Pub Date : 2022-06-30DOI: 10.26858/ijole.v6i2.20610
Jariya Sairattanain, Thiwaporn Thawarom
The purpose of this article is to propose a possible way to integrate cultural knowledge into English teaching by using children literature. It also presents an alternative method for researchers to investigate personal identity by using a character from literature as a case study. The article also offers an example of an exploration of the main characters’ identity in Jasmin Warga’s Other Words for Home. The story represented a life of a twelve-year-old girl from Syria who left behind the war torn city order to live in United States. Her identity formation process was analyzed through the theory of Symbolic Interactionism. Themes found from her journey of moving into new culture included “self as an English language learner” prior to moving to the United States and “self as an immigrant” was presented when she entered American society. her This teaching method might be useful in promoting English learners to become integratively motivated which can be achieved by understanding the cultural and ideological aspects and by developing a cross-cultural awareness of the how to become part of community that speak the target language.
本文的目的是提出一种利用儿童文学将文化知识融入英语教学的可能途径。它也为研究者提供了另一种方法，通过使用文学中的角色作为案例研究来调查个人身份。本文还以Jasmin Warga的《Other Words for Home》为例，探讨了主人公的身份。这个故事讲述了一个12岁的叙利亚女孩的生活，她离开了饱受战争蹂躏的城市，来到美国生活。运用符号互动主义理论分析了她的身份形成过程。从她进入新文化的旅程中发现的主题包括移居美国之前的“作为一个英语学习者的自我”和进入美国社会后的“作为一个移民的自我”。这种教学方法可能有助于促进英语学习者成为综合动机，这可以通过理解文化和意识形态方面，并通过培养如何成为目标语言社区一员的跨文化意识来实现。
{"title":"English Children Literature for Exploring Immigrant Identity in a Language Classroom","authors":"Jariya Sairattanain, Thiwaporn Thawarom","doi":"10.26858/ijole.v6i2.20610","DOIUrl":"https://doi.org/10.26858/ijole.v6i2.20610","url":null,"abstract":"The purpose of this article is to propose a possible way to integrate cultural knowledge into English teaching by using children literature. It also presents an alternative method for researchers to investigate personal identity by using a character from literature as a case study. The article also offers an example of an exploration of the main characters’ identity in Jasmin Warga’s Other Words for Home. The story represented a life of a twelve-year-old girl from Syria who left behind the war torn city order to live in United States. Her identity formation process was analyzed through the theory of Symbolic Interactionism. Themes found from her journey of moving into new culture included “self as an English language learner” prior to moving to the United States and “self as an immigrant” was presented when she entered American society. her This teaching method might be useful in promoting English learners to become integratively motivated which can be achieved by understanding the cultural and ideological aspects and by developing a cross-cultural awareness of the how to become part of community that speak the target language.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78216843","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.19468
Iwan Fauzi
Interlanguage is the most fruitful issue in the field of second language acquisition. In the interlanguage phase, Indonesian learners of English tend to alternate between two forms of language features to express the same language function where a variation of language forms will be exhibited to mark the variable of linguistic function. Variability in phonology of interlanguage is the most interesting subject to investigate based on markedness differential hypothesis theory. This study is aimed at finding out (1) marked sounds of English fricatives: [θ], [ð], [ʃ], and [ʒ] which are indicated as interlanguage variants; and (2) how interlanguage sound variants emerge based on surround the varying element. There were 30 college students of English study purposively selected to become respondents in this research representing advance and intermediate proficiency of English speaking. The data were taken from two types of task namely word list reading and sentence reading. There were 600-word tokens containing target marked sounds of fricative [θ], [ð], [ʃ], and [ʒ] obtained from the data collection. The analysis was done quantitatively to find the percentages of non-interlanguge sounds and interlanguge ones produced by respondents. The result showed that fricatives such as [θ], [ʃ], and [ʒ] have phonological variations in interlanguage with certain positions of word being pronounced. These phonological variations emerge due to the generalization of pronunciation by similar-ending sounds, the certain vowel sound preceding marked sounds, and the absence of consonant clusters in learners’ native language which bears the variation of certain marked fricatives of English.
