful English language learning. This study employs a mixed-method research design, with the purpose of identifying the use of English language apps outside the classroom and depicting students’ English language apps use behaviour i.e. motivation from the Self-Determination Theory (SDT). The findings show that students use the apps related to grammar the most and followed by English apps related to speaking, reading and, vocabulary. Findings also reveal students in this study display three types of motivation from the perspective of SDT i.e. autonomy, competence, and relatedness. Based on the findings, a model of Pedagogical Considerations of Using Smartphone for English Language Learning (PCUSELL) is suggested. As a conclusion, the authors suggests that educators in higher educational institution educators should consider the potential of smartphone English apps in their teaching and learning activities, particularly in this new normal of teaching and learning i.e. epoch of the COVID-19 pandemic.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43002506","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 : 2022-05-31DOI: 10.17509/ijal.v12i1.46541
Husam Masaoud Alwahoub, Nayef Jomaa, M. Azmi
Collaborative writing has gained researchers’ attention due to its efficiency in enhancing students’ writing abilities compared to traditional writing. More recently, more emphasis has been on computer-based versions of collaborative writing because of the introduction of Web 2.0 and other cloud-based writing tools, such as Google Docs and Wikis, especially at the tertiary level. However, there is still a dearth of research regarding synchronous collaborative writing in mainstream K-12 classes. Therefore, this quasi-experimental quantitative study aims at investigating the impact of synchronous collaborative writing on developing fourth-grade EFL students’ writing. The data were collected from the pre-tests and the post-tests of 49 students in a technology-supportive K-12 school in Riyadh-Saudi Arabia and were analyzed using independent samples t-test via SPSS version 23. The analysis of individual writing performance in the pre- and post- tests revealed that the total mean scores of the Content, Language use, and Organisation measurements have increased in both the experimental group, after experiencing collaborative writing using Google Docs, and the control group, who used traditional pen-and-paper writing. In addition, significant differences existed in the three writing tasks (Narrative, Argumentative, and Informative) in the post-test scores of the experimental group as well as in the post-test scores between the groups, with the experimental group scoring higher than the traditional writing group. However, no significant difference was revealed between the pre- and post- test scores of the control group. In addition, it was found that the task type variable plays a vital role in collaborative writing. These findings are significant for both educators and students in implementing computer-based collaborative writing in mainstream classes and for researchers who are interested in web-based education and E-learning.
{"title":"The impact of synchronous collaborative writing and Google Docs collaborative features on enhancing students’ individual writing performance","authors":"Husam Masaoud Alwahoub, Nayef Jomaa, M. Azmi","doi":"10.17509/ijal.v12i1.46541","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46541","url":null,"abstract":"Collaborative writing has gained researchers’ attention due to its efficiency in enhancing students’ writing abilities compared to traditional writing. More recently, more emphasis has been on computer-based versions of collaborative writing because of the introduction of Web 2.0 and other cloud-based writing tools, such as Google Docs and Wikis, especially at the tertiary level. However, there is still a dearth of research regarding synchronous collaborative writing in mainstream K-12 classes. Therefore, this quasi-experimental quantitative study aims at investigating the impact of synchronous collaborative writing on developing fourth-grade EFL students’ writing. The data were collected from the pre-tests and the post-tests of 49 students in a technology-supportive K-12 school in Riyadh-Saudi Arabia and were analyzed using independent samples t-test via SPSS version 23. The analysis of individual writing performance in the pre- and post- tests revealed that the total mean scores of the Content, Language use, and Organisation measurements have increased in both the experimental group, after experiencing collaborative writing using Google Docs, and the control group, who used traditional pen-and-paper writing. In addition, significant differences existed in the three writing tasks (Narrative, Argumentative, and Informative) in the post-test scores of the experimental group as well as in the post-test scores between the groups, with the experimental group scoring higher than the traditional writing group. However, no significant difference was revealed between the pre- and post- test scores of the control group. In addition, it was found that the task type variable plays a vital role in collaborative writing. These findings are significant for both educators and students in implementing computer-based collaborative writing in mainstream classes and for researchers who are interested in web-based education and E-learning.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42063116","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 : 2022-05-31DOI: 10.17509/ijal.v12i1.46533
D. Rachmawati
A number of studies discussing the significant role of self-concept in the educational field are evident. However, research investigating the self-concept of English as a Foreign Language (EFL) preservice teachers and how the self-concept is reflected in the teaching performance is limited. Thus, this study was aimed at investigating the portrait of the self-concept of English preservice teachers in the Indonesian context and how the self-concept is reflected in their teaching performance. A qualitative research paradigm, especially an explanatory case study design was employed to figure them out. The study found that first, diverse portraits of self-concept i.e. highly positive, moderate, and low or negative self-concept were captured in the participants’ academic self-concept (pedagogic and professional self-concept) with the inclination of higher portrayal in the non-academic sub-aspects of self-concept (social and emotional self-concept). Second, the congruent and incongruent reflection of self-concept were identified. The findings imply that academic aspects of self-concept (pedagogic and professional competence) seem to be contributing factors to the participants’ negative self-perception of their self-concept. Moreover, reflexivity, internal and external frames of reference, and emotion regulation strategies seem to be contributing factors to the construction of the participants’ self-concept. This study concludes that the construction of the participants’ self-concept dynamic during the practicum and its manifestation in the teaching performance is affected by internal and external factors.
