Indonesian Journal of Applied Linguistics
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    582 research outputs found

    Articulatory phonetic errors and patterns in Thai BIPA speakers: A study at SWM School Thailand

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    The tendency for Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian as a Foreign Language (IFL) speakers' pronunciation errors makes specific patterns from an articulatory phonetic perspective. This approach is still limited, and the competence in pronouncing language is challenging. This study analyzes articulatory phonetic errors of vowels and consonants of BIPA Songserm Wittaya Mulniti (SWM) School Thailand speakers to find their reasons and patterns. This type of qualitative research used the listening-involved-conversation data collection technique as well as the equivalence and distributional analysis methods. The results showed 671 pronunciation errors; 184 vowels and 389 consonants. The majority of vowel errors are double vowels [uwa], open front [a], and near-close near-back [ʊ] based on the proximity of the tongue positions, movements of the tongue, lip position, and English interference. The majority of consonant errors are apico-alveolar trill [r] and lateral [l], lamino-palatal [ɲ], and dorso-velar [ŋ] based on the articulator and points of articulation, the similarity of the air passages, movement of the vocal cords, interference of air currents, and the interference of another language. The patterns formed were tendencies based on most errors, replacements, omissions, additions, omissions-replacements, replacements-additions, cutting of syllables, and phoneme errors that change the morpheme. Therefore, many errors formed a series of similarities and structured patterns, especially for consonants that had different pronunciation rules from the mother tongue. Practically, this research can help BIPA teachers develop appropriate learning materials and strategies according to the error patterns and characteristics of learners when pronouncing the language

    A prosodic analysis of emotional expressions in Langkat Malay speech

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    Emotional prosody is the paralinguistic elements of language that interact with verbal content to express emotion. It also demonstrates the complex relationship between voice expression and emotional experience, highlighting the depth to which humans can express complex emotions beyond words. This qualitative study investigated the prosodic features associated with the emotional expression of anger in Langkat Malay speech. It focused on variations in pitch, loudness, and tempo among speakers from different socio-economic backgrounds. The aims are to explain how emotions are encoded in speech; and to highlight the influence of cultural and social contexts on emotional expression through prosody. This study employed a qualitative method. The data were collected from 40 native Langkat Malay speakers, divided evenly between individuals from the nobility and the general populace, encompassing a range of ages from 20 to 50 years. The samples were collected, processed, and analyzed using Praat software. The study then looked at the prosodic aspects of emotional speech in terms of its acoustic characteristics. The results showed that louder, faster tempos, and higher pitches are used to indicate anger. The study also found differences between the socioeconomic classes, with the nobles exhibiting more intense and intricate pitch contours in their angry reactions than the ordinary public. It can be concluded that within the Langkat Malay group, cultural and socioeconomic influences modulate prosodic aspects of emotional manifestation. This study is expected to disclose implications for speech therapy, language instruction, and the creation of emotionally intelligent artificial intelligence systems. It will also likely highlight the significance of taking cultural differences into account when studying emotional prosody

    Kanjuruhan tragedy in the New York Times: A critical discourse analysis

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    AbstractOn October 1, 2022, the Kanjuruhan Football Tragedy in Malang, Indonesia, marked a poignant event, drawing significant media coverage, particularly by The New York Times. This incident, involving the police, supporters, and the government, unfolded amidst complex dynamics of action and response. This paper aims to dissect the media portrayal of these entities, examining the nuances of representation in news narratives. Adopting Van Leeuwen's (2008) Critical Discourse Analysis framework, the study employs a qualitative methodology to analyze how Social Actors are depicted through inclusion and exclusion strategies, alongside the portrayal of Social Actions through action and reaction approaches. The analysis of The New York Times' coverage reveals that the police were frequently portrayed as the enforcers of security, often resorting to measures like firing tear gas, while the supporters were depicted as reacting to these measures and significantly impacted by the tragedy. The government was represented as the overarching authority, responsible for managing the situation and its aftermath. This study uncovers a multi-layered narrative in the news discourse, highlighting the complexity of representing different actors in high-impact events. It concludes that media narratives in such scenarios are intricate, often shaped by the interplay of various actors' roles and actions. The findings emphasize the need for comprehensive discourse analysis in understanding media representations, suggesting future research should extend the scope of analysis by integrating broader elements from Van Leeuwen’s framework and other Critical Discourse Analysis theories to gain deeper insights into media portrayals in similar situations

    Person reference in police interviews: A case study of domestic violence in Indonesia

