Pub Date : 2023-06-30DOI: 10.26858/ijole.v7i2.46431
G. A. Lokita, Purnamika Utami, I. Gusti, Ngurah Agung, Wijaya Mahardika
Grammar has long been a source of aggravation for anyone learning a second language, not just English language learners, but also non-native English teachers. People can now employ Grammarly to correct their grammar mistakes, owing to the sophistication of modern technology. The debate over whether teachers use Grammarly as part of their professional development is ongoing. The purpose of this study was to identify the grammatical errors made by non-native English teachers when writing narrative texts before and after Grammarly checked them. The participants in this qualitative study were 24 English teachers from the English Teacher Association of Buleleng Regency in Bali, Indonesia. This study employed the surface approach taxonomy to analyze the grammatical errors and interviewed the teachers to elicit factors that contribute to grammatical errors. This study found that the most common type of misformation error, specifically the alternating form error, was found in both Grammarly-corrected and Grammarly-uncorrected texts. Furthermore, intralingual factors were responsible for the majority of errors. The integration of Grammarly into teachers' professional learning is discussed.
{"title":"Grammarly and Grammatical Errors Reduction: A Case for Non-Native English Teachers’ Professional Learning","authors":"G. A. Lokita, Purnamika Utami, I. Gusti, Ngurah Agung, Wijaya Mahardika","doi":"10.26858/ijole.v7i2.46431","DOIUrl":"https://doi.org/10.26858/ijole.v7i2.46431","url":null,"abstract":"Grammar has long been a source of aggravation for anyone learning a second language, not just English language learners, but also non-native English teachers. People can now employ Grammarly to correct their grammar mistakes, owing to the sophistication of modern technology. The debate over whether teachers use Grammarly as part of their professional development is ongoing. The purpose of this study was to identify the grammatical errors made by non-native English teachers when writing narrative texts before and after Grammarly checked them. The participants in this qualitative study were 24 English teachers from the English Teacher Association of Buleleng Regency in Bali, Indonesia. This study employed the surface approach taxonomy to analyze the grammatical errors and interviewed the teachers to elicit factors that contribute to grammatical errors. This study found that the most common type of misformation error, specifically the alternating form error, was found in both Grammarly-corrected and Grammarly-uncorrected texts. Furthermore, intralingual factors were responsible for the majority of errors. The integration of Grammarly into teachers' professional learning is discussed.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76933530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.26858/ijole.v7i2.23467
Mandana Arfa-Kaboodvand
The main aim of this article is to introduce the steps followed in designing effective teacher-appraisal forms to be completed by the students, and teacher-self-reflection forms to be completed by the teachers. After explaining the steps and the reasons behind taking them, we will report on the findings of the study we have conducted following the same procedures to design the forms. The findings have identified the characteristics of effective EAP lecturers according to the 196 students who participated in the study. for EAP lecturers have also provided their input about the characteristics of effective EAP teachers. The collected data suggest the students seem not to differentiate between the competencies required for teaching and learning general English and EAP. The students considered communicative competence the most essential asset of their EAP lecturers. Accurate interpretation of the data emerging from the ratings is another issue addressed in this article. This can guide the teachers to make better decisions.