{"title":"Self-concept of EFL preservice teachers as reflected in their teaching performance","authors":"D. Rachmawati","doi":"10.17509/ijal.v12i1.46533","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46533","url":null,"abstract":"A number of studies discussing the significant role of self-concept in the educational field are evident. However, research investigating the self-concept of English as a Foreign Language (EFL) preservice teachers and how the self-concept is reflected in the teaching performance is limited. Thus, this study was aimed at investigating the portrait of the self-concept of English preservice teachers in the Indonesian context and how the self-concept is reflected in their teaching performance. A qualitative research paradigm, especially an explanatory case study design was employed to figure them out. The study found that first, diverse portraits of self-concept i.e. highly positive, moderate, and low or negative self-concept were captured in the participants’ academic self-concept (pedagogic and professional self-concept) with the inclination of higher portrayal in the non-academic sub-aspects of self-concept (social and emotional self-concept). Second, the congruent and incongruent reflection of self-concept were identified. The findings imply that academic aspects of self-concept (pedagogic and professional competence) seem to be contributing factors to the participants’ negative self-perception of their self-concept. Moreover, reflexivity, internal and external frames of reference, and emotion regulation strategies seem to be contributing factors to the construction of the participants’ self-concept. This study concludes that the construction of the participants’ self-concept dynamic during the practicum and its manifestation in the teaching performance is affected by internal and external factors.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48380955","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 : 2022-05-31DOI: 10.17509/ijal.v12i1.46428
A. Tambunan, Widya Andayani, W. S. Sari, F. Lubis
A plethora of previous studies has shown that corrective feedback can benefit students to progress in their learning. Due to technological advancement, there is a need to investigate the profile of corrective feedback to students’ writing via automated writing evaluation (AWE), particularly in the Indonesian higher education context. Therefore, this research aims to employ an AWE platform, Grammarly, to investigate the Indonesian English as a foreign language (EFL) students’ writing profiles in spelling, grammar, punctuation, enhancement suggestion, sentence structure, and style check. This ex post facto study explored the assignment written by 54 fourth-semester English department students enrolled in an academic writing course at an Indonesian university. The students’ writing profiles were classified, identified, and categorized using the Grammarly platform. Descriptive statistics were used to obtain the average, standard deviation, and significant differences according to the writing profiles between male and female students. The result stated that grammar is the major problem possessed by students. Furthermore, teachers are expected to provide online corrective feedback for students in the Academic Writing course learning process.
