Foreign Language In Indonesia Research Articles

How Indonesian Students View Code-Mixing in Daily Conversations

Multilingualism in Indonesia refers to local or regional languages as the first or mother tongue, Bahasa Indonesia as the second or official language, and foreign languages in which English is the most spoken foreign language in Indonesia. Such a condition may bring us to code-mixing. Code-mixing is using more than one language or language variety in conversation. To some linguists, code-mixing is perceived as a negative phenomenon for several reasons, such as reducing the sense of necessity to use the 'original' language of the speakers. However, this view might only be found among the older generation. How about the younger generation's perception of the code-mixing phenomenon? This study explores the students' perception of code-mixing in daily conversations. The study used a questionnaire-based research method and involved 83 respondents from majors such as English education, Islamic broadcasting communication, and management aged 18-23. The results show that 73.5% of the respondents consider code-mixing a normal phenomenon in daily conversations. Furthermore, 51.8% of the respondents perceive code-mixing as usual while engaging in conversation, 41% as a positive phenomenon due to bilingual capacity, and only 7.2% perceive code-mixing as a negative one regarding disrespectful reasons to Bahasa Indonesia.

Akibat Hukum Kontrak Elektronik yang dibuat dalam Bahasa Asing

Decisions to cancel foreign-language contracts in Indonesia are often linked to non-compliance with the valid terms of the contract regulated in Article 1320 KUH Perdata. The use of language in electronic contracts has become an important issue because the valid conditions of an electronic contract in Article 47 PP No. 71 Year 2019 refer to the valid contractual conditions in Article 1320 KUH Perdata. Furthermore, the absence of legal regulation over non-compliance with the obligation to use the Indonesian language in electronic contracts in Indonesia can create legal uncertainty. This research aims to determine the legal consequences regarding the validity of electronic contracts made in a foreign language in Indonesia. The research method uses normative law research with a five-month activity plan and focuses on non-Indonesian-speaking electronic contract law-related research. This research uses primary, secondary, and non-legal material and is carried out in the library. The result of this study is that although there are no special provisions on the legal consequences of foreign-language contracts, the legal effect is cancellation, cancellation by law, or even remaining in force as long as there is no bad faith or misconduct from the parties.

Factor Analysis on the Motivation for Extensive Reading Questionnaire

This study examined the factors adapted from the Motivation for Reading Questionnaire. We considered eight dimensions (Self-Efficacy, Reading Challenge, Reading Curiosity, Reading Involvement, Importance of Reading, Recognition for Reading, Reading for Grades, and Social Reasons for Reading). In addition, we included some items based on the extensive reading, principles, and technology acceptance model. The study recruited 558 undergraduate students of English as a foreign language in Indonesia via Google Forms. The structure of the questionnaire was validated using exploratory and confirmatory factor analyses. To determine the dependability of the instrument, internal consistency reliabilities of the instrument as a whole and per factor were calculated. We computed the average variance extracted and the Heterotrait-Monotrait Ratio of Correlation to determine convergent and discriminant validities. The results led to the omission of six items with loading values < 0.50. The omissions included one item for Reading Involvement (0.42) and five items for Social Reasons for Reading (0.47; 0.43; n/s.; n/s.; and n/s.). Lastly, the study presented the significance of the results and directions for future studies.

TEACHER’S INNOVATION IN TEACHING LINGUISTIC KNOWLEDGE: EXPLORING STUDENTS’ REFLECTIONS IN LEARNING EFL WITH TECHNOLOGY

The foundation of competence for English teachers in the EFL context, as well as for any language teacher, lies in linguistic knowledge (Chang & Kanno, 2010; Kemaloglu-Er, 2017; Marfui, 2016; Medgyes, 1992). However, due to English being a foreign language in Indonesia, teachers who work with EFL learners require innovative strategies to achieve teaching goals and fulfill the profile of future EFL teachers (Chun et al., 2016; Hoopingarner, 2009; Kern, 2006; Kessler, 2018; Köksal, 2004; Salaberry, 2001). This study aims to explore EFL students' reflections on their experience of learning Linguistics with technology and its impact on their linguistic knowledge, which is valuable for their future. A total of 156 prospective teacher students participated in the study. They provided reflections on the learning process for Phonetics and Phonology courses at the end of the semester, using the Three What’s reflection writing concept guide: What, So What, Now What (Borton, 1969; Rolfe, 2014). Based on the reflection results, linguistic competence is acquired through a systematic learning process, both offline and online, which incorporates various technology-based learning resources (such as Google Classroom, Quizizz, YouTube, Padlet, etc.), with relevant linguistic content. The use of technology as a teaching strategy to aid student comprehension represents an innovation in language learning, as students become more creative in discussing and creating projects related to the course. Furthermore, they continue to utilize the technology they have experienced in other learning activities. By incorporating technology into the process of understanding essential linguistic concepts, teachers can model the target language being taught, demonstrating that teacher innovation is an integral part of professionalism and contributes to the improvement of learning continuity. In line with this notion of sustainability, it is recommended that further research be conducted to investigate the effectiveness of using technology in assisting and motivating students in assessment as learning, assessment for learning, and assessment of learning.

