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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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.