{"title":"Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback","authors":"A. Tambunan, Widya Andayani, W. S. Sari, F. Lubis","doi":"10.17509/ijal.v12i1.46428","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46428","url":null,"abstract":"A plethora of previous studies has shown that corrective feedback can benefit students to progress in their learning. Due to technological advancement, there is a need to investigate the profile of corrective feedback to students’ writing via automated writing evaluation (AWE), particularly in the Indonesian higher education context. Therefore, this research aims to employ an AWE platform, Grammarly, to investigate the Indonesian English as a foreign language (EFL) students’ writing profiles in spelling, grammar, punctuation, enhancement suggestion, sentence structure, and style check. This ex post facto study explored the assignment written by 54 fourth-semester English department students enrolled in an academic writing course at an Indonesian university. The students’ writing profiles were classified, identified, and categorized using the Grammarly platform. Descriptive statistics were used to obtain the average, standard deviation, and significant differences according to the writing profiles between male and female students. The result stated that grammar is the major problem possessed by students. Furthermore, teachers are expected to provide online corrective feedback for students in the Academic Writing course learning process.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48828382","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 : 2022-05-31DOI: 10.17509/ijal.v12i1.46564
Eunjeong Park
Language teachers and instructors should always consider how to successfully develop new curricula. A medium-sized university in Korea launched a new liberal arts course for freshmen. A language instructor conducted a need analysis to understand the needs of college students to develop a new curriculum of the assigned course. The purpose of this study is to examine the needs of Korean university students who learn English to develop new curriculum and instruction reflecting learner needs accordingly. Data were collected through interviews and survey questionnaires. The qualitative data of the interview went through a thematic analysis process, and the quantitative data of the survey were analysed through statistical tests. As a result, various perspectives of students were revealed. First, this study showed that competency-based language instruction is essential for learners’ language development. Second, skill integration was needed to improve language skills. Third, the students expected constructive feedback from the instructor on their English grammar and vocabulary use. This study presents the significance of performing needs analysis and suggests that language teachers should consider it for their professional development and growth in higher education.
{"title":"A needs analysis to develop new curriculum for Korean college students in higher education","authors":"Eunjeong Park","doi":"10.17509/ijal.v12i1.46564","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46564","url":null,"abstract":"Language teachers and instructors should always consider how to successfully develop new curricula. A medium-sized university in Korea launched a new liberal arts course for freshmen. A language instructor conducted a need analysis to understand the needs of college students to develop a new curriculum of the assigned course. The purpose of this study is to examine the needs of Korean university students who learn English to develop new curriculum and instruction reflecting learner needs accordingly. Data were collected through interviews and survey questionnaires. The qualitative data of the interview went through a thematic analysis process, and the quantitative data of the survey were analysed through statistical tests. As a result, various perspectives of students were revealed. First, this study showed that competency-based language instruction is essential for learners’ language development. Second, skill integration was needed to improve language skills. Third, the students expected constructive feedback from the instructor on their English grammar and vocabulary use. This study presents the significance of performing needs analysis and suggests that language teachers should consider it for their professional development and growth in higher education.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41983951","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 : 2022-05-31DOI: 10.17509/ijal.v12i1.46537
Sifa Destry Fauzia, Wakit Abdullah, D. Purnanto
Sesaji Rewanda tradition is a ceremonial ritual performed by the Gunungpati community in Goa Kreo which is an annual event on the fifth day of Shawwal a month in the Islamic calendar. The ritual ceremony of Sesaji Rewanda is a symbol of respect for the ancestors of the monkeys who had helped Sunan Kalijaga when taking teak wood to be used as the main pillar of the 'saka guru' at the Great Mosque of Demak. This study used descriptive methods with qualitative study forms. The data collection in this study utilized participation observation techniques, in-depth interviews, library studies, and documents. The data obtained were analyzed with an ethnolinguistic approach, then the data analysis technique was completed by ethnographic analysis methods covering domains, taxonomy, and components. In addition, informal and formal methods were applied in presenting data. The results of the study obtained the use of the term in the tradition of Sesaji Rewanda in Gunungpati. The terms used in traditional rituals are classified in monomorphemic and polymorphemic forms (fixation and composition). Through an ethnolinguistic approach, the traditional term Sesaji Rewanda contains lexical and cultural meanings. The mindset of the Gunungpati community is reflected in the terms used in the ritual tradition of Sesaji Rewanda. The use of terms in the lexicon of Sesaji Rewanda can be put as a guide or paradigm of life in behaving and living by the Gunungpati community.
