The pandemic has intensified issues faced by the journalism community in Malaysia. This study is an attempt to help the media industries upskill themselves in terms of the written discourse. This study describes the rhetorical structures in Malaysian newspaper reports, namely The Star, in terms of the rhetorical moves and steps by using the genre theory, corpus-based discourse analysis and corpus analysis. MyCORONAS (Malaysian Corpus of Online Newspaper Articles) corpus of 90 selected news reports consisting of crime news (TSC), environmental news (TSE) and political news (TSP) was compiled and analysed quantitatively and qualitatively to identify the frequency, functions, and patterns of rhetorical moves. The findings identified a nine-move structure for the newspaper reports. The nine-move structure consists of five optional moves and four obligatory moves. Variations in the use of the steps were observed within the sub-genres. Additionally, based on the functions of the moves, it was found that the newspaper report is a hybrid genre with various communicative functions. Based on the patterns of move distribution, the dispersion value shows that the moves are tightly clustered. To conclude, the findings of this study will heighten the awareness of ESP learners on the importance of using appropriate rhetorical moves to write a newspaper report which will help the journalism industries reform themselves during the pandemic.
疫情加剧了马来西亚新闻界面临的问题。这项研究试图帮助媒体行业在书面话语方面提升自己的技能。本研究运用体裁理论、基于语料库的语篇分析和语料库分析，从修辞动作和修辞步骤三个方面对马来西亚报纸《星报》的修辞结构进行了描述。对马来西亚网络报纸文章语料库MyCORONAS（Malaysian Corpus of Online Newspaper Articles）的90篇精选新闻报道进行了定量和定性分析，以确定修辞动作的频率、功能和模式。调查结果确定了报纸报道的九步结构。九步结构由五个自选动作和四个必动动作组成。在各子流派中，可以观察到台阶使用的变化。此外，根据动作的功能发现，报纸报道是一种具有多种交际功能的混合文体。基于移动分布模式，离散值表明移动是紧密聚集的。总之，这项研究的结果将提高ESP学习者对使用适当修辞手法撰写报纸报道的重要性的认识，这将有助于新闻业在疫情期间进行自我改革。
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Pub Date : 2022-05-31DOI: 10.17509/ijal.v12i1.46597
U. Kuswari, Ruswan Dallyono
Writing is difficult. Having a limited understanding on what to write or the fear of getting grammar or spelling errors is often a major problem for students when they are instructed to write something, be it an essay or an article. Such difficulties are respective for Sundanese language classes in West Java. The study reported in this paper aims to investigate a number of fundamental problems of writing in Sundanese classes at a Junior High School. The study seeks to address the problems in the area of teaching writing in Sundanese classes by providing a comprehensive picture of the practice of a writing workshop model in the selected class. The study is classroom action research taking place in a public Junior High School in West Java, specifically in a Sundanese language class. The participants of the study were 36 students of 9th grade (comprising 14 male students and 22 female students) in 2018-2019 academic years. There were 3 cycles involved in this action research implemented throughout a semester. The study revealed that the use of the writing workshop model in teaching writing in Sundanese could improve the students’ writing skills. The writing workshop model, which focused on personal analysis and peer-feedback in the essay writing process, facilitated 9th grade students in producing, evaluating, and presenting essays within their respective groups. A supportive social environment in groups allowed for students’ enjoyment in writing. This environment thus led students to be exposed to varied topics and linguistic expressions in multi-social contexts. This study suggests that there are potential benefits from implementing the writing workshop model in the practice of teaching writing. Therefore, language teachers are suggested that they should apply this model in their teaching of writing. Through this model, students will be more engaged in their writing classes and learn writing in more meaningful, fun, creative, and dialogic ways.
