Analysing the Pragmatic Content in the Conversation Sections in Indonesian ELT Textbooks

Siswantara, Eka; Ariffin, Kamisah

doi:10.24191/ijmal.v5i3.14035

Cited by 3 publications

(5 citation statements)

References 10 publications

(13 reference statements)

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“…On similar grounds, in their study, Siswantara and Ariffin ( 2021 ) investigated the conversation sections in a series of Indonesian ELT textbooks to examine whether their pragmatic content is in line with the curriculum expectations. Searle's speech act framework was employed to analyze the illocutionary acts and forces present in the textbooks.…”

Section: Literature Reviewmentioning

confidence: 99%

“…English textbooks in different contexts provide learners with opportunities to learn about the language and its socially and culturally appropriate use (Ahmad and Shah, 2014 ; Aoumeur and Ziani, 2022 ). The latter function of textbooks warrants more relevance in English as a Foreign Language (EFL) contexts since their exposure to English is limited compared with English as Second Language (ESL) students (Kim and Hall, 2002 ; Siswantara and Ariffin, 2021 ). To see whether English textbooks do what they are expected to do, researchers evaluate them from different perspectives, and one line of inquiry is evaluating whether English textbooks expose students to the pragmatic features of English.…”

Section: Introductionmentioning

confidence: 99%

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An in-depth analysis of the representation of speech acts and language functions in Libyan public high school English textbooks

2023

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Researchers have taken an interest to study the language of English materials that learners use in different contexts. One line of inquiry is to examine the pragmatic competence potential of such materials. This study aimed at examining the use of speech acts and language functions in the 21st Century English for Libya Secondary 1, 2, and 3 course books and workbooks. To achieve this aim, a frequency-based analysis of language functions and speech acts in the conversation sections in the five course books and five workbooks was followed. A data analysis revealed that the distribution of speech acts and language functions is highly skewed; in each analysis domain, a given category accounted for almost half of the data while other categories accounted for little or even none. Findings are used to argue that Libyan students need a more balanced and language-in-use informed distribution of English functions and speech acts to learn the pragmatic features of English; otherwise, they are less likely to become communicatively competent in speech acts and functions that have been not been treated adequately. The findings also highlight that the unequal frequency and distribution of these pragmatic variables are in line with previous studies and provide implications for English as a Foreign Language (EFL) curriculum, material designers, and language practitioners.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An in-depth analysis of the representation of speech acts and language functions in Libyan public high school English textbooks

2023

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“…Various features of pragmatics-related information supplied in textbooks, such as the presentation, distribution, and range of speech acts and the metalanguage used, were deemed insufficient (Ton Nu & Murray, 2020). In the local Indonesian scene, pragmatics is likewise included to a restricted extent in ELT textbooks, is rarely supplied as materials taught to EFL students, and still needs to be addressed by teachers (Siswantara & Ariffin, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Thirdly, many scholars have also studied pragmatic matter integrated into Indonesian ELT textbooks (Pramono & Kurniawan, 2020;Siswantara & Ariffin, 2021). Pramono & Kurniawan (2020) compared the frequency of speech acts of thanking and apologizing in two 2013 curriculum Indonesian ELT textbooks.…”

Section: Introductionmentioning

confidence: 99%

The Positive Politeness Strategies Used in “English for Nusantara” Textbook

Erlinda,

Afrinursalim,

Dinarta

2023

JELTL

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<em>The integration of pragmatic competence and politeness is an essential focus in the development of English learning materials like textbooks. Using appropriate textbooks can help students develop communicative competence as the primary goal of English language teaching as a foreign language. This study discusses the positive politeness strategy in the textbook "English for Nusantara". The present study used a qualitative approach with a documentary analysis design. The data were collected by analyzing the dialogues contained in the textbook. The theory of positive politeness strategy, developed by Brown and Levinson (1987), was used to examine the data. The findings revealed that there are eight positive politeness strategies used in the dialogues of the English for Nusantara textbook, namely (1) exaggerating one’s interest in, approval of, and sympathy of the listener, (2) employing in-group markers of identity, (3) requesting agreement, (4) requesting & promising, (5) involving the speaker and the listener in action and (6) offering or asking for an explanation, (7) using inclusive “we” form, and (8) giving (or asking for) reasons. The most dominant positive politeness strategy was ‘exaggerating interest in, approval of or sympathy with the hearers.’ EFL learners’ pragmatic competence will be increased when pragmatic contents, like politeness, are integrated into the textbook as English learning materials used by teachers in the classroom.</em>

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“…(see i.e. Siswantara and Ariffin, 2021), the local and neutral culture topics had functioned as templates to contextualize target and global cultures in language teaching classrooms in order to develop students' intercultural awareness of local, target, and global cultures. (see i.e.…”

Section: Introductionmentioning

confidence: 99%

Global Englishes Constructs in Language Teaching: A Review of Facebook Materials

2021

UOCHJLL

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The rising paradigm of Global Englishes (GE) was faced with native-speaker norms and the principle of diversity therein called upon global contents when there was the paucity of globally-oriented language materials and typical models hardly meet the future demands of language learners in Pakistan. At the state-level, many varities of Englishes were not on the priority list of legislation. In this scenario, this study was a systematic review of Global Englishes constructs operating in facebook materials. Twenty-five Facebook posts of different Englishes were selected opting judgmental sampling and axial coding was affixed to analyze thematic patterns in data. Findings evinced the function of GE constructs coalesced in facebook material, and this bonding directed to shape comparative cultural topics for GE instruction which was a joint venture limelighting the deep concerns of L2 speakers assailing L1 cultural, social, and economic hegemony Global Englishes-informed instruction was a useful approach to develop linguistic proficiency of students, and facebook materials were a good source to plan diverse Englishes and their constructs for prospective students in Pakistan. American English, British English, New Zealand English, Pakistani English, Thai English, and Indian English were dissected in a review of facebook materials that could be integrated with language teaching. The study was useful in developing an insight into GE constructs to be a source of cross-cultural knowledge helping to nurture multilingual speakers. The synthesis suggested an action plan for Content and Language Integrated Learning (CLIL) in line with inclusivity of GE as a teaching paradigm.

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Analysing the Pragmatic Content in the Conversation Sections in Indonesian ELT Textbooks

Cited by 3 publications

References 10 publications

An in-depth analysis of the representation of speech acts and language functions in Libyan public high school English textbooks

An in-depth analysis of the representation of speech acts and language functions in Libyan public high school English textbooks

The Positive Politeness Strategies Used in “English for Nusantara” Textbook

Global Englishes Constructs in Language Teaching: A Review of Facebook Materials

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