Pragmatic transfer, an emerging part of interlanguage pragmatics (ILP), has been receiving serious attention from applied linguists currently. This study was aimed at investigating pragmatic errors and pragmatic transfer learners made and effect of second language (L2) proficiency to their pragmatic transfer. Eighteen students of Darmasiswa who have been learning Indonesian language and culture form Bali State Polytechnic (PNB) and from Teacher Training Institute of Saraswati Tabanan, Bali, Indonesia were involved as research participants. Discourse completion test (DCT) consisting of nine situations designed with sociocultural aspect of power, distance, and rank of imposition (PDR) was used to elicit data of refusal strategies. The data were analysed to see pragmatic errors, pragmatic transfer, and effect of L2 proficiency on participants’ pragmatic transfer. Result of analysis revealed that learners’ pragmatic competence was still low. They were pragmalinguistic and sociopragmatic errors made dealing with Indonesian noun phrase (NP) structure, the use of verb, noun, prepositions which are very different from English patterns. Moreover, pragmatic transfer was frequently made due to learners’ shortage of L2 pragmatic proficiency and learners’ L1 cultural knowledge. In addition, learners’ pragmatic transfer was found to be strongly influenced by learners’ L2 proficiency.

Abstract:The study examines whether English and Indonesian research articles written by their respective native speaker scholars are significantly different from each other in terms of the number of hedges used. Hedges are rhetorical features (e.g. may, perhaps, suggest) used to withhold complete commitment to the truth-value of propositions. The ultimate goal of the study is to examine whether Indonesian scholars need special instruction in hedging propositions. The assumption underlying the present study is that when they write in English, Indonesian scholars will deploy rhetorical features inherent in the Indonesian academic writing. Statistical analysis on 52 Applied Linguistics research articles (26 from each language) reveals that English research articles contain significantly more hedges than their Indonesian counterparts (Mann-Whitney U = 68.00, n1 = n2 = 26, p < 0.05, r = -0.69), suggesting that Indonesian scholars are indeed in need of instruction that specifically focuses on hedging propositions in English.

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The objective of this report is to examine upper students' perceptions of multi-mode immersion toward Behaviours Intention (BI) when using E-learning in an EFL classroom. This study was a survey with a descriptive quantitative technique, and the sample consisted of only upper level students studying EFL in Bali, Indonesia. The investigation concentrated on a multimodal approach to students' BI that included text, music, images, and video, partially and concurrently. Furthermore, this study wanted to look into how E-learning is used to improve learners' EFL learning materials. The findings demonstrated that only images, text, images, and videos have a slightly favourable influence on the learners' BI. Music, on the other hand, was disliked by EFL students at higher education levels. Surprisingly, the results revealed that using many modes such as text, music, picture, and video at the same time had a substantial influence on students' willingness in the EFL classroom. The prototype for bringing the multimodal approach to the EFL classroom was built and may be found at www.duweg.com. The E-learning used a multimodal method that included voice, text, images, and video.

This study aimed at investigating effectiveness of Learning Centre (LC) to improve Darmasiswa students' Indonesian competence. LC was designed as a site where students were able to learn grammar of Indonesian autonomously. It was developed as students found it difficult to study grammar in cooperation with language skills in the class. Thus, they required an exclusive and discrete grammar lesson. The research participants involved nine foreign students of Darmasiswa program. The participants were trained on LC program and given chance to study grammar individually. To measure its effectiveness, two tests were applied, pre-test and post-test. Treatment in LC was done ten times. Result of both tests were compared and analyzed. The test and LC materials were developed and validated by an expert judge before their use. The materials were taken from books used for formal class lesson. The result of measurement fostered that LC with self-directed learning was effective to improve learners' Indonesian language competence. This indicates that autonomous learning is worth practicing to promote students' noticing.

The concept of Merdeka Belajar and Kampus Merdeka has been attracting much attention of language lecturers and researchers in higher education institution. The program of Ministry of Education and Culture Republic of Indonesia contributes to some questions on how the English learning should be designed and undertaken. This article would like to address how the teaching of English for vocational purposes (EVP) in polytechnic vocational institution. Specifically, it was in an attempt to develop of EVP teaching model. In this study the focus was given to the development of model, including developing material, leaning syntax and assessment tool. Material development included that of module used to facilitate the learning of EVP at vocational university. The result of the development pursuant to in the-class short experiment involving students successfully contributed that the development of visible, compatible and applicable vocational education materials consists of Snapshot, Project Preparation, Gathering Information, building up a Dialog, Making Dialog Using the Given Card, and Role Play. The lesson plan or learning syntax contained four main stages, such as preparation, realization, presentation and evaluation. And the assessment tool comprised of card and scoring rubric. Stages of learning include 'inventorying expressions or sentence structures', 'building a dialog', 'performing dialog', and 'giving feedback'. This was a stage where concept of learning language based on project activity was merely explained. It was emphasized in order for the students to really comprehend how the approach works, what processes were required to pass, and what purpose was lied behind it. The activity aimed at connecting students' (prior) knowledge with context. In addition, students were trained to finally build up a new concept using their prior knowledge.

This article presents research results on tourist accommodation available in Batur geotourism: a host-tourist approach. It is developed based on a documentary study. There are four main studies on Batur conducted earlier which reports were assessed that are relevant to discover the match of tourist needs and the availability of tourist accommodation in Batur geotourism area. This qualitative research using secondary data which was conducted in an effort to find a solution to the issue of a short tourist stays in Batur. The assessment results show three matched types of accommodation that highly compatible between guest-accommodation available in Batur and tourists' needs for accommodation. These includes homestay covering basic and functional accommodation; moderate standard accommodation including the villa, guest house, and two/three-star hotel; and luxury accommodation inclusive tourist attractions comprising boutique hotel. This concludes that the short tourist stays in the area is not due to the unavailability of accommodation. Further assessment is required to discover the solution to the matter. The problems might lie on the lack of information and promotion or the limited tourist attractions and activities available in Batur; that require further action from the management of Batur tourism as well as the government of Bangli Regency to address the issue. It is expected that these study results could be used as a reference by Batur geotourism management to further develop the area.

The use of stance, i.e. linguistic mechanism used by the authors to convey their personal viewpoint, in a research article has received considerable attention from researchers in the field of applied linguistics. This is due to the fact that the concept of stance plays a critical role in academic research writing. However, how grammatical stance markers are used in a discussion section of a research article from the field of applied linguistics written in English by Indonesian applied linguistics scholars has been left unexplored. The major aim of the present study was to fill that lacuna by examining the frequency of use of grammatical stance markers. A small specialized corpus consisting of 10 discussion sections of research articles from the field of applied linguistics written by Indonesian scholars published was built for the purposes of the study. It was found that Indonesian scholars used grammatical stance markers sparingly. Since grammatical stance markers are markers of interpersonality and interactivity, this finding suggests that Indonesian applied linguistics scholars do not see academic research writing as a site for interpersonal relation and interaction with the putative readers. Pedagogically, it implies that there is a need for a pedagogical program to introduce Indonesian scholars to the notion that academic research writing is a site where knowledge claim is negotiated with the readers.