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Pub Date : 2022-05-31DOI: 10.17509/ijal.v12i1.46534
E. Emilia, E. Sujatna, N. Kurniasih
This paper presents partial results of the first year of a multi-year joint study, involving three universities in Indonesia, aiming to develop a program to train English and Indonesian teachers to teach PISA-like reading (24 teachers in junior and senior high schools in West Java, Indonesia). The study aimed to identify whether the program can help the teachers enhance their PISA-like reading ability, create PISA-like reading materials for reading practices, and teach them to their students. The program drew on principles of effective teacher professional development (Ajani, 2018; Borko, 2004; Borko et al., 2010; Darling-Hammond et al., 2017), PISA reading (OECD, 2009, 2016, 2017, 2019, 2021), text-based instruction (Macken-Horarik et al., 2017), Reading to Learn Program (Rose, 2020a,b), and online teaching (Ragan, 2015). The study uses a program evaluation with the data collected from four sources, including a phase of training, pre- and post-tests, collection of PISA-like reading materials, and questionnaires distributed before and after the training program. The focus of the first year was on enhancement of teachers’ understanding and skills in different PISA-related aspects. Enhancement of their teaching capacity has not been explored, except for that prior to the training program, and this has been reported in Rahmadina and Emilia (2022). The first-year results reveal that the training program could help enhance the teachers’ ability to read, to use appropriate texts, and to construct PISA-like reading tasks. This was confirmed by the teachers’ positive responses to the program, in accordance with previous research on effective teacher professional development (TPD). It is recommended that the training program be conducted in different contexts, involving more teachers to help students learn to read and succeed in PISA reading.
本文介绍了一项为期多年的联合研究第一年的部分成果，该研究涉及印度尼西亚的三所大学，旨在制定一个培训英语和印度尼西亚语教师的项目，以教授类似pisa的阅读(印度尼西亚西爪哇的24名初中和高中教师)。本研究旨在确定该计划是否能帮助教师提高他们的类似pisa的阅读能力，创造类似pisa的阅读材料进行阅读练习，并教授给学生。该方案借鉴了有效教师专业发展的原则(阿贾尼，2018;Borko, 2004;Borko et al.， 2010;Darling-Hammond等人，2017)、PISA阅读(OECD, 2009、2016、2017、2019、2021)、基于文本的教学(Macken-Horarik等人，2017)、阅读学习计划(Rose, 2020a,b)和在线教学(Ragan, 2015)。该研究采用了一种项目评估方法，从四个来源收集数据，包括培训阶段、前后测试、收集类似pisa的阅读材料，以及在培训项目前后分发的调查问卷。第一年的重点是提高教师对与pisa相关的各个方面的理解和技能。除了在培训计划之前，没有对他们的教学能力进行探索，这在Rahmadina和Emilia(2022)中有报道。第一年的结果表明，该培训计划有助于提高教师的阅读能力，使用合适的文本，并构建类似pisa的阅读任务。根据先前对有效教师专业发展(TPD)的研究，教师对该计划的积极反应证实了这一点。建议在不同的背景下进行培训计划，让更多的教师参与进来，帮助学生学习阅读并在PISA阅读中取得成功。
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Pub Date : 2022-05-31DOI: 10.17509/ijal.v12i1.28273
Mahardhika Zifana, I. Lukmana, Dadang Sudana
Most countries in the world consider defamation case as a civil domain. Indonesia is still one of the few countries in the world, which classify defamation case as a criminal act. The issue of defamation in Indonesia becomes more complex since there are various regulations governing defamation. Initially, the Indonesian Criminal Code (KUHP) is the only law that regulates the act of defamation. The establishment of the Law Number 11 of 2008 concerning Electronic Information Transactions (the EIT Law) has resulted in a complex situation since it also covers the act of defamation. After the EIT Law came into force in 2009, up until 2014, there have been 71 people charged in court for alleged defamation. Current research is a linguistic study in the context of law to discuss the construction of victims in copies of court decision. The data of the study were taken from two copy-texts of court decisions, which were the result of defamation cases in 2014 and 2015. Data are in the form of texts explaining the position of victims in relation to one of the grounds for judge’s decision. As explained by Coulthard Johnson (2007), Forensic Linguistics includes several levels such as acoustic phonetics, discourse analysis, and semantics. On this basis, data analysis in this study uses a critical discourse analysis (CDA) framework by Fairclough (1997) used with the consideration that the framework features dialectical-relational approaches which can map the patterns of social relations to explain the construction of a party in a discourse. Data interpretation and final conclusions of this study reveal the reproductions of logic of certain parties in a copy of criminal justice decisions; marginalization of victims to balance justice retributively and restoratively; and the establishment of role and position of victims in defamation discourses by ignoring institutional aspects and powerlessness. Thus, it appears that victims are not the center of discourse in the text copies of court decisions. Besides, the victim is the most important part of the defamation case considering that the case was classified as a criminal complaint.