{"title":"The Variability in Phonology of Indonesian Learner’s Interlanguage: A case study on English marked-fricatives","authors":"Iwan Fauzi","doi":"10.26858/ijole.v5i4.19468","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.19468","url":null,"abstract":"Interlanguage is the most fruitful issue in the field of second language acquisition. In the interlanguage phase, Indonesian learners of English tend to alternate between two forms of language features to express the same language function where a variation of language forms will be exhibited to mark the variable of linguistic function. Variability in phonology of interlanguage is the most interesting subject to investigate based on markedness differential hypothesis theory. This study is aimed at finding out (1) marked sounds of English fricatives: [θ], [ð], [ʃ], and [ʒ] which are indicated as interlanguage variants; and (2) how interlanguage sound variants emerge based on surround the varying element. There were 30 college students of English study purposively selected to become respondents in this research representing advance and intermediate proficiency of English speaking. The data were taken from two types of task namely word list reading and sentence reading. There were 600-word tokens containing target marked sounds of fricative [θ], [ð], [ʃ], and [ʒ] obtained from the data collection. The analysis was done quantitatively to find the percentages of non-interlanguge sounds and interlanguge ones produced by respondents. The result showed that fricatives such as [θ], [ʃ], and [ʒ] have phonological variations in interlanguage with certain positions of word being pronounced. These phonological variations emerge due to the generalization of pronunciation by similar-ending sounds, the certain vowel sound preceding marked sounds, and the absence of consonant clusters in learners’ native language which bears the variation of certain marked fricatives of English.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73405325","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.19320
Cavin F. Pamintuan
This descriptive research focused on the localization of Chinese teachers in the Philippines and how it became instrumental in reducing the impact of COVID-19 pandemic on Chinese language education. Through the review of existing studies and pertinent documents such as memorandum orders, agreements and training plans, this paper provided an in-depth analysis of the current situation of localization of Chinese teachers. Currently, there were three (3) modes of cultivating local teachers for Chinese language teaching, namely in-service teachers’ training, undergraduate degree program and master’s degree program. The mentioned programs have been successful in producing local teachers who are capable of teaching Chinese as a foreign language. Furthermore, it is through the local teachers that the impacts of the pandemic on Chinese language education in the Philippines have been reduced. The localization of Chinese teachers has been of great help in addressing the challenge of not having volunteer Chinese teachers and uniformed instructional materials in the midst of pandemic. Moreover, opportunities for the localization of Chinese teachers were also discussed. Lastly, guided with the findings and conclusions, the paper provided recommendations for further development of Chinese language education in times of pandemic or other natural calamities which may disrupt the face-to-face classes.
{"title":"Reducing the Impact of Pandemic on Chinese Language Education in the Philippines through the Localization of Chinese Teachers","authors":"Cavin F. Pamintuan","doi":"10.26858/ijole.v5i4.19320","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.19320","url":null,"abstract":"This descriptive research focused on the localization of Chinese teachers in the Philippines and how it became instrumental in reducing the impact of COVID-19 pandemic on Chinese language education. Through the review of existing studies and pertinent documents such as memorandum orders, agreements and training plans, this paper provided an in-depth analysis of the current situation of localization of Chinese teachers. Currently, there were three (3) modes of cultivating local teachers for Chinese language teaching, namely in-service teachers’ training, undergraduate degree program and master’s degree program. The mentioned programs have been successful in producing local teachers who are capable of teaching Chinese as a foreign language. Furthermore, it is through the local teachers that the impacts of the pandemic on Chinese language education in the Philippines have been reduced. The localization of Chinese teachers has been of great help in addressing the challenge of not having volunteer Chinese teachers and uniformed instructional materials in the midst of pandemic. Moreover, opportunities for the localization of Chinese teachers were also discussed. Lastly, guided with the findings and conclusions, the paper provided recommendations for further development of Chinese language education in times of pandemic or other natural calamities which may disrupt the face-to-face classes.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84159773","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}
The conventional scoring rubric has been used as a tool to assess students’ writing for years and recently there is growing attention on the use of automated assessment tools. While studies highlighting the use of the tools per se are numerous, not much is available on the use of the combined tools. This study addresses the gap by examining 20 university EFL students’ essays using both assessment tools. The essays were examined based on a conventional rubric which contains five aspects and two categories covering eleven indices of an automated tool called Coh-Metrix. The results of the examination were interpreted and information generated from the tools are compared. The study reveals that the use of both conventional and automated tools laid a more comprehensive picture of the students’ essays. The results of the assessment are useful to inform students and teachers on areas that need attention in the writing instruction. Gain and loss on the use of the tools are explained.