{"title":"Designing Research-Based Teacher-Appraisal Forms: A Case Of Effective EAP Lecturers in Swaziland","authors":"Mandana Arfa-Kaboodvand","doi":"10.26858/ijole.v7i2.23467","DOIUrl":"https://doi.org/10.26858/ijole.v7i2.23467","url":null,"abstract":"The main aim of this article is to introduce the steps followed in designing effective teacher-appraisal forms to be completed by the students, and teacher-self-reflection forms to be completed by the teachers. After explaining the steps and the reasons behind taking them, we will report on the findings of the study we have conducted following the same procedures to design the forms. The findings have identified the characteristics of effective EAP lecturers according to the 196 students who participated in the study. for EAP lecturers have also provided their input about the characteristics of effective EAP teachers. The collected data suggest the students seem not to differentiate between the competencies required for teaching and learning general English and EAP. The students considered communicative competence the most essential asset of their EAP lecturers. Accurate interpretation of the data emerging from the ratings is another issue addressed in this article. This can guide the teachers to make better decisions. ","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76413152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.26858/ijole.v7i2.48497
Ambo Dalle, Baso Jabu, Siti Suwadah Rimang
The objectives of this research were (1) to find out the gender representation of men and women in the English curriculum documents; and (2) to find out the distribution of men and women in the foreign curriculum documents. The sample consisted of three most common books used in junior high schools representing grade VII, VIII and IX. The data on gender equality were analyzed through content analysis approach. The results of the research showed that: (1) the lexical representation of men compared to women in the textbook were higher than women lexical related issues; (2) the distributions of men were also much wider compared to the distribution of women. The word ‘he’ is used much more frequently that the used of word ‘she’ in different context of reading, writing, listening and speaking
{"title":"Gender Equality in the Foreign Language Textbooks of Indonesian Junior High Schools","authors":"Ambo Dalle, Baso Jabu, Siti Suwadah Rimang","doi":"10.26858/ijole.v7i2.48497","DOIUrl":"https://doi.org/10.26858/ijole.v7i2.48497","url":null,"abstract":"The objectives of this research were (1) to find out the gender representation of men and women in the English curriculum documents; and (2) to find out the distribution of men and women in the foreign curriculum documents. The sample consisted of three most common books used in junior high schools representing grade VII, VIII and IX. The data on gender equality were analyzed through content analysis approach. The results of the research showed that: (1) the lexical representation of men compared to women in the textbook were higher than women lexical related issues; (2) the distributions of men were also much wider compared to the distribution of women. The word ‘he’ is used much more frequently that the used of word ‘she’ in different context of reading, writing, listening and speaking","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90435209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.26858/ijole.v1i1.45746
Samirah Dunakhir, Isnawati Osman
This qualitative research aims to explore the importance of learning English literacy skills for English as a Foreign Language (EFL) accounting students in higher education. The data were collected through in-depth interviews, focus group discussions, and document analysis, and analyzed thematically. The findings indicate that developing English literacy skills offers numerous benefits for EFL accounting students, such as building literacy competence, enhancing employability, improving communication skills, facing globalization, understanding accounting terms and subjects, and identifying errors in accounting. However, the study also identified some drawbacks, time and effort including, Balancing Language Learning with Technical Accounting Skills Development and linguistic difficulties and frustration. The study suggests that educational institutions and policy makers should develop comprehensive strategies that support EFL accounting students in acquiring English literacy skills while addressing the potential challenges they may encounter. These findings have important implications for accounting education, highlighting the need to provide adequate resources and support to EFL accounting students to help them develop their English literacy skills and succeed in their academic and professional pursuits