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Pub Date : 2022-05-31DOI: 10.17509/ijal.v12i1.46563
A. Triastuti, Suwarsih Madya, P. Chappell
This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum.
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Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.36714
Septhia Irnanda, Marisa Yoestara, Ismawirna Ismawirna, F. Faisal
This study aimed, firstly, to observe the phonological change of the Standard Indonesian (SI), particularly the final-k syllabic pronunciation used in the journalistic videos aired between 1980 – 2019. Secondly, the study investigated the nature of the sound change by taking into account the theories of Lexical Diffusion. Lastly, the plausibly cause of the sound change was figured out, considering the sociolinguistic factors; orthographic re-regulation, post-colonial language policy, borrowing, and contacts. Methodologically, it is a diachronic study using a set of television news videos as the main source of data. A battery of findings from other related studies was employed to support the discussion on the nature and the reason for the sound change. The results show that the phonological shift of coda /ʔ/ ~ /k/ happened to most final -k syllabic words across the periods observed, but with varying degrees of rapidity, where the high-frequency words tend to be more sustained. The results also indicated that phonological shift of coda /ʔ/ ~ /k/ that occurred in the Indonesian TV-broadcast language was transferred from the Jakartan dialect, although some evidence of the 1972’s alphabetic writing system reformation also plays a considerable role in the TV News readers’ final -k sound shift.
首先，本研究旨在观察1980 - 2019年间播出的新闻视频中标准印尼语(SI)的语音变化，特别是最后k音节发音。其次，本研究运用词汇扩散理论考察了语音变化的本质。最后，结合社会语言学因素，找出了语音变化的合理原因;正字法再规范，后殖民语言政策，借用和联系。在方法上，这是一种历时性研究，使用一组电视新闻视频作为主要数据来源。来自其他相关研究的一系列发现被用来支持对声音变化的性质和原因的讨论。结果表明，在观察到的时间段内，大多数尾音节-k的单词都发生了尾/k/ ~ /k/的音位变化，但变化的速度不同，其中高频单词往往更持久。研究结果还表明，印度尼西亚电视广播语中出现的尾音/ ku / ~ /k/的音位转移来自雅加达方言，尽管1972年的字母书写系统改革也在电视新闻读者的最后-k音转移中发挥了相当大的作用。
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Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.36618
Devina Devina
Advanced language acquisition applies rigorous understanding of the target language (TL) which oftentimes achieved by comparing mother tongue features to the TL. This is where cross-linguistic influence (CLI) occurs as learners transfer knowledge among languages. The study aims at investigating CLI in propositional and lexical semantics through questionnaire, weekly discussion, and assignment entries of 34 learner texts of Indonesian for Business Communication course at a private university in West Jakarta. Referring to Odlin’s (1989) CLI framework of semantics domain, the results show that CLI presents in 1) propositional semantics by 37.6% (i.e., semantic case by 4,3% and semantic universality and relativism by 33,3%) and 2) lexical semantics by 62,3% (i.e., cognate vocabulary by 8,6%; lexical universals and acquisition by 43% and lexicon and morphology by 10,7%). English (as the medium of instruction) influences the Indonesian production in word-choice, demonstrative determiner ini and itu; prefix-suffix conjugation (i.e., particle -lah, active-passive voice); and relative conjunction yang. The findings suggest the patterns of error produced by learners whose mother tongue is Dutch and who use English as their second language. Moreover, in Indonesian for Business Communication course, lecturers can refer to the findings of this research as a guide to support learners with their Indonesian language production. The findings also demonstrate that learners who are familiar with informal-daily Indonesian take more time in developing adequate formal Indonesian, compared to those who do not use the language as their daily communication.