{"title":"Using Conventional Rubric and Coh-Metrix to Assess EFL Students’ Essays","authors":"Monica Kristin Mahadini, Endang Setyaningsih, Teguh Sarosa","doi":"10.26858/ijole.v5i4.19105","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.19105","url":null,"abstract":"The conventional scoring rubric has been used as a tool to assess students’ writing for years and recently there is growing attention on the use of automated assessment tools. While studies highlighting the use of the tools per se are numerous, not much is available on the use of the combined tools. This study addresses the gap by examining 20 university EFL students’ essays using both assessment tools. The essays were examined based on a conventional rubric which contains five aspects and two categories covering eleven indices of an automated tool called Coh-Metrix. The results of the examination were interpreted and information generated from the tools are compared. The study reveals that the use of both conventional and automated tools laid a more comprehensive picture of the students’ essays. The results of the assessment are useful to inform students and teachers on areas that need attention in the writing instruction. Gain and loss on the use of the tools are explained.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87001815","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.22495
Dewi Suriyani Djamdjuri, Muchlas Suseno, Shafruddin Tajuddin, N. Lustyantie, U. Chaeruman
This study aims to find out how students' perspectives on learning English use 21st century learning strategies through a multimodal approach to teaching English for EFL students. A lecture was conducted online for one semester (four months) by using Islamic topics as learning materials. The learning materials were presented and discussed, then students were asked to write or talk about the topics. This study uses a descriptive qualitative approach to data collection through the provision of questionnaires and interviews with 47 students of the Islamic Broadcasting Program at the Faculty of Islamic Religion at a private Islamic university in Bogor, Indonesia, in the English language course. From the data collected through a set of questionnaires, it can be concluded that, 1) the majority of respondents are interested in using Islamic materials to learn English; 2) the majority of respondents state that Islamic materials assisted them in improving their English language skills; 3) The majority of respondents are interested in using online Islamic resources. Furthermore, respondents stated that the multimodal approach to learning is very interesting, very good, and can help them to learn English. In addition, students wished that direct interaction between lecturers and students could continue to function well. Hence, the use of multimodal-based materials could provide interactive opportunities between lecturers and students.
{"title":"Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students' Perspective","authors":"Dewi Suriyani Djamdjuri, Muchlas Suseno, Shafruddin Tajuddin, N. Lustyantie, U. Chaeruman","doi":"10.26858/ijole.v5i4.22495","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.22495","url":null,"abstract":"This study aims to find out how students' perspectives on learning English use 21st century learning strategies through a multimodal approach to teaching English for EFL students. A lecture was conducted online for one semester (four months) by using Islamic topics as learning materials. The learning materials were presented and discussed, then students were asked to write or talk about the topics. This study uses a descriptive qualitative approach to data collection through the provision of questionnaires and interviews with 47 students of the Islamic Broadcasting Program at the Faculty of Islamic Religion at a private Islamic university in Bogor, Indonesia, in the English language course. From the data collected through a set of questionnaires, it can be concluded that, 1) the majority of respondents are interested in using Islamic materials to learn English; 2) the majority of respondents state that Islamic materials assisted them in improving their English language skills; 3) The majority of respondents are interested in using online Islamic resources. Furthermore, respondents stated that the multimodal approach to learning is very interesting, very good, and can help them to learn English. In addition, students wished that direct interaction between lecturers and students could continue to function well. Hence, the use of multimodal-based materials could provide interactive opportunities between lecturers and students. ","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83780748","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.19010
A. Muslem, T. Zulfikar, Inas Astilla, Hendra Heriansyah, Saiful Marhaban
The objective of this study was to investigate students’ perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were slected using a simple random sampling technique to represent all off the population. A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentages were used to analyse the data collected from the questionnaires. The results showed that the students perceived lecturers’ oral corrective feedback as an important part of language learning. Lecturers’ oral corrective feedback was very helpful in improving the students’ speaking abilities. It can be concluded that oral corrective feedback gave positive results towards the students’ speaking performances. Therefore, this research was significant to highlight the students’ perceptions towards oral corrective feedback from their lecturers during the teaching and learning of speaking in their classes. Both lecturers and students would benefit from this research so that they can realize how important it is to give and accept oral corrective feedback.