{"title":"Tradition of Sesaji Rewandaat Goa Kreo as local wisdom","authors":"Sifa Destry Fauzia, Wakit Abdullah, D. Purnanto","doi":"10.17509/ijal.v12i1.46537","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46537","url":null,"abstract":"Sesaji Rewanda tradition is a ceremonial ritual performed by the Gunungpati community in Goa Kreo which is an annual event on the fifth day of Shawwal a month in the Islamic calendar. The ritual ceremony of Sesaji Rewanda is a symbol of respect for the ancestors of the monkeys who had helped Sunan Kalijaga when taking teak wood to be used as the main pillar of the 'saka guru' at the Great Mosque of Demak. This study used descriptive methods with qualitative study forms. The data collection in this study utilized participation observation techniques, in-depth interviews, library studies, and documents. The data obtained were analyzed with an ethnolinguistic approach, then the data analysis technique was completed by ethnographic analysis methods covering domains, taxonomy, and components. In addition, informal and formal methods were applied in presenting data. The results of the study obtained the use of the term in the tradition of Sesaji Rewanda in Gunungpati. The terms used in traditional rituals are classified in monomorphemic and polymorphemic forms (fixation and composition). Through an ethnolinguistic approach, the traditional term Sesaji Rewanda contains lexical and cultural meanings. The mindset of the Gunungpati community is reflected in the terms used in the ritual tradition of Sesaji Rewanda. The use of terms in the lexicon of Sesaji Rewanda can be put as a guide or paradigm of life in behaving and living by the Gunungpati community.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47633269","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 : 2022-05-31DOI: 10.17509/ijal.v12i1.46548
Merry Andriani, W. Udasmoro, Roberta Salsano, T. Hardini
Learning languages is inevitably related to one’s learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students’ achievements in general show unsatisfying facts. Several learning patterns have the potential to stymie foreign-language learning at particular educational levels. Those learning patterns are the accumulation of a long traditions and practices in teaching and learning of foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post structural paradigm with an emphasis on intertextuality and interdiscoursivity. This method implied the approach to discourse analyses referred to the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language.
{"title":"Stymie patterns: The case of French-language learning in Indonesian universities","authors":"Merry Andriani, W. Udasmoro, Roberta Salsano, T. Hardini","doi":"10.17509/ijal.v12i1.46548","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46548","url":null,"abstract":"Learning languages is inevitably related to one’s learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students’ achievements in general show unsatisfying facts. Several learning patterns have the potential to stymie foreign-language learning at particular educational levels. Those learning patterns are the accumulation of a long traditions and practices in teaching and learning of foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post structural paradigm with an emphasis on intertextuality and interdiscoursivity. This method implied the approach to discourse analyses referred to the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48697983","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}
Tasks and technology are reciprocally related since the integration of technology can benefit task-based language teaching (TBLT) implementation. This study investigates students’ speaking performance, learning experiences, and perceptions in a speaking course specially designed with video recording activities involving online audiences based on the principles of TBLT. Thirty-eight undergraduate students majoring in English and enrolled in the speaking class served as the respondents. The data were collected through speaking tests, Likert scale questionnaires, and interviews. The findings indicated that the students developed their speaking performance after experiencing speaking class through a computer-assisted language learning (CALL)-mediated TBLT with video recording activities. They were also able to find their strengths and weaknesses by watching their own video recordings on YouTube. The findings also showed that the students had positive learning experiences and perceptions of video recording activities with online audiences on YouTube. Nevertheless, a further investigation of the online interactions toward the use of tasks and digital learning platforms with online audiences is highly advised.
{"title":"CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia","authors":"Oktavia Widiastuti, Fransisca Maria Ivone, Teguh Sulistyo, Didik Hartono, Emy Sudarwati, Santi Prastiyowati","doi":"10.17509/ijal.v12i1.46427","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46427","url":null,"abstract":"Tasks and technology are reciprocally related since the integration of technology can benefit task-based language teaching (TBLT) implementation. This study investigates students’ speaking performance, learning experiences, and perceptions in a speaking course specially designed with video recording activities involving online audiences based on the principles of TBLT. Thirty-eight undergraduate students majoring in English and enrolled in the speaking class served as the respondents. The data were collected through speaking tests, Likert scale questionnaires, and interviews. The findings indicated that the students developed their speaking performance after experiencing speaking class through a computer-assisted language learning (CALL)-mediated TBLT with video recording activities. They were also able to find their strengths and weaknesses by watching their own video recordings on YouTube. The findings also showed that the students had positive learning experiences and perceptions of video recording activities with online audiences on YouTube. Nevertheless, a further investigation of the online interactions toward the use of tasks and digital learning platforms with online audiences is highly advised.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42360945","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 : 2022-05-31DOI: 10.17509/ijal.v12i1.46536
Muhammad Najmussaqib Diya Alhaq
Advancements in the current era and challenges during the pandemic have given rise to an urgency for education practitioners and academicians to turn to informal learning outside the classroom. This is also the case with learners of English as a Foreign Language (EFL), who need to practise the language on an ongoing basis. For this purpose, they utilise the activity of digital gaming as a form of Informal Digital Learning of English (IDLE). This research examines the self-efficacy in learning English (as affective domain) and vocabulary mastery (as cognitive domain) of students with digital gaming experience within the IDLE framework. This sequential qualitative dominant mixed-method research involved 10 respondents out of 244 students with digital gaming experience. The data were collected by using a questionnaire, interview sessions, and receptive-productive vocabulary tests. The collected data were analysed according to Bandura’s Personal Agency (1989) and Raoofi’s (2012) study on self-efficacy, using descriptive statistics for vocabulary mastery, and Kallio et al.’s (2011) InSoGa model for measuring the degree of digital gaming. It was found that students with a medium and heavy degree of playtime or gaming experience had self-efficacy and good receptive-productive vocabulary mastery. The results also showed that efficacy degrees may vary, and students’ receptive test scores were always higher than or the same as their productive test scores. The findings showed IDLE-digital gaming could sustain in-class teaching through out-of-class learning. Thus, it implies that this research supports the IDLE-digital gaming application within an academic context.
