Indonesian Learners Of English Research Articles

O’Speak Version 1.0: A New Tool to Measure Segmental Pronunciation Features

The rapid enhancement of technology has made it possible to integrate technology and L2 pronunciation assessment. While the investigation of L2 pronunciation was considered vital in English Language Teaching, assessing pronunciation is granted the least attention. This study attempts to discuss the roles and impacts of O’Speak version 1.0 as an automated pronunciation tool and compare it with human ratings while assessing L2 segmental pronunciation features uttered by Indonesian learners of English. This study aims to pilot an android-based pronunciation test, namely, O’Speak, which was developed using Feuerstein’s Mediated Learning Experience principles. Performed under a quasi-experimental research design, this study ran an independent two-sample t-test involving 50 participants. The study showed that there was no statistically significant difference between O’Speak and human ratings in the segmental pronunciation assessment. This indicates that a new tool functions equally with the ability that human rating has. During the study, this study identified some caveats shown by the human rating that leads to its ability to be equal to O’Speak, and these include teaching experience, hallo effect, and rating experience.

Hypes in undergraduate thesis abstracts by Indonesian students across years

Previous studies showed that as a result of intense competition to succeed in academic pursuits such as publishing research papers and securing grants, promotional language known as hypes are pervasive in academic texts. This paper investigates hypes in a corpus of undergraduate thesis abstracts written by Indonesian English learners in a span of ten years, from 2011 to 2020. Taking a corpus-based approach, it examines the extent to which hypes are used in the thesis abstracts, including their linguistic manifestations, frequencies over the years, and the values they promote. We found hypes in all five moves of thesis abstracts, but they were most frequent in the introduction, in which they emphasized the importance and novelty of the research and stress the urgency of the research problems. In the span of the ten years, the frequencies of hypes generally increase, indicating the students’ awareness of the need to convince thesis supervisors, board of examiners, and their colleagues and the efforts to stand out in a competitive academic landscape. Important, investigate, and reveal were the most frequent hype words over the years and their instances suggest a growing emphasis on significance, a stronger commitment to evidence-based research, and desire to contribute new and concrete findings.

Decoding IELTS writing performance: Grammatical Clauses mastery by Universitas Ahmad Dahlan students

Indonesian learners of English produced ungrammaticalities in their writing for the International English Language Testing System (IELTS) and faced complicated writing score descriptors for self-evaluations and improvements. These problems were observed among students at Universitas Ahmad Dahlan during their preparatory course for IELT. To address this issue, this study focused on identifying some rules in grammar, the grammatical and ungrammatical clauses based on subject-verb (S + V) structures in their writing performances and measuring the proportions of the two clause types in accordance with the performance’s score variation. Both qualitative and quantitative methods were employed. To do so, the study conducted archival research by retrieving data from the teacher's course documents. The archived handwritten writing performances were transcribed manually into digital texts. It employed syntactic analysis to classify the clauses as either grammatical or ungrammatical. It converted the numbers of each clause type per performance into percentages for comparison, and grouped them according to the different scores as the variable. The results showed that the participants produced predominantly simple grammatical clauses to minimize failures when generating more complex structures. To achieve the minimum score of 6 in the writing section, the proportion of grammatically correct and incorrect clauses should be above 47% and below 53%, respectively. These findings offer valuable insights into predicting scores, especially concerning the dimension of 'