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.
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 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.
This study was aimed at determining the students' comprehension of reading after TBLT method being implemented by knowing th effectiveness of TBLT for students, especially for the polytechnic students. TBLT learners are specifically faced with a challenge or problem to solve. This research used Classroom Action Research, which deliberately chose to obtain a detailed understanding of the reaction of the students to the application of the method during classroom activities. After conducting TBLT method, it showed that the students' perception of reading seems to be 22 out of 28 students in the class (78.5 percent) pass the minimum passing grade of 70 and even 6 out of 28 (21.5 percent) students get above 80 for the ranking. In terms of their reading awareness, the introduction of the TBLT had a positive effect on the students.
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