本研究的目的是调查学生在口语课上对讲师口头纠正反馈的看法。本次调查涉及班达亚齐省拉尼里州立伊斯兰大学英语语言教育系的100名学生，共254名学生。调查的参与者是用一种简单的随机抽样技术来选择的，以代表所有的人口。我们使用了一份来自Calsiyao (2015, p. 397)和Elsaghayer (2014, p. 77)的修正问卷来收集数据。百分比用于分析从问卷中收集的数据。结果表明，学生将讲师的口头纠正反馈视为语言学习的重要组成部分。讲师的口头纠正反馈对提高学生的口语能力很有帮助。由此可见，口语矫正反馈对学生的口语表现有积极的影响。因此，本研究对学生在课堂上的口语教学中对讲师的口语纠正反馈的看法具有重要意义。讲师和学生都将从这项研究中受益，从而认识到给予和接受口头纠正反馈的重要性。
{"title":"Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students","authors":"A. Muslem, T. Zulfikar, Inas Astilla, Hendra Heriansyah, Saiful Marhaban","doi":"10.26858/ijole.v5i4.19010","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.19010","url":null,"abstract":"The objective of this study was to investigate students’ perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were slected using a simple random sampling technique to represent all off the population. A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentages were used to analyse the data collected from the questionnaires. The results showed that the students perceived lecturers’ oral corrective feedback as an important part of language learning. Lecturers’ oral corrective feedback was very helpful in improving the students’ speaking abilities. It can be concluded that oral corrective feedback gave positive results towards the students’ speaking performances. Therefore, this research was significant to highlight the students’ perceptions towards oral corrective feedback from their lecturers during the teaching and learning of speaking in their classes. Both lecturers and students would benefit from this research so that they can realize how important it is to give and accept oral corrective feedback.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91144251","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.19482
R. Rasman
Motivational currents, a relatively new concept in the field of language learning, has contributed to understanding how long-term motivational energy can be sustained among learners. Despite such critical contribution, little is known on how one of its core elements called vision, a vivid image of one’s future self, can be sustainable in such a long period. This has resulted in the difficulty for teachers to create motivational currents among their learners. This article aims at contributing to the understanding of the dynamic nature of vision in the phenomena of motivational currents. It reports on a Retrodictive Qualitative Modelling (RQM) study conducted using complex dynamic system’s frame. The data were gathered from Indonesian postgraduate students studying in a university in the United Kingdom using introspective, semi-structured interview and self-assessed motivational trajectory. They were then analyzed using Interpretative Phenomenological Analysis (IPA). The findings show that the participants experienced motivational currents although their visions or images of their future selves were slightly changing during the period. The findings will then be discussed with regards to the nature of interconnectedness between the motivational currents system and the self-system. The article is ended by outlining some pedagogical implications as well as recommendations for future research.Keywords: Motivational currents; vision; complex dynamic system.
