Indonesian Students’ Language Attitudes Towards Indonesian and English Through Education and Working Frame

Kurniasari, Monika Dini; Mbato, Concilianus Laos

doi:10.24071/llt.2018.suppl2107

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…English is one of the required subjects offered in universities in Indonesia for the non-English major students. Previous study [23] revealed that the participants in the study had a positive attitude of Indonesian identity with a positive reception of the importance of the English language. Similarly, this study found that the non-English major students had positive attitude towards learning English and Indonesian.…”

Section: B Discussionmentioning

confidence: 85%

Do Contextual Factors and Gender Influence Students’ Language Attitude in Learning English?

Rachmawaty

Iswari²,

Astuti³

2020

Proceedings of the 2nd Educational Sciences International Conference (ESIC 2019)

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Language attitude and orientation are considered as one of the most important components in the success of learning a target language. The learning context in which students learn foreign language is also considered as variable which contribute to promote teaching and learning process. In addition, individual variable such as gender has its role in students' foreign language learning process. Such argument inspired the researchers of this study to investigate the attitude and orientation of the non-English major students in Mulawarman University towards learning English, and to know if their attitudes are influenced by their gender and contextual factors. This study is quantitative in nature and two sets of questionnaire were used in collecting the data. The findings of this study may be helpful for EFL teachers and curriculum designers in terms of giving additional arguments on the imperative of teaching English course to non-English major students in university context in Indonesia. In addition, it is hoped that this study will broaden the interest of other researchers and teachers to find out how language attitudes and orientation of non-English major students and their correlated factors (i.e. gender, contextual factors may contribute to students' successfulness in learning English.

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Section: B Discussionmentioning

confidence: 85%

Do Contextual Factors and Gender Influence Students’ Language Attitude in Learning English?

Rachmawaty

Iswari²,

Astuti³

2020

Proceedings of the 2nd Educational Sciences International Conference (ESIC 2019)

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“…In this study, the researchers analyzed the results and discussion sections. Besides, the data source of this study is eight research articles collected from LLT Journal: A Journal on Language and Language Teaching (LLT Journal, henceforth) published in June 2018 as a special edition (Andang, & Bram, 2018;Febriyanti, Inderawati, & Fiftinova, 2018;Hadiyanti, & Widya, 2018;Indraswari, & Kuswandono, 2018;Kurniasari, & Mbato, 2018;Pratiwi, & Triprihatmini, 2018;Tanjung, 2018;& Wulandari, & Ena, 2018). Originally, ten articles were published in this edition.…”

Section: Methodsmentioning

confidence: 99%

Metadiscourse Markers in Scientific Journal Articles

Nugrahani

Bram

2020

lkw

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This paper aimed to investigate the use of metadiscourse markers in scientific journal articles. Data of this qualitative research consisted of metadiscourse markers collected from eight journal articles of a special edition published by LLT Journal: A Journal on Language and Language Teaching. The collected metadiscourse markers used in the journal articles were analyzed using discourse analysis based on ten metadiscourse marker categories. Results showed that the analysed journal articles contained 708 metadiscourse markers, with more interactive metadiscourse markers, reaching 529 occurrences, than interactional metadiscourse markers, occurring 179 times. Transitions, such as “but” and “thus”, with 249 occurrences, were the most frequently-used metadiscourse marker and boosters, such as “in fact” and “definitely”, with 24 occurrences, were the least productive marker. Thus, readers can gain a better understanding of the use of metadiscourse markers when using English. It is expected that English language learners and instructors can benefit from the results of this study, particularly concerning the use of metadiscourse markers in academic writing.

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“…These children being trained every day at school with English as the medium of instruction get used to speaking and writing in English and tend to shift their home language (cf. Kurniasari & Mbato, 2018;Urip, 2015). This situation has brought an issue of whether language use may influence speakers towards their heritage language and English as a global language as well as their identity.…”

Section: Introductionmentioning

confidence: 99%

Language use, language attitude, and identity: Perceptions of high school students attending an international school in Jakarta

Sukamto

Nicolau

Rani

et al. 2021

SiELE

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This study explores the perceptions of high school students who attend an international school in Jakarta towards language use, language attitude, and identity. One hundred sixty-five students aged between 15-18 years old participated in this study. They were divided into three categories based on their nationalities, namely (1) Indonesian students who were born and raised in Indonesia, (2) Indonesian students who were born and raised outside Indonesia, and (3) non-Indonesian students (expatriates) who were studying in Indonesia. The data were collected using a survey and in-depth interviews. The findings reveal that the majority of the students in the first and second categories were more comfortable with both oral and written English rather than their first language. However, for the expatriates in the third group, they could express themselves better when they used their first language. Generally, their attitude towards their home language was quite positive. The need to speak their first language (e.g., Korean, Hindi) was a gateway to connect with friends and relatives who did not speak English. As for the students’ identity, this study reveals that although the students were more fluent in English, they felt that they were strongly connected to their country of birth. This study draws out the pedagogical implication that the use of English as a medium of instruction can be quite critical, especially for Indonesian students, as it may have an impact on the loss of their home language.

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Indonesian Students’ Language Attitudes Towards Indonesian and English Through Education and Working Frame

Cited by 3 publications

References 7 publications

Do Contextual Factors and Gender Influence Students’ Language Attitude in Learning English?

Do Contextual Factors and Gender Influence Students’ Language Attitude in Learning English?

Metadiscourse Markers in Scientific Journal Articles

Language use, language attitude, and identity: Perceptions of high school students attending an international school in Jakarta

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