HelloTalk Application as an Alternative for Building Students’ Reading Ability on Narative Texts

English was regarded as a foreign language in Indonesia and holds significant importance in various domains, including education, economy, international relations, and technology. Consequently, the Indonesian government has designated English as the primary foreign language, mandatory for learning in both schools and universities. Thus, English has incorporated into the curriculum from elementary level up to university. This research aimed to determine if there is a significant difference in the reading abilities of students taught using the Hellotalk application compared to those taught through conventional methods.in this school most of students still low to read the English text so the Reseacher interesting to give new method for them. The method used Quantitative research, with an experimental method and quasi-experimental design. The target population consisted of seventh-grade students. Purposive sampling was utilized to select a sample of 25 students for the experimental group and 25 students for the control group. Data collection involved the use of a multiple-choice test, which was subsequently analyzed using the independent t-test in SPSS 25. The research findings revealed a significant distinction between the experimental group and the control group. This meant that Hellotalk Application was suitable to use in teaching reading on narrative texts at the seventh grade.

Vocational University Teacher’s Beliefs Upon Business English as a Lingua Franca

English is used globally as a means of communication. In the business context, BELF is used as the framework on how communicating using English among speakers from multicultural background should be done. Since English is a foreign language in Indonesia and was taught in education system, the purpose of the study is to understand teachers or lecturers’ beliefs in BELF. BELF is specifically formulated in the context of business English. Therefore, the participants of this study were those who have experience teaching it. The result indicated that all of the participants teaching practice share the same characteristics with BELF even though they were not familiar with BELF as a term

Enhancing Eight Graders' Writing Skill Using POW+TREE Mnemonic Strategy and Picture Series (Action Research)

Writing English recount text is not an easy skill to study for most eighth grade students to do since it is considered a foreign language in Indonesia. Many students are unable to generate, organize ideas and translate ideas into a written-text. Such a difficulty to write was also described to the eighth graders of SMPIT AL-MUMTAZ Pontianak, especially Class D female students. To improve their writing skill, the researcher did the classroom action research. It aimed at improving students’ writing skill at recount text through POW+TREE mnemonic strategy equipped with picture series in two cycles. The participants involved 27 students from the eighth grade of SMPIT AL-MUMTAZ. To collect the data the researcher used observations, interviews, and tests. The mean in pre-test and post-test showed in a different score. The pre-test was about 69 in which the mean was unable to reach the school minimum passing grade (KKM) since it is 75 of the KKM. As soon as the researcher conducted treatment and did a post-test then, the students’ result test improved into 80 of the mean score. Therefore, it is suggested that POW+TREE strategy and Picture series can be used by English teachers as an alternative strategy and material to improve students’ writing skill.Key Words: Writing Skill, POW Mnemonic, TREE Strategy, Picture Series, Classroom Action Research.

Comparing the Use of Linguistic Hedging Devices (LHDs) in English and Bahasa Indonesia: Gender and Pedagogical Perspectives

The use of Linguistics Hedging Devices (LHDs) serves a notable function in our daily conversations and thus is thought-provoking to analyze. Although its occurrence tends to be more prominent in spoken communications, the use of this linguistic feature is still frequently apparent in written conversations. Although they do not add much to the proportional content of an utterance, their occurrence remains unique in terms of variations, frequency, and functions across languages. This study examines the use of LHDs by native speakers of English and Bahasa Indonesia in short spontaneous expressions. The data were obtained through Oral Discourse Completion Tasks (ODCTs) involving 40 participants from the two language speakers (20 in English and 20 in Bahasa Indonesia). English respondents expressed their responses in English, while the Indonesian speakers used Bahasa Indonesia in their responses. Each respondent was asked to respond to an apologetic expression from a close friend using a mini-digital tape recording. All responses were transcribed and analyzed, focusing on the number and types of LHDs used by the respondents in their expressions. The results revealed that the two language communities used various LHDs in their responses, mostly intended to show indirectness and reduce threats toward the hearers’ negative faces. English respondents were likely to use these linguistic features more frequently and varied in types than their Indonesian counterparts. A remarkable trend in the study is that Indonesian speakers tended to be more direct in their expressions than their English counterparts, challenging previously reversed claims. Teaching English as a Foreign Language in Indonesia is recommended to introduce various types and uses of these markers and emphasize how they can be used appropriately in authentic contexts.