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    Person reference plays a critical role in judicial discourse, influencing perceptions of impartiality and respect. Person reference can express partiality or respect, either through solidarity with, or the humanization of, witnesses, victims, suspects, or defendants in law enforcement settings. Furthermore, it is important to acknowledge that verbal violence or dehumanization can sometimes be perceived as a manifestation of impartiality, when individuals employ words that inflict harm upon others. This study employs a qualitative approach to examine the utilization of person reference by two police investigators during their interview of a suspect involved in a domestic violence incident. The data consisted of transcripts from two experimental setup interviews conducted by two police investigators with one adult individual assuming the role of a suspect. The research revealed that law enforcement investigators employed formal nomination categories during interviews in order to establish a significant level of separation between the investigating officers and the individual under investigation. The present study revealed that two police investigators made efforts to humanize the suspect. Nevertheless, the transition from using the honorifics "Bapak/Pak (Mr/Sir)" as a sign of reverence for older males, to employing the term "Saudara (metaphorical brother/sister)" in a legal setting, indicating a lack of familiarity in the connection, results in an escalation of social distance. This realization advances our knowledge of the subtle ways in which linguistic decisions can affect law enforcement interactions, offering valuable implications for improving the fairness and effectiveness of judicial discourse

    Interlanguage development among the learners of Indonesian language in Paris

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    A greater comprehension of the learning process and the difficulties encountered by non-native learners is imperative given the increasing interest in learning Indonesian, especially among non-native speakers. This study looks at the interlanguage of beginning French learners of Indonesian as a Foreign Language. The main goal is to look at the several kinds of grammatical, syntactic, and lexical errors that appear in their written sentences. This research attempts to determine how learners' native language affects their learning of Indonesian by concentrating on typical mistakes in prepositional usage, adverbial application, word/phrase organization, vocabulary selection, and spelling/capitalization. The study employed a three-phase approach: data collection, data analysis, and interpretation. Data were gathered from written texts produced by beginner-level learners at the Indonesian Embassy in Paris, all of whom had completed at least one semester of instruction. The analysis identified and categorized the language inaccuracies, highlighting the frequency of errors and their correlation with the learners’ interlanguage development. The findings reveal that lexical errors, particularly in spelling, were the most frequent (35.84%), followed by syntactic errors in vocabulary selection (30.18%) and word/phrase arrangement (13.83%). Grammatical errors related to preposition (7.05%) and adverb (5.03%) usage were also significant. These errors are not isolated; rather, they reflect the learners' attempts to internalize Indonesian while being influenced by their native French linguistic structures. Examples such as the misuse of "di" for "ke" and "sudah" for "sedang" underscore the challenges learners face in differentiating between Indonesian and French grammar. This study concludes that these inaccuracies are indicative of the learners’ developing interlanguage, where their understanding of Indonesian rules is still evolving. The insights gained underscore the importance of contrastive analysis, targeted feedback, and adaptive teaching methods to help learners overcome these challenges. By addressing these issues, educators can enhance the effectiveness of BIPA programs, fostering greater proficiency in Indonesian among non-native speakers

    Mitigating pedagogical challenges through culture-based approach: Javanese language learning in rural Yogyakarta, Indonesia

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    Javanese is a vernacular language used in the Special Region of Yogyakarta, Indonesia. The dominance of the national language, Bahasa Indonesia, in the country’s curriculum is commonly presumed as a threat to the survival of Javanese. Thus, the Yogyakarta administrators have attempted to preserve Javanese through the education sector, strengthened through provincial regulations that focus on providing quality education based on Javanese cultural values. This paper examines students’ perceptions of the importance and challenges of Javanese learning based on data obtained from sixth grade students and 4 Javanese language teachers from two schools in Yogyakarta. The findings through questionnaire, classroom observation, and focus group discussion reveal that both teachers and students are mainly challenged in learning Javanese owing to the complexity of Javanese speech levels and the obligation to use students’ worksheet with specific learning targets in each semester. Despite the challenges, these aspects are viewed as necessary components of learning process and fundamental in fostering competence in Javanese language that forms an integral part of the people’s identity. Creative ways to learn Javanese through culture-based approach is essential. The position of the vernacular in Yogyakarta viewed from the intersectional lens of language nationalism and globalization indicate that Javanese is threatened less due to the predominance of Bahasa Indonesia. Rather, its complex learning process in view of the rapid technological and globalized ways of learning poses a bigger challenge.

