Realisasi Temporalitas, Aspektualitas, Dan Modalitas Dalam Bahasa Inggris Dan Bahasa Indonesia

Oktavianti, Ikmi Nur; Prayogi, Icuk

doi:10.14421/ajbs.2018.02202

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…The use of corpus is also beneficial for some other fields which concern or deal with language. Corpus, as big data, might also enact as an authentic data source for linguistic studies (Oktavianti & Prayogi, 2018).…”

Section: Introductionmentioning

confidence: 99%

Corpus for Language Teaching: Students' Perceptions and Difficulties

Oktavianti

Triyoga

Prayogi

2022

Proj. (Professional J. English Educ.

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Regarding the seemingly ignored corpus for pedagogical contexts, it is necessary to investigate how prospective English teachers perceive corpus and its use for language teaching. From the description of the perceptions, it is then possible to consider further pedagogical implementation. This study thus examines English Education Department students' perceptions of corpus use for English language teaching in the Indonesian context. There are 31 participants from the fifth-semester students of an English Education Department in Yogyakarta, Indonesia. The perception data were collected through questionnaires and interviews after some practice of corpus use. The questionnaires and interviews show that most students perceived corpus positively and found corpus application for language teaching beneficial and essential, albeit unfamiliar with corpus. Due to ignorance, there are some difficulties faced by the students. However, this study shows the advantages of using corpus for teaching language outweighed the challenges. Thus, it should be considered to equip students in language education departments with corpus lessons intensively.

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Section: Introductionmentioning

confidence: 99%

Corpus for Language Teaching: Students' Perceptions and Difficulties

Oktavianti

Triyoga

Prayogi

2022

Proj. (Professional J. English Educ.

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“…Time can be conveyed grammatically or lexically, and there are many different ways to express time in different cultures and languages. Time is expressed grammatically and lexically in English (e.g., tense inflection) (Comrie, 1985;Oktavianti & Prayogi, 2018). While Indonesians have unique traits and do not use tense systems, other Indo-European languages have similar time marker features (tense, aspect) (Hewson, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…While Indonesians have unique traits and do not use tense systems, other Indo-European languages have similar time marker features (tense, aspect) (Hewson, 2012). Indonesian speakers use periphrastic time expressions because the language lacks tenses (Oktavianti & Prayogi, 2018). Aside from the various time expressions and time manifestations, the term "time" ranks among the most used words in English, according to corpora.…”

Section: Introductionmentioning

confidence: 99%

Collocations of verb + time in English and verb + waktu in Indonesian: A Corpus-Driven Study of Time Metaphors

Prayogi

Kesuma

Winarti

2022

Ahmad Dahlan J. English Studies

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Time is one of the salient concepts in human life since we live and act in time. Thus, research investigating time is always intriguing yet perplexing. This study aims to describe the collocations of verbs with the most frequent lexical item for temporal concept, i.e., time. The present study also compared the collocations to those in Indonesian counterparts, that is verb + waktu. This is a corpus-driven study using two reference corpora, Corpus of Contemporary American English for English data, and Leipzig Corpus Collection for Indonesian data. The association measure used to identify the verb collocates is Mutual Information (MI) and the results of collocates in both languages were compared. The result of the study shows that there are 15 most frequent verb collocates of time and waktu for both English and Indonesian, e.g., have, spend, take, membutuhkan, memanfaatkan, memerlukan, etc. Of all these collocates, there are some similarities and differences that can be mapped. The similarities are associated with basic mappings of time metaphor, e.g., TIME IS MONEY, TIME IS A RESOURCE, TIME IS A COMMODITY, and TIME IS MOTION. Despite the similarity, some differences are also identified which might be affected by limited number of verb collocates analyzed in the present study (e.g., TIME IS A FLEXIBLE OBJECT, TIME IS A CONTAINER, TIME IS A BEING, TIME IS A VICTIM). The results of the study can be used as a reference for teachers in teaching or designing teaching materials on time expressions or time metaphor.

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“…It is then relevant for many fields as long as they are dealing with language. On top of that, corpus is also beneficial as data source for linguistic analysis, such as in [41].…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Conversations in Curriculum-based EFL Textbooks for Senior High School in Indonesia and the Comparison with Corpus-based English Textbooks

Oktavianti¹,

Prayogi²,

Amal³

et al. 2020

ujer

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To achieve the purpose of successful language teaching, the materials should represent the actual use of English to equip learners with communicative skills. In fact, some research has shown that there are mismatches between conversations in textbooks and authentic conversations. Regarding the foreign status of English in Indonesia, it is compelling to further study the conversations in the textbooks enabling for the improvement of the materials. This study examines the characteristics and features of conversations in curriculum-based EFL textbooks for senior high school in Indonesia, namely Bahasa Inggris X, Bahasa Inggris XI, and Bahasa Inggris XII. To profoundly elaborate on this topic, this study identifies conversation features in the textbooks and compares them with characteristics of conversations in three corpus-based English textbooks, Touchstone 1, Touchstone 2, and Touchstone 3. The results show that there are some discrepancies between textbooks in Indonesia with the conversational features and with conversations in corpus-based textbooks. Indonesian EFL textbooks predominantly lack hesitation devices and the use of discourse markers is less varied. In terms of topics, Indonesian EFL textbooks are alike corpus-based textbooks; both focus on everyday topics. The other topics, however, remain problematic since Indonesian EFL textbooks insignificantly talk about school life and mostly talk about social topics and self-topics. Corpus-based textbooks, on the contrary, avoid social topics. These mismatches are inevitably questionable, as conversations in textbooks should exemplify the real conversational features. Pedagogically speaking, textbook writers should consider the naturalness of the conversations to support the EFL teaching practice in Indonesia.

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Realisasi Temporalitas, Aspektualitas, Dan Modalitas Dalam Bahasa Inggris Dan Bahasa Indonesia

Cited by 5 publications

References 3 publications

Corpus for Language Teaching: Students' Perceptions and Difficulties

Corpus for Language Teaching: Students' Perceptions and Difficulties

Collocations of verb + time in English and verb + waktu in Indonesian: A Corpus-Driven Study of Time Metaphors

An Analysis of Conversations in Curriculum-based EFL Textbooks for Senior High School in Indonesia and the Comparison with Corpus-based English Textbooks

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