{"title":"The Importance of Learning English Literacy for Accounting in Higher Education: Benefit and Drawbacks","authors":"Samirah Dunakhir, Isnawati Osman","doi":"10.26858/ijole.v1i1.45746","DOIUrl":"https://doi.org/10.26858/ijole.v1i1.45746","url":null,"abstract":"This qualitative research aims to explore the importance of learning English literacy skills for English as a Foreign Language (EFL) accounting students in higher education. The data were collected through in-depth interviews, focus group discussions, and document analysis, and analyzed thematically. The findings indicate that developing English literacy skills offers numerous benefits for EFL accounting students, such as building literacy competence, enhancing employability, improving communication skills, facing globalization, understanding accounting terms and subjects, and identifying errors in accounting. However, the study also identified some drawbacks, time and effort including, Balancing Language Learning with Technical Accounting Skills Development and linguistic difficulties and frustration. The study suggests that educational institutions and policy makers should develop comprehensive strategies that support EFL accounting students in acquiring English literacy skills while addressing the potential challenges they may encounter. These findings have important implications for accounting education, highlighting the need to provide adequate resources and support to EFL accounting students to help them develop their English literacy skills and succeed in their academic and professional pursuits","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85579419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.26858/ijole.v1i1.33615
Mayong Maman, Ramly Ramly, Muhammad Nur Ashar Asnur
This study aimed to uncover the new evidence on how reform works based on Indonesian experience of adopting a text-based learning (TBL) approach in differing perceptions and teacher activities at the beginning of curriculum implementation. The secondary schools in Makassar city were used as the case studies while the study design had two questions. Data collection was conducted in two parts, A and B, which dealt with teachers' perceptions of TBL and the involvement at the beginning of its implementation, respectively. The samplecomprised 46 secondary school teachers from Makassar city, including 33 civil servants and 13 non-civil servants. These individuals had various teaching experiences in four categories, including 1 year or less, and more than 1 to 5, more than 5 to 10, and more than 10. Moreover, the collected data were analyzed using descriptive statistics. The results showed that the teacher's proportion with the same TBL perception in various aspects ranged from half to all. The proportion with the same activity was less than half of their number to nearly all of them. Generally, Indonesian secondary school teachers responded positively towardstext-based learning implementation.
{"title":"Teachers’ Perceptions in the Implementation of Text-Based Learning in Indonesian Secondary Education","authors":"Mayong Maman, Ramly Ramly, Muhammad Nur Ashar Asnur","doi":"10.26858/ijole.v1i1.33615","DOIUrl":"https://doi.org/10.26858/ijole.v1i1.33615","url":null,"abstract":"This study aimed to uncover the new evidence on how reform works based on Indonesian experience of adopting a text-based learning (TBL) approach in differing perceptions and teacher activities at the beginning of curriculum implementation. The secondary schools in Makassar city were used as the case studies while the study design had two questions. Data collection was conducted in two parts, A and B, which dealt with teachers' perceptions of TBL and the involvement at the beginning of its implementation, respectively. The samplecomprised 46 secondary school teachers from Makassar city, including 33 civil servants and 13 non-civil servants. These individuals had various teaching experiences in four categories, including 1 year or less, and more than 1 to 5, more than 5 to 10, and more than 10. Moreover, the collected data were analyzed using descriptive statistics. The results showed that the teacher's proportion with the same TBL perception in various aspects ranged from half to all. The proportion with the same activity was less than half of their number to nearly all of them. Generally, Indonesian secondary school teachers responded positively towardstext-based learning implementation.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73845808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.26858/ijole.v1i1.37368
Z. Ismail, Nurwaina Rasit, T. Supriyatno
Anxiety is an affective factor that plays an important role in affecting the mastery and achievement of language learning. This study aims to examine the level of oral language anxiety and its relationship with learning outcomes among religious secondary school students in Malaysia. The questionnaire was distributed to 500 form four students from 20 religious secondary schools. Findings show that the levels of oral language anxiety are moderately high level with values (Min = 3.48; SP = 0.64). The significant relationship between student learning outcomes and listening anxiety skills (r = -.121, p <.05) and speaking anxiety (r = -.154, p <. 05) at a significance level of 0.01. This study suggests that teachers should always be sensitive to the psychological needs of students by always providing motivation, and encouragement and using effective teaching methods to overcome the anxiety of learning Arabic.
焦虑是一种情感因素，它对语言学习的掌握和成就起着重要的影响作用。本研究旨在探讨马来西亚宗教中学生的口语焦虑水平及其与学习成果的关系。问卷已分发给来自20所宗教中学的500名四年级学生。结果显示，学生的口语焦虑水平处于中等高水平，值(Min = 3.48;Sp = 0.64)。学生学习成绩与听力焦虑技能之间存在显著相关(r = -)。121, p < 0.05)和口语焦虑(r = -。154, p <。0.05)，显著性水平为0.01。本研究建议教师应时刻关注学生的心理需求，随时提供动机和鼓励，并采用有效的教学方法来克服学习阿拉伯语的焦虑。
{"title":"Relationship Between Oral Language Anxiety and Students’ Arabic Language Learning Outcomes in Malaysian Secondary Schools","authors":"Z. Ismail, Nurwaina Rasit, T. Supriyatno","doi":"10.26858/ijole.v1i1.37368","DOIUrl":"https://doi.org/10.26858/ijole.v1i1.37368","url":null,"abstract":"Anxiety is an affective factor that plays an important role in affecting the mastery and achievement of language learning. This study aims to examine the level of oral language anxiety and its relationship with learning outcomes among religious secondary school students in Malaysia. The questionnaire was distributed to 500 form four students from 20 religious secondary schools. Findings show that the levels of oral language anxiety are moderately high level with values (Min = 3.48; SP = 0.64). The significant relationship between student learning outcomes and listening anxiety skills (r = -.121, p <.05) and speaking anxiety (r = -.154, p <. 05) at a significance level of 0.01. This study suggests that teachers should always be sensitive to the psychological needs of students by always providing motivation, and encouragement and using effective teaching methods to overcome the anxiety of learning Arabic. ","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82933378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.26858/ijole.v1i1.38573
Iwan Jazadi, I. Widari, Aris Dwi Intan Aprianti
This article reports on teacher trainees’ ability in doing a critical analysis of an extract of English teaching materials from a gender perspective. The critical ability was prompted using a textbook extract that generated two gender issues, namely woman-man relationship and the position of women in occupational discourse. The participants were 38 trainees enrolled in textbook analysis subject in the English Department of a college in regional Indonesia. The research data were the trainees’ results of the mid-term test, designed with explicit instruction to ascertain the afore-mentioned critical elements, and their results of the final exam with implied instruction to discern the same critical elements. The data were analysed qualitatively by interpreting the participants’ responses based on their degree of criticality. The mid-term test results show that more than half of them were critical about woman-man relationship, while only 18% were critical about women position at work. The trainees’ results in the final test demonstrate a significant downturn of their critical thinking performances. Only 15% criticized woman-man relationship and 13% problematized women position at work. These findings raise concerns about the trainees’ level of criticality and so systematic efforts to sharpen trainees’ critical analytical ability should be further attempted.
{"title":"Preservice Teachers’ Criticality in Analysing School English Teaching Materials: Gender Representation and Islamic Perspective","authors":"Iwan Jazadi, I. Widari, Aris Dwi Intan Aprianti","doi":"10.26858/ijole.v1i1.38573","DOIUrl":"https://doi.org/10.26858/ijole.v1i1.38573","url":null,"abstract":"This article reports on teacher trainees’ ability in doing a critical analysis of an extract of English teaching materials from a gender perspective. The critical ability was prompted using a textbook extract that generated two gender issues, namely woman-man relationship and the position of women in occupational discourse. The participants were 38 trainees enrolled in textbook analysis subject in the English Department of a college in regional Indonesia. The research data were the trainees’ results of the mid-term test, designed with explicit instruction to ascertain the afore-mentioned critical elements, and their results of the final exam with implied instruction to discern the same critical elements. The data were analysed qualitatively by interpreting the participants’ responses based on their degree of criticality. The mid-term test results show that more than half of them were critical about woman-man relationship, while only 18% were critical about women position at work. The trainees’ results in the final test demonstrate a significant downturn of their critical thinking performances. Only 15% criticized woman-man relationship and 13% problematized women position at work. These findings raise concerns about the trainees’ level of criticality and so systematic efforts to sharpen trainees’ critical analytical ability should be further attempted.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82208509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.26858/ijole.v1i1.43135
Karem Abdelatif Mohamed, Tanzina Halim