DEVELOPING STUDENTS’ MACRO LANGUAGE SKILLS INTEGRATEDLY BY INTERCONNECTING THE TARGET CULTURE AND LOCAL WISDOM IN TEFLIN/TEGL/TEIL

The goal of teaching English as a foreign language in Indonesia (TEFLIN), or in a wider context–teaching English as a global language (TEGL) or teaching English as an international language (TEIL), is that the students are able to “authentically” communicate with others using the target language in real life situations: attending lectures or seminars, having a chat via Internet, discussing TV programmes, bargaining items in markets, etc. When the communication takes place, the four macro language skills are integratedly employed to convey and receive messages as the contents of communications. This vividly seems that language in use must have contents because language itself merely consists of symbols, grammatical rules in the forms of patterns, and skills. In TEFLIN or TEGL/TEIL, therefore, the teachers/lecturers of English should cater the students with meaningful contents appropriate for them to develop their four macro language skills in meaningful learning atmosphere. The contents encompass the target culture and students’ local wisdom related to their real-life situations. The target culture is employed as meaningful input texts for receptive skills: listening and reading. The input texts are then employed to explore and elaborate on local wisdom related to the target culture for productive skills: writing and speaking. The steps proposed are as follows: 1) warming the students up with relevant situation to the topic, 2) presenting input texts about the target culture to discuss (listening or reading), 3) analysing the ways of expressing ideas used in the target language –English, 4) analysing and discussing the language elements, and 5) employing the learned ways of expressing ideas in productive skills (writing and speaking) about local wisdom related to students’ real life situations in the target language.

The Intercultural Aspect of Teaching Arabic as a Foreign Language in Indonesia

The intercultural aspect is an important component in Arabic language teaching in Indonesia. That is because intercultural understanding is the basis for learners to be able to communicate and interact in Arabic effectively and efficiently. This paper examines the importance of the role of intercultural knowledge and understanding in teaching Arabic as a foreign language for Indonesian learners. The aim of this paper is to form an intercultural understanding of the teaching of Arabic language as an intercultural understanding for Indonesian students. The method used in studying this research is the method of studying literature with a qualitative approach. Data collection is done by managing material from books, journals, research results, and newspapers. The method used in reviewing this research is a literature study. To find out the use of cultural aspects in teaching Arabic, as a foreign language, this study will discuss four al, namely: (1) The Role of Culture in Language (2) Intercultural Competence in Language Learning (3) Language Teacher, Cultural Teacher (4) Intercultural in Arabic Language Culture. The conclusion of this paper is the importance of intercultural understanding in shaping intercultural aspects in the learning of Arabic at the level of Indonesian students. His contribution is that the paper can be used as a basic reference to shape the intercultural aspect and become a fundamental reference in developing the intercultural aspect of the Arabic language in Indonesia especially for students.

Using Flash Cards to Improve the Vocabulary Mastery of XI Graders at SMA N 1 Ngaglik

Vocabulary becomes one of the most essential aspects in learning English. However, since English was a foreign language in Indonesia, students had lack of vocabulary that made it difficult for them to learn English well. Teachers needed to help the students in mastering their vocabulary by using an interesting media. Therefore, this study aimed to investigate the use of flash cards as a learning media to improve students’ vocabulary mastery of XI Science 3 at SMA Negeri 1 Ngaglik. The participants of this study were thirty-two students from XI Science 3 at SMA Negeri 1 Ngaglik. Classroom Action Research was employed with 2 cycles. The data was collected using the pretest and posttest, and the questionnaires. The results showed that implementing flash cards in the learning process enhanced students’ vocabulary mastery. It could be proven based on the average of students’ scores which were 75.62 in the pretest, 94.68 in the posttest of cycle 1, and 98.12 in the posttest of cycle 2. Another thing, the results indicated that using flash cards gave many advantages for the students. By using flash cards, it was easy for students to remember the words, understand the meaning of the words, understand the synonym and definition of the words, and enhanced new vocabulary. Moreover, flash cards increased students’ motivation in learning vocabulary. From the results, it could be concluded that applying flash cards could improve students’ vocabulary mastery.