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Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.37103
Hadeel Saed, R. Hussein, Ahmad S. Haider, S. Al-Salman, Iyad M. Odeh
The aim of this research is two-fold; first, to explore the most frequent COVID-19 inspired words in medical news reporting contexts, and second, to classify them into different categories. This paper adopts a corpus-based approach to build a lemmatized academic word list (AWL) inspired by the COVID-19 pandemic. Factiva was used to retrieve the pandemic-related articles published in News Rx from January 1 - October 31, 2020. A total number of 18,249,093-word corpus was compiled. The corpus linguistic software program Wordsmith (WS-6) (Scott, 2012) was used to generate a word list based on the complied corpus. Subsequent to compiling, lemmatizing, and analyzing the AWL, six categories were identified, namely, acronyms and abbreviation, diseases, COVID-19, biology, medicine, and scientific disciplines, all of which are of essential use for media workers, ESP learners of journalism, medicine, nursing, pharmacy, and allied health sciences. Building such a discipline-specific glossary will be of special pedagogical value for health journalists, textbook writers and curriculum designers, instructors, and ESP learners in the health sciences field. One of the major contributions of this research is establishing lemmas of a large set of AWL. This set can be utilized by news media workers, health communication specialists, and ESP learners. Lemmatization will ensure rapid dissemination of the word list and its integration in the linguistic system through derivation and other word-formation processes.
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Pub Date : 2022-01-31DOI: 10.17509/ijal.v11i3.32898
K. A. Calingasan, S. Plata
Previous research on praising students to improve their motivation and their mindset had mixed results. This inconsistency was the impetus for this paper. The present study employed a mixed-method experimental design to examine the effects of effort praise on reading motivation and mindset of 60 Filipino seventh-grade students who were categorized as frustration-level readers. They studied English as a second language (ESL) where they were expected to comprehend various texts with appropriate reading styles based on the Grade 7 curriculum guide of the Department of Education in the Philippines. Using the Implicit Theory Scale (Dweck et al., 1995), the study found that effort praise led students in the positive rule group to endorse a growth mindset, while the students in the inverse rule group adopted a fixed mindset after receiving effort praise. Moreover, although it may increase reading motivation, the positive effect of effort praise on struggling ESL readers with fixed and growth mindsets may be short-term. This paper concludes with a schematic diagram to illustrate and explain how effort praise affects the mindset and the motivation of struggling ESL adolescents in reading. It also provides practical recommendations to improve reading teachers’ practice of giving positive feedback, specifically effort praise.