The present study tried to investigate EFL teachers' and learners’ facilities regarding smartphone-assisted language learning (SALL) in the Faculty of Languages and Translation, King Khalid University (KKU), Saudi Arabia, including their attitudes, perceptions, levels of proficiency, and challenges they experienced. The study also pursued to inspect whether EFL teachers’ experiences have any significant influence on their facility of SALL. Investigation data was composed of (45) EFL teachers and (68) EFL learners. Two questionnaires were used to collect data. Some statistical analyses were used. The results showed EFL teachers' and learners’ positive perceptions of SALL. Participants stated that (SALL) is beneficial and has supported and enhanced EFL teaching and learning. Most EFL teachers said they needed more skills to advance SALL activities and mentioned some challenges they confronted. The results also indicated significant differences among participants’ SALL facility based on their professional development and teaching experiences, but no differences based on their gender were found. These results also showed that emphasizing professional development in SALL for KKU EFL teachers could promote greater proficiency and the facility to overcome challenges. The study concluded by providing recommendations on advancing SALL implications and suggestions. Keywords: EFL Learners, EFL Teachers, Facility, Implication, Smartphones
{"title":"Smart-Phone Assisted Language Learning in a Public University in Saudi Arabia","authors":"Karem Abdelatif Mohamed, Tanzina Halim","doi":"10.26858/ijole.v1i1.43135","DOIUrl":"https://doi.org/10.26858/ijole.v1i1.43135","url":null,"abstract":"The present study tried to investigate EFL teachers' and learners’ facilities regarding smartphone-assisted language learning (SALL) in the Faculty of Languages and Translation, King Khalid University (KKU), Saudi Arabia, including their attitudes, perceptions, levels of proficiency, and challenges they experienced. The study also pursued to inspect whether EFL teachers’ experiences have any significant influence on their facility of SALL. Investigation data was composed of (45) EFL teachers and (68) EFL learners. Two questionnaires were used to collect data. Some statistical analyses were used. The results showed EFL teachers' and learners’ positive perceptions of SALL. Participants stated that (SALL) is beneficial and has supported and enhanced EFL teaching and learning. Most EFL teachers said they needed more skills to advance SALL activities and mentioned some challenges they confronted. The results also indicated significant differences among participants’ SALL facility based on their professional development and teaching experiences, but no differences based on their gender were found. These results also showed that emphasizing professional development in SALL for KKU EFL teachers could promote greater proficiency and the facility to overcome challenges. The study concluded by providing recommendations on advancing SALL implications and suggestions. Keywords: EFL Learners, EFL Teachers, Facility, Implication, Smartphones ","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75525514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.26858/ijole.v1i1.36256
Yuniar Pratiwi, Kusubakti Andajani, I. Suyitno, Asri Ismail, Bambang Prastio
The textbook "Sahabatku Indonesia" published by the Ministry of Education and Culture of the Republic of Indonesia in 2019 has an important position for foreign students who are studying Indonesian. This book consists of 7 series. The book contains information about practical communication rules and exercises in Indonesian. In the communication training material various discourse units are presented which contain information on Indonesian culture. One aspect of culture that is taught is the moral aspect that accompanies language activities. This study aims to describe the representation and implementation of moral values introduced to foreign students in textbooks. These moral values come from moral values that are unique to the Indonesian nation and also universal morals. This research was conducted using a qualitative descriptive approach. The data source for this research is the 7 book series “My Indonesian Friends”. The data is in the form of written verbal units containing moral values and sometimes illustrations are added to accompany the communication exercises. Data were analyzed using content analysis and supported by Appraisal Theory (AT) to see aspects of moral values. This finding illustrated that on "Sahabatku Indonesia" textbook emphasizes inculcating moral values of learners in maintaining harmony and social interactions harmony in their living environment. The moral values contained in the text are as many as 13 moral themes. The implementation in the book can be found in the form of narrative text and picture illustrations. Understanding those moral values made a meaningful contribution to curriculum developers and textbook writers as a basis for consideration in determining their policies.