    How character education is projected through literary works? A textual analysis of metaphors and prophetic ethics in Tegalan songs and poems

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    Scrutinizing literary works such as song lyrics and poems can be beneficial for instilling character education since they may contain sublime messages from prophetic ethics. However, such messages are oftentimes conveyed using metaphors, which cannot be interpreted literally from the words used in the literary works. Hence, the present study aims to scrutinize the metaphorical expressions used in Tegalan songs and poems as a form of Javanese literary works and analyze the prophetic ethics contained in the texts, depicting character education. A qualitative research design involves the process of analyzing, classifying, interpreting, and drawing conclusions. The metaphors were identified and classified. The language used to convey the prophetic ethics were also analyzed to explain the depiction of character values within them. The findings demonstrate that metaphors were used to express the author’s intentions aesthetically, emphasizing the good practices of undergoing life, such as resilience, patience, and totality in living life. Furthermore, some prophetic values were realized in the forms of humanistic, liberalization, and transcendental ethics, described in the lyrics of the poem and song Tegalan. This paper can be used as a reference for those aiming to instill character education through the use of local literary works

    In-service EFL teachers’ self-perceived receptive skills

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    Professional English language teachers are expected to master subject knowledge that includes not only their knowledge of English language but also their proficiency in using the language. They can self-assess their proficiency and use their assessment result as the basis for their professional growth since it can inform which areas that still need improvement. Despite the importance of teachers’ self-assessment, there has not been much research on this, especially one that investigates the teachers’ perceived receptive skills.  This study, therefore, aims to explore the in-service teachers’ perception of their proficiency level, particularly of their receptive skills. This research uses a descriptive quantitative approach utilizing a survey containing 48 questions of self-perceived reading and listening skills which was distributed to in-service teachers in lower and higher secondary schools in Indonesia. This snowball survey received responses from 449 in-service teachers from various islands in Indonesia such as Java, Bali, Sumatera, Sulawesi, Kalimantan, and Papua. The results show that, in general, the participants considered themselves to be able to comprehend various text types concerning personal and daily issues in both written and spoken modes. However, when it came to comprehending longer texts with more complex linguistic choices and structures in both modes, an increase in the number of participants who struggled was evident. These findings indicate that while most of the in-service teachers were confident in their receptive skills. However, while only limited numbers of in-service teachers’ facing difficulties in comprehend longer and more specialized texts containing complex linguistic resources, support is still needed. Based on these findings, this study discusses several important implications for teacher educators and English teachers in Indonesia and offers recommendations for future research in EFL contexts

    French as a foreign language learners’ metacognitive strategy: A comparative study between Indonesia, Thailand, and Vietnam

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    Metacognition is central to language learning because it encompasses the processes that govern the efficient use of learning strategies. It is especially important as a way to address language learners’ issues of limited repertoire of strategies and their application. While much research on language learning strategies  have been related to the learning of English, this study observes the increasingly appealing French as an additional language hence French as a Foreign Language (FFL) is gaining importance. This research was carried out by examining some similarities and differences in models of learning strategies of FLE students in three ASEAN countries.  The present study aims to investigate into FFL learners’ metacognitive strategies which contribute to the development of learners’ autonomy, despite the different contexts of study in Indonesia, Thailand and Vietnam. This study is descriptive qualitative research involving 56 students from three universities in Bangkok (Thailand), Hanoi (Vietnam) and Yogyakarta (Indonesia) as an ad-hoc sample to study their French Language Education (FLE) learning strategies. Using a Metacognitive Strategy Questionnaire (MSQ), this study result in a few insights of FFL learning process. The participants showed a consistent metacognitive strategy in terms of planning, monitoring and evaluating. Even though they are located in different countries, these strategies are proved to contribute to their autonomy as an FFL learner with different specificities

    Acceptance of learning vocabulary via mobile-assisted language learning among community college of Qatar foundation students: Quizlet as a tool

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    Integrating mobile devices into language learning has transformed vocabulary acquisition by providing learners with flexibility and access to educational resources anytime, anywhere. Mobile-assisted Language Learning (MALL) capitalizes on the widespread use of smartphones and tablets, allowing learners to engage with vocabulary exercises in a more accessible way. Previous research highlights that learners perceive mobile devices as enjoyable tools, and their acceptance is crucial for successful educational implementation. However, limited research exists in the context of Qatar. This study explores the acceptance of MALL among foundation students at the Community College of Qatar, using Quizlet due to its variety of features for vocabulary learning. A qualitative methodology was employed, involving interviews and reflection forms from forty-one participants across four academic levels, with thematic analysis conducted using ATLAS.ti 9. The findings revealed that participants generally had positive attitudes toward mobile applications in education but emphasized the importance of balancing MALL with diverse teaching methods to avoid monotony. Although MALL fosters learner autonomy, challenges such as technical issues, academic dishonesty, and cognitive distraction were noted. Despite these concerns, the study suggests that with proper administrative and educational interventions, these challenges can be mitigated, making vocabulary learning through MALL more effective, engaging, and acceptable to students at the Community College of Qatar

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    Indonesian Journal of Applied Linguistics
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