{"title":"Motivational Currents of Indonesian Postgraduate Students Studying Abroad","authors":"R. Rasman","doi":"10.26858/ijole.v5i4.19482","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.19482","url":null,"abstract":"Motivational currents, a relatively new concept in the field of language learning, has contributed to understanding how long-term motivational energy can be sustained among learners. Despite such critical contribution, little is known on how one of its core elements called vision, a vivid image of one’s future self, can be sustainable in such a long period. This has resulted in the difficulty for teachers to create motivational currents among their learners. This article aims at contributing to the understanding of the dynamic nature of vision in the phenomena of motivational currents. It reports on a Retrodictive Qualitative Modelling (RQM) study conducted using complex dynamic system’s frame. The data were gathered from Indonesian postgraduate students studying in a university in the United Kingdom using introspective, semi-structured interview and self-assessed motivational trajectory. They were then analyzed using Interpretative Phenomenological Analysis (IPA). The findings show that the participants experienced motivational currents although their visions or images of their future selves were slightly changing during the period. The findings will then be discussed with regards to the nature of interconnectedness between the motivational currents system and the self-system. The article is ended by outlining some pedagogical implications as well as recommendations for future research.Keywords: Motivational currents; vision; complex dynamic system.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74600645","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.23598
Sherli Agustine, N. Asi, M. Luardini
Society and language cannot be separated, both have a relationship where society can be formed by the language they use. The diversity of languages used by teachers and students in EFL classroom interaction at MAN Katingan represents the existence of a bilingual or multilingual community. This research was conducted to describe how is the language use in EFL classroom interaction. The type of this research was descriptive research using the qualitative method. The subject were one of the English teachers and the students of the eleventh grade of MAN Katingan. The data collection was done by questionnaire using a google form to students and interview was done to the English teacher. The result showed the use of language at MAN Katingan in EFL classroom interaction was varied enough. Based on the students’ view, teacher and students used 24,7% English, 40,4% Indonesian, 8,4% Banjarese, 0,9% Dayakese, and 26,2% mixed the language or used code-switching and code-mixing in EFL classroom interaction. On the other hand, the teacher stated that she mostly used code-switching and code-mixing. Sometimes, she used the local language to interact with the students in her EFL classroom.Keywords: language use: EFL: classroom interaction: sociolinguistics study
{"title":"Language Use in EFL Classroom Interaction: A Sociolinguistic Study","authors":"Sherli Agustine, N. Asi, M. Luardini","doi":"10.26858/ijole.v5i4.23598","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.23598","url":null,"abstract":"Society and language cannot be separated, both have a relationship where society can be formed by the language they use. The diversity of languages used by teachers and students in EFL classroom interaction at MAN Katingan represents the existence of a bilingual or multilingual community. This research was conducted to describe how is the language use in EFL classroom interaction. The type of this research was descriptive research using the qualitative method. The subject were one of the English teachers and the students of the eleventh grade of MAN Katingan. The data collection was done by questionnaire using a google form to students and interview was done to the English teacher. The result showed the use of language at MAN Katingan in EFL classroom interaction was varied enough. Based on the students’ view, teacher and students used 24,7% English, 40,4% Indonesian, 8,4% Banjarese, 0,9% Dayakese, and 26,2% mixed the language or used code-switching and code-mixing in EFL classroom interaction. On the other hand, the teacher stated that she mostly used code-switching and code-mixing. Sometimes, she used the local language to interact with the students in her EFL classroom.Keywords: language use: EFL: classroom interaction: sociolinguistics study","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82097829","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.15138
M. Najafi, M. Shahrokhi, M. Shojaee, M. Atharizadeh
This paper aimed at examining and comparing the effects of different humor-based strategies (joke, pun, and limerick) on vocabulary learning of EFL learners at intermediate and advanced levels. To this end, 120 EFL learners in a private institute were asked to serve as the participants of the study. They were then divided into two groups according to their proficiency levels (i.e. advanced and intermediate). Each group contained four subgroups: three experimental groups (joke, pun, and limerick groups) and one control group. Before the treatment, the participants took part a pretest, which aimed to ascertain the homogeneity of the participants. The treatment for the three experimental groups then commenced, and it was followed by a vocabulary posttest. The data were gathered and analyzed via one-way between-groups ANOVA. The results revealed that for the intermediate learners, joke was more effective (although not significantly) than pun, which was (not significantly) more effective than limerick. The difference between joke and limerick, however, was statistically significant. For the advanced learners, the joke group outperformed both pun and limerick groups significantly. However, the difference between pun and limerick groups did not reach statistical significance. There was thus not a considerable difference between intermediate and advanced learners in terms of how they were affected by the treatments.