先前关于表扬学生以提高他们的动机和心态的研究结果喜忧参半。这种不一致性是这篇论文的推动力。本研究采用混合方法实验设计，考察了60名菲律宾七年级学生的努力表扬对阅读动机和心态的影响，这些学生被归类为挫折级读者。他们学习英语作为第二语言（ESL），根据菲律宾教育部的七年级课程指南，期望他们以适当的阅读风格理解各种文本。使用内隐理论量表（Dweck et al.，1995），研究发现，积极规则组的学生在获得努力表扬后会认同成长心态，而消极规则组的同学在获得努力赞扬后会采取固定的心态。此外，尽管这可能会增加阅读动机，但努力赞扬对有固定和成长心态的挣扎中的ESL读者的积极影响可能是短期的。本文最后用一个示意图来说明和解释努力表扬如何影响挣扎的ESL青少年的阅读心态和动机。它还提供了切实可行的建议，以改进阅读教师给予积极反馈的做法，特别是努力表扬。
{"title":"Effects of effort praise on struggling Filipino ESL readers’ motivation and mindset","authors":"K. A. Calingasan, S. Plata","doi":"10.17509/ijal.v11i3.32898","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.32898","url":null,"abstract":"Previous research on praising students to improve their motivation and their mindset had mixed results. This inconsistency was the impetus for this paper. The present study employed a mixed-method experimental design to examine the effects of effort praise on reading motivation and mindset of 60 Filipino seventh-grade students who were categorized as frustration-level readers. They studied English as a second language (ESL) where they were expected to comprehend various texts with appropriate reading styles based on the Grade 7 curriculum guide of the Department of Education in the Philippines. Using the Implicit Theory Scale (Dweck et al., 1995), the study found that effort praise led students in the positive rule group to endorse a growth mindset, while the students in the inverse rule group adopted a fixed mindset after receiving effort praise. Moreover, although it may increase reading motivation, the positive effect of effort praise on struggling ESL readers with fixed and growth mindsets may be short-term. This paper concludes with a schematic diagram to illustrate and explain how effort praise affects the mindset and the motivation of struggling ESL adolescents in reading. It also provides practical recommendations to improve reading teachers’ practice of giving positive feedback, specifically effort praise.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43064921","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 : 2022-01-31DOI: 10.17509/ijal.v11i3.32047
M. Alemayehu
Peer-led team learning (PLTL) has become common in ESL classrooms across Ethiopia. This study explores factors affecting PLTL in students' verbal participation in English as a Foreign Language (EFL). A descriptive survey was employed as a research method, and mixed approach data collection methods were used. Twenty-four EFL teachers and 114 students of three secondary schools in Ethiopia were taken as the research participants by systematic random sampling. The data collected from questionnaires, interviews, and classroom observation were analyzed qualitatively and quantitatively using a statistical tool in frequency, percentages, ANOVA and multiple regression. The findings indicated that students differ significantly in their level of verbal participation in PLTL groups. Of the twenty-two expected factors, no single factor predicted whether students would participate in PLTL groups. More than one factor was usually working together, or one factor led onto another to affect students' participation. Personality characteristics, motivational factors, and group situation factors were significant to student participation in PLTL. Not every student could get the opportunities to become a group leader, and the groups were static. Since there was an absence of active monitoring, most groups drifted away from tasks and were involved in noisy chat in their mother tongue. Few students in a group dominated others who persevered at group activities. The qualitative findings are consistent with the quantitative ones.
{"title":"Exploring factors affecting peer-led team learning in EFL classes: A case of secondary schools in Ethiopia","authors":"M. Alemayehu","doi":"10.17509/ijal.v11i3.32047","DOIUrl":"https://doi.org/10.17509/ijal.v11i3.32047","url":null,"abstract":"Peer-led team learning (PLTL) has become common in ESL classrooms across Ethiopia. This study explores factors affecting PLTL in students' verbal participation in English as a Foreign Language (EFL). A descriptive survey was employed as a research method, and mixed approach data collection methods were used. Twenty-four EFL teachers and 114 students of three secondary schools in Ethiopia were taken as the research participants by systematic random sampling. The data collected from questionnaires, interviews, and classroom observation were analyzed qualitatively and quantitatively using a statistical tool in frequency, percentages, ANOVA and multiple regression. The findings indicated that students differ significantly in their level of verbal participation in PLTL groups. Of the twenty-two expected factors, no single factor predicted whether students would participate in PLTL groups. More than one factor was usually working together, or one factor led onto another to affect students' participation. Personality characteristics, motivational factors, and group situation factors were significant to student participation in PLTL. Not every student could get the opportunities to become a group leader, and the groups were static. Since there was an absence of active monitoring, most groups drifted away from tasks and were involved in noisy chat in their mother tongue. Few students in a group dominated others who persevered at group activities. The qualitative findings are consistent with the quantitative ones.","PeriodicalId":38082,"journal":{"name":"Indonesian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43810396","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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