The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.
This article describes the realization of speech acts suggestion expressed by the Islamic preachers (da'i(-s)) in responding to the questioners' (mad'u) questions. The data were obtained by employing the methods of nonparticipativeobservation and recording method. The data analysis used the method of ways and purpose. The obtained findings include the da'i expressed speech acts of suggestion into five distinguished forms, namely the imperatives, providing options, impersonal, hedging, and hints. The existing power and politeness factors surely affect the selection and use of the five distinguished types of speech acts suggestion.
The view of culture in EFL learning is growing from modernist to postmodernist perspective (Kramsch, 2013). Such growth gives impacts on the view and implementation of EFL learning. Accordingly, this study investigated the prevailing stance of Indonesian EFL teachers regarding teaching cultures. The stance in this sense was explored from the teachers’ paradigm to practice. This study engaged 17 English teachers with a variety of experiences, and they were purposively selected from different schools. This study revealed evidence that although the nature of Indonesian people were multicultural, and the essence of English as an International language was as a mediator of cross-cultural communication, dominantly Indonesian EFL teachers, the subjects of this study, still stood on modernist perspective and had not incorporated the nuance of multiculturality and interculturality as an important part of EFL learning. Only few of them did otherwise with postmodernist perspective. As an implication, this study really supported Indonesian English teachers to take a stance on postmodernist perspective in executing EFL learning to meet the students’ nature and that of English as a global language. The contribution offered by this study is to give evidence prevailing to Indonesian EFL learning and insights promoting its development in order for the curriculum can help systemize the nuance of multiculturality and interculturality in EFL learning. Keywords: Indonesian EFL learning; EFL teachers’ stance; teaching culture; English as an international language
Since the development of information technology grows rapidly, the educational institutions are offered various media or tools of instruction supporting and enhancing teaching and learning process. E-textbooks are a variety of technology which changes the experience of classroom language from traditional into paperless in reading classroom. This technology facilitates the teacher and the students to utilize computer and paper-based reading tasks in realizing the functions of the e-learning environment. It creates an atmosphere of independent acquisition and quality pedagogical strategies which can improve the efficiency of teaching and learning. The use of electronic textbook completed by hypertext and multimedia tools clearly demonstrated the advantage of this technology compared with traditional textbooks. This research is about the teacher and students’ views on using e-textbooks for reading in EFL classroom. This research aims to identify, describe, and analyze teacher and students’ perceptions on using e-textbooks technology as the paper textbooks in teaching and learning reading for Indonesian lower secondary school. Mix method of qualitative and quantitative was applied in the research. The research was conducted on an English teacher and the twenty-five eighth-grade students who used e-textbooks in reading classroom of Islamic junior high school in Lampung, Indonesian. The techniques of data collection used were interviews, questionnaires, observation, and documentation. The results showed that the teacher and majority of the students had a good perception of using e-textbooks. Considering insufficiently available textbooks provided by the government which do not meet students’ need and interest, the teacher should find out and develop many other resources for teaching and learning in the classroom. However, e-textbook technology will not displace traditional paper textbooks in the future, but they will become the perfect complement to paper textbooks.
This paper analyses the translation of sexual languages from an English novel into Indonesian. The term euphemism comes with orthophemism and dysphemism which mean sweet talking, straight talking and speaking offensively. While euphemism is used to manipulate taboos, impoliteness and profanity, dysphemism uses harsh language or even taboo words. Orthophemism refers to direct expressions, straightforward speaking neither euphemism nor dysphemism. These three terms are found in the novel, and the purpose of this research is to explain and analyse how those terms are translated into Indonesian. The method applied in this research is descriptive qualitative with the strategy of an embedded case study. The source of data is a novel by Sandra Brown and its translation. The result shows that there are many words, phrases and clauses from SL classified into orthophemism, and dysphemism, and they are softened in TL by using some strategies such as euphemism. The translator also applies self censorship when encountering orthophemism and dysphemism which she considers too vulgar or taboo. It is shown in her choosing generalization, reduction and deletion as the techniques to translate them.
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