{"title":"A Comparative Study of The Effect of Humor Strategies on Iranian EFL Learners’ Vocabulary Learning","authors":"M. Najafi, M. Shahrokhi, M. Shojaee, M. Atharizadeh","doi":"10.26858/ijole.v5i4.15138","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.15138","url":null,"abstract":"This paper aimed at examining and comparing the effects of different humor-based strategies (joke, pun, and limerick) on vocabulary learning of EFL learners at intermediate and advanced levels. To this end, 120 EFL learners in a private institute were asked to serve as the participants of the study. They were then divided into two groups according to their proficiency levels (i.e. advanced and intermediate). Each group contained four subgroups: three experimental groups (joke, pun, and limerick groups) and one control group. Before the treatment, the participants took part a pretest, which aimed to ascertain the homogeneity of the participants. The treatment for the three experimental groups then commenced, and it was followed by a vocabulary posttest. The data were gathered and analyzed via one-way between-groups ANOVA. The results revealed that for the intermediate learners, joke was more effective (although not significantly) than pun, which was (not significantly) more effective than limerick. The difference between joke and limerick, however, was statistically significant. For the advanced learners, the joke group outperformed both pun and limerick groups significantly. However, the difference between pun and limerick groups did not reach statistical significance. There was thus not a considerable difference between intermediate and advanced learners in terms of how they were affected by the treatments.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77976934","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.23590
Dessy Wahyuni, Yeni Maulina, A. Mulia, S. Sunardi
Foreign students studying in Indonesia are enhancing from year to year. As students who do not use their first language in communicating, both in learning and in social relationships, their ability to speak Indonesian requires to be tested. It is essential in order to ensure the continuity of the learning that will be passed. Consequently, the government owing to the Language Development and Cultivation Agency has established an Indonesian Language Proficiency Test (UKBI [Uji Kemahiran Berbahasa Indonesia]), which is a standardization test for proficiency in the language of Indonesian speakers, both native and foreign speakers. Despite being a tool to measure Indonesian language skills, UKBI also has the prospect to be utilized as a medium to encourage the diversity of Indonesian cultures. This effort is considered important to preserve and maintain the identity of the nation from the world’s point of view, particularly against the speed of globalization. By observing various cultural elements in the three "reading texts" at UKBI by way of critical discourse analysis, it can be perceived that the three texts have the opportunity to defend the Indonesian language and culture. Furthermore, due to the test results of 30 foreign students in UKBI in Indonesia, foreign students' understanding and knowledge of the diversity of Indonesian languages and cultures were revealed.
{"title":"Cultural Discourse in Reading Texts of Indonesian Language Proficiency Test","authors":"Dessy Wahyuni, Yeni Maulina, A. Mulia, S. Sunardi","doi":"10.26858/ijole.v5i4.23590","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.23590","url":null,"abstract":"Foreign students studying in Indonesia are enhancing from year to year. As students who do not use their first language in communicating, both in learning and in social relationships, their ability to speak Indonesian requires to be tested. It is essential in order to ensure the continuity of the learning that will be passed. Consequently, the government owing to the Language Development and Cultivation Agency has established an Indonesian Language Proficiency Test (UKBI [Uji Kemahiran Berbahasa Indonesia]), which is a standardization test for proficiency in the language of Indonesian speakers, both native and foreign speakers. Despite being a tool to measure Indonesian language skills, UKBI also has the prospect to be utilized as a medium to encourage the diversity of Indonesian cultures. This effort is considered important to preserve and maintain the identity of the nation from the world’s point of view, particularly against the speed of globalization. By observing various cultural elements in the three \"reading texts\" at UKBI by way of critical discourse analysis, it can be perceived that the three texts have the opportunity to defend the Indonesian language and culture. Furthermore, due to the test results of 30 foreign students in UKBI in Indonesia, foreign students' understanding and knowledge of the diversity of Indonesian languages and cultures were revealed.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87173549","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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