{"title":"Representing and Implementing Moral Values to Foreign Students in Indonesian Textbooks for Learners Other Than Indonesians","authors":"Yuniar Pratiwi, Kusubakti Andajani, I. Suyitno, Asri Ismail, Bambang Prastio","doi":"10.26858/ijole.v1i1.36256","DOIUrl":"https://doi.org/10.26858/ijole.v1i1.36256","url":null,"abstract":"The textbook \"Sahabatku Indonesia\" published by the Ministry of Education and Culture of the Republic of Indonesia in 2019 has an important position for foreign students who are studying Indonesian. This book consists of 7 series. The book contains information about practical communication rules and exercises in Indonesian. In the communication training material various discourse units are presented which contain information on Indonesian culture. One aspect of culture that is taught is the moral aspect that accompanies language activities. This study aims to describe the representation and implementation of moral values introduced to foreign students in textbooks. These moral values come from moral values that are unique to the Indonesian nation and also universal morals. This research was conducted using a qualitative descriptive approach. The data source for this research is the 7 book series “My Indonesian Friends”. The data is in the form of written verbal units containing moral values and sometimes illustrations are added to accompany the communication exercises. Data were analyzed using content analysis and supported by Appraisal Theory (AT) to see aspects of moral values. This finding illustrated that on \"Sahabatku Indonesia\" textbook emphasizes inculcating moral values of learners in maintaining harmony and social interactions harmony in their living environment. The moral values contained in the text are as many as 13 moral themes. The implementation in the book can be found in the form of narrative text and picture illustrations. Understanding those moral values made a meaningful contribution to curriculum developers and textbook writers as a basis for consideration in determining their policies.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88141598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.26858/ijole.v1i1.36368
Syahfitri Purnama, M. A. Pawiro, Azis Azis
Speaker’s good pronunciation makes his/her listener comfortable, and confident to participate in the conversation and his/her mispronunciations bring implications to the listener’s awareness and involvement with the message spoken. The research was aimed at detecting the mispronunciations made by 70 non-native (L2) post-graduate students who were enrolled in the English department and were also school teachers in Greater Jakarta (including Jakarta, Bogor, Depok, Tangerang, and Bekasi [or commonly shortened as Jabodetabek]). They were given English texts to read, and recorded, and a semi-structured interview was applied. Error analysis was employed to check mispronunciations. The results showed that 43 students (61%) made mispronunciations and 27 (39%) didn’t. Mispronunciation was found on vowels by 4 students (5.71%), on consonants by 5 (7.14%), on diphthongs by 3 (4.28%), and on consonant clusters by 14 (20%). Most of the students made intralingual and global errors.
{"title":"Detecting Mispronunciations of Non-Native (L2) Post-Graduate Students of English Language Education in Indonesia","authors":"Syahfitri Purnama, M. A. Pawiro, Azis Azis","doi":"10.26858/ijole.v1i1.36368","DOIUrl":"https://doi.org/10.26858/ijole.v1i1.36368","url":null,"abstract":"Speaker’s good pronunciation makes his/her listener comfortable, and confident to participate in the conversation and his/her mispronunciations bring implications to the listener’s awareness and involvement with the message spoken. The research was aimed at detecting the mispronunciations made by 70 non-native (L2) post-graduate students who were enrolled in the English department and were also school teachers in Greater Jakarta (including Jakarta, Bogor, Depok, Tangerang, and Bekasi [or commonly shortened as Jabodetabek]). They were given English texts to read, and recorded, and a semi-structured interview was applied. Error analysis was employed to check mispronunciations. The results showed that 43 students (61%) made mispronunciations and 27 (39%) didn’t. Mispronunciation was found on vowels by 4 students (5.71%), on consonants by 5 (7.14%), on diphthongs by 3 (4.28%), and on consonant clusters by 14 (20%). Most of the students made intralingual and global errors.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75952680","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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