{"title":"Playing games during pandemic, why not? The IDLE upon students’ efficacy and vocabulary","authors":"Muhammad Najmussaqib Diya Alhaq","doi":"10.17509/ijal.v12i1.46536","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46536","url":null,"abstract":"Advancements in the current era and challenges during the pandemic have given rise to an urgency for education practitioners and academicians to turn to informal learning outside the classroom. This is also the case with learners of English as a Foreign Language (EFL), who need to practise the language on an ongoing basis. For this purpose, they utilise the activity of digital gaming as a form of Informal Digital Learning of English (IDLE). This research examines the self-efficacy in learning English (as affective domain) and vocabulary mastery (as cognitive domain) of students with digital gaming experience within the IDLE framework. This sequential qualitative dominant mixed-method research involved 10 respondents out of 244 students with digital gaming experience. The data were collected by using a questionnaire, interview sessions, and receptive-productive vocabulary tests. The collected data were analysed according to Bandura’s Personal Agency (1989) and Raoofi’s (2012) study on self-efficacy, using descriptive statistics for vocabulary mastery, and Kallio et al.’s (2011) InSoGa model for measuring the degree of digital gaming. It was found that students with a medium and heavy degree of playtime or gaming experience had self-efficacy and good receptive-productive vocabulary mastery. The results also showed that efficacy degrees may vary, and students’ receptive test scores were always higher than or the same as their productive test scores. The findings showed IDLE-digital gaming could sustain in-class teaching through out-of-class learning. Thus, it implies that this research supports the IDLE-digital gaming application within an academic context.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47322002","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 : 2022-05-31DOI: 10.17509/ijal.v12i1.46896
L. E. Puspandari, Y. Basthomi
Communication using English in Indonesia is challenging, especially when English is not used frequently. It’s happen to some area where English is only taught as mandatory subject in high schools. Madura is one of island in East Java that has unique characteristic, especially in the native language. This study aimed to analyze the misplaced of English word stress done by Madurese students and to find out the reason why they frequently misplace the word stress. A questionnaire and recording were used to collect data about students’ background identity and to record the students’ voice in pronouncing English words. The data were analysed by using qualitative research design to find out the causes of word stress misplacement. The findings revealved that the influence of mother language, motivation, attitude, and age are the most influential factors that generate students in misplacing the word stress. Besides, the lack of pronunciation training and practice done by teachers in their high school was also generating factors for students in pronouncing incorrect word stresses.
{"title":"The influence of Madurese dialect toward students’ English word stress production","authors":"L. E. Puspandari, Y. Basthomi","doi":"10.17509/ijal.v12i1.46896","DOIUrl":"https://doi.org/10.17509/ijal.v12i1.46896","url":null,"abstract":"Communication using English in Indonesia is challenging, especially when English is not used frequently. It’s happen to some area where English is only taught as mandatory subject in high schools. Madura is one of island in East Java that has unique characteristic, especially in the native language. This study aimed to analyze the misplaced of English word stress done by Madurese students and to find out the reason why they frequently misplace the word stress. A questionnaire and recording were used to collect data about students’ background identity and to record the students’ voice in pronouncing English words. The data were analysed by using qualitative research design to find out the causes of word stress misplacement. The findings revealved that the influence of mother language, motivation, attitude, and age are the most influential factors that generate students in misplacing the word stress. Besides, the lack of pronunciation training and practice done by teachers in their high school was also generating factors for students in pronouncing incorrect word stresses.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43423119","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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