A study on cultural adaptation of Chinese Students in Indonesia

As closer cooperation in education between Guangxi and Indonesia, the cross-cultural adaptation of foreign students in target countries has become a very important issue. In terms of society, psychology, learning and culture, the article studies the adaptation of international students who come from Guangxi University of Foreign Language in Indonesia by means of questionnaires and interviews. Their cultural adaptation is generally good, but there are many differences in gender, length of study abroad, cultural experience, etc..This thesis will analyze the factors that affect cross-cultural adaptation and the reasons for the differences, and provide relevant suggestions for further improving at training program.

The Analysis of Curriculum Approaches in Foreign Language in Indonesia

Foreign language education in Indonesia is evolving with the progress of globalization and increasing exchanges between countries. One of the key aspects of foreign language teaching is the curriculum approach used in the learning process. The purpose of this article is to analyze the curriculum approach used in foreign language teaching in Indonesia. This approach encompasses a variety of curriculum design methods and strategies and focuses on key aspects of foreign language learning. The purpose of this article is to examine curricular approaches to foreign language teaching in Indonesia. This type of research is qualitative research (qualitative research). Qualitative research seeks to understand and interpret the meaning of events in specific situations from the researcher's unique perspective. Qualitative research is a research-based process for understanding the problems of understanding and interpreting texts and creating big pictures from words in a scientific setting. The data collection method used in this study is a data collection method using the library search method. The results of this study demonstrate that this approach has been used as a perspective for curriculum development. Each institution takes a different approach depending on the educational goals they are trying to achieve.

Societal's Attitude Towards the Essential of English for the Tourism Sector: Expectations and Actions

English is essential for national development involving the tourism sector. Unfortunately, it just serves as a foreign language in Indonesia, resulting in low speaking performance. This study observed stakeholders' and community's efforts to boost English-speaking fluency in the tourism object zone. It was a qualitative case study through interviews, document analysis, and photos in collecting the data. The research was done in Tana Toraja and Bulukumba regency of South Sulawesi province by involving stakeholders. The findings show that Stakeholders and local society are regularly active in training on the use of English for Specific Purposes (ESP), such as English for tour guides, hotel services, selling handicrafts, etc. Stakeholders also introduce and train the use of various kinds of Artificial Intelligence to improve English skills, such as "Google translation". The government localized a village which was named "Tourism English Village," where the local people try to speak English as much as possible. This study contributes to the second language acquisition acceleration in foreign language countries and promotes some tourism object zones in Indonesia..

Investigating the Effect of Using English Islamic Pop Songs on Students’ Vocabulary Size

English is a foreign language in Indonesia. Students need to know more about its vocabulary to use English to communicate. One of the strategies to improve students’ vocabulary size is through English Pop songs. This study investigated the effect of English Islamic Pop songs on students’ vocabulary size. The method employed was experimental research with a Pre-Experimental design. The population was the first-year students of an Islamic senior high school, and the samples selected were 20 students using a simple random technique. This study used two vocabulary tests to collect data: pre and post-test and Vocabulary Level Test (VLT). Data gained were analyzed using data analysis techniques through SPSS Statistical V22.0. The result indicated that using English Islamic Pop songs improved students’ vocabulary size; however, this was not followed by the level improvement. Students’ vocabulary size level remained at 2000 words. Various songs by different singers will be needed for further research. Therefore, using Islamic Pop songs in teaching vocabulary is suggested to introduce Islamic English words and phrases to students.

USING FACEBOOK TO PROMOTE STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH

Learning English as a foreign language in Indonesia is not easy for many students, not only junior and senior high school students but also college/university students. It often makes them unable to be active in the teaching and learning process and have low motivation and false attitudes toward learning English. As a result, they would get low achievement in English. Considering the case, teachers need to think of ways to make students enjoy learning English both inside and outside the classroom. This study aims at elaborating on Facebook as one of the online social media that can be used to attract students’ active engagement in English teaching and learning process. This study employed a literature research methodology (Lin, 2009; vom Brocke et al., 2009) by using qualitative analysis. The findings showed that Facebook, which most people, especially in Indonesia, usually use it only for fun, can also be used as a medium to get students involved in the teaching and learning process. By using Facebook, students are able to participate in learning English whenever and wherever they are. Besides, teachers can monitor, facilitate, and evaluate students' participation by commenting on the student's responses in unlimited space and time. Based on some research findings, Facebook can be used to enhance learning. Finally, Facebook has many benefits for students if it is used and managed well.

