This study attempts to analyze interlanguage production made by ten eight-grade students who were enrolled in one of the secondary schools in Jakarta. Interlanguage happens when a learner talk in the target language but their linguistic framework is still the source language (any prior language they knew beforehand). It is intended to explore kinds of interlanguage that occur in their recount writing and to explain the potentials of why the errors emerge in their recount writing. The data of the study requires one recount text writing produced by the participants of this present study. This study employed a qualitative research design and it was specifically presented using a descriptive case study. Furthermore, document analysis is employed as the procedure of collecting data when analyzing the writing. The result of the study showed that based on students' recount writing, the interlanguage is detected from the way they formed passive sentences, incorrect verb agreement, unparalleled sentences, and L1 to L2 translation. In that sense, it can be concluded that interlanguage happens due to L1 tendency which still dominated the students' minds when producing the target language. Thus, the students should be assisted to practice the correct rules of English in their writing, especially in recount text to prevent any possible fossilization.
The present study investigates the process of acquiring declarative sentences in aphasia language learners. This study seeks to address the question of how the process of an aphasia language learner to acquire declarative sentences. Using a case study, the process of interview was implemented to explore the subject's response toward this issue. The subject is an adult language learner who is 69 years old. The data were obtained from interviews and documents. The interview section was used to explore the process of acquiring declarative sentences, and the documents were used to check the validity of the interview. The data analysis of acquiring declarative sentences showed: (1) the process of acquiring the language on an adult is through behaviorist theory that consists of subject's routinizes in reading books, newspapers, and comics. (2) In adult language learners, the duration of acquiring the language is not too long and challenging. The subject takes a significant effort to deal with various activities, and it is the characteristic of an adult in acquiring the language. (3) In the construction of declarative sentences, the subjects could produce six sentences correctly and no grammar errors. He also could interact with others through those sentences. The challenge is on the way he produces, which is slowly mouth movement. Additionally, we open the gate of future research with pieces of evidence. It was recommended the future research on this study might be conducted in a quantitative method with more adult language learners involved.
This study aims to compare the policy of the 2005-2013 National Examination (UN, hereafter) version with the latest one 2014-now. The implementation of later UN has received considerable critics. Now that the recent UN has upgraded the policy, we will see if the problems or critics found in the previous UN are solved in the latest one. By reviewing the UN's obstacles and controversy in later versions, we compare this with the current policy regulation. By employing library research, the present study identifies the controversy of later UN from various areas and years. The study revealed that the contemporary laws now solve the previously concerning reason to review UN policy. Further, the study also uncovered that the breakthrough of the new UN policy was on the content of the test. Another major findings derived from this study is that the application of the computer-based test reduced the possibility of the test takers to do cheating.
There has been a wide acknowledgment that textbooks are a common medium of classroom instruction. Simulatenously, a growing body of research have found that ELT textbooks have promoted certain ideology, namely neoliberalism. This study concerns the endorsement of neoliberalism and how it is embedded in both locally-developed and internatonally-published ELT textbooks used in Indonesia. Using content analysis, the finding reveals that all the chosen textbooks contain the neoliberal mentality. The mandatory local textbook focuses on how to promote competition, while the local private textbook highlights material wealth and competition. On the other hand, the imported global textbook endorses human capital agenda. In other words, each textbook endorses different neoliberal values. The findings in this study imply the need for critical reading before the textbooks are prescribed to be used especially when the potential readers of the textbooks have different cultural values and learning objectives than those of commonly reproduced neoliberal values in imported ELT textbooks as previous studies found.AbstrakTidak dapat dipungkiri bahwa buku sebagai bahan ajar telah menjadi media paling populer dalam kegiatan ajar-mengajar di kelas. Penelitian sebelumnya juga menemukan bahwa buku ajar bahasa Inggris telah menjadi media untuk menyebarkan ideologi, salah satunya yaitu neoloberalisme. Oleh karena itu, studi ini bertujuan untuk meneliti adanya ideologi neoliberalisme dan bagaimana ideologi tersebut direpresentasikan dalam buku ajar bahasa Inggris baik yang diproduksi secara lokal maupun impor. Dengan menggunakan pendekatan konten analisis, studi ini menemukan bahwa dalam buku bahan ajar bahasa Inggris, terdapat nilai-nilai ideologi neoliberalisme. Buku bahan ajar wajib nasional berfokus pada glorifikasi kompetisi. Sedangkan buku bahan ajar domestik yang lain mementingkan kekayaan materi dan kompetisi. Di sisi lain, buku bahan ajar bahasa Inggris impor lebih menonjolkan human capital sebagai nilai neoliberalismenya. Melihat temuan tersebut, diperlukan critical reading sebelum suatu buku direkomendasikan untuk dijadikan bahan ajar terutama ketika target pengguna buku tersebut memiliki budaya dan juga nilai-nilai ideologi yang berbeda dari ideologi yang, menurut penelitian sebelumnya, kerap kali direproduksi dalam buku ajar bahasa Inggris, yaitu neoliberalisme.
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