An Analysis of the Level of Students’ Anxiety on Their Writing Skills

Since English has been a foreign language in Indonesia, many achievements are needed in teaching and learning in school. English as subject material in school has four basic language skills, they are reading, writing, speaking, and listening. In learning English as a foreign language, anxiety is a common issue that hinders the student's learning process, including writing skills. The anxiety experienced by students in writing is called writing anxiety. The aim of this qualitative case study is to find out the level of writing anxiety experienced by students in classX-6 at SMAN 1 Prambon and find out teacher's strategies to help students overcome their writing anxiety. The data were collected through the Second Language Writing Anxiety Inventory (SLWAI) questionnaire by Cheng (2004) and interviews were conducted with students of class X-6 and English teachers. The results show that there is a high level of writing anxiety in class X-6 students, with factors such as low self-confidence, lack of topical knowledge, language difficulties, pressure of perfect work, and pressure of limited time. Meanwhile, the teacher has several strategies to help students overcome their writing anxiety, such as memorizing vocabulary sessions at every meeting, giving random questions to help students develop their ideas, providing writing exercises with layouts and pictures to practice their writing skills, giving motivation in every assessment, doing icebreaking and playing games

The Realization of Presuppositions in Harry Potter Philosopher’s Stone

This study aimeld at investigating the realization of presupposition in Harry Potter philosopher’s stone and the implication of presupposition on the teaching of English as a foreign language in Indonesia. Thel design of this study focused on pragmatic analysis, and this study employed a qualitative approach. This relselarch useld script and movie of Harry Potter philosophers stone as thel sourcel of thel data. The researcher used an instrument based on the theory proposed by Yule’s (1996). The categories are existential presupposition, structural presupposition, counter factual presupposition, factive presupposition, non-factive presupposition, and lexical presupposition. The finding of this research shows that five among the six types of presupposition were found in the movie. The whole data of the types of presupposition are 58 data, 19 are Existential Presupposition, 14 are Structural Presupposition, 13 are Factive Presupposition, 11 are Counter Factual Presupposition, 1 is Non-Factive Presupposition, and the last 0 Lexical Presupposition found in Harry Potter philosopher’s stone movie. And all the types of presupposition implied on teaching English as a foreign language through various manners. Presupposition is the important thing, thus the writer suggests the readers of this research, the listeners of a speech, the politician and the next researcher that understanding the presupposition and its types will reduce the misunderstanding in a communication and give more information than just stated.

English for Young Learners: Sosialisasi Pentingnya Belajar Bahasa Inggris Sejak Dini di Tingkat Sekolah Dasar

English is a foreign language in Indonesia. Learning English at the elementary school level means equalizing the country’s education quality. English as an international language should be a skill that every student should have. Foreign language learning methods usually used in schools are less effective, where the teacher's role is only to explain without any other actions that can attract students' interest and curiosity in learning. Therefore, teachers must be able to use methods or techniques that are appropriate and more interesting so that elementary school students, who incidentally are children, can enjoy the learning process more and process the content of the material properly. The service team will carry out work programs that can positively impact the teaching-learning environment, namely implementing English for Fun in learning English at the elementary school level. This activity aims to teach elementary school students the importance of learning English from an early age. Apart from that, to introduce them to what English is and how it is used, of course, in the right way. The socialization of learning English at the elementary school level is expected so that students can understand English early and play an active role in the learning process.

Tongue Twister Method in Teaching Pronunciation: A Narrative Inquiry of Pre-Service English Teacher

Since English has become a foreign language in Indonesia, the capability to communicate in English has become ever more crucial. Correct speech is progressively required to prevent misunderstandings in articulating a message to the public. As a result, teaching English speaking is essential for teachers to improve their students' speaking abilities. As English is a second language in Indonesia, students struggle to acquire it. In the context of communication, the mother tongue or the language used in daily activities is more dominant. Because the use of foreign languages is still descending, one of the alternative techniques that a teacher can accomplish is a tongue twister. Tongue twisters as a teaching method enable pupils to speak more clearly, especially when pronouncing words. This research aims to report on the researchers’ experience using tongue twister to teach pronunciation in speaking practice. This research was conducted in an Indonesian Vocational High School in the Karawang district. Besides that, the role of the researchers was as active observers. The findings are that students relish learning using the tongue twister technique. Relish means that the students vigorously participate in learning because the teaching method is delightful and comfortable for students to comprehend the crux material. Therefore, the tongue twister technique assists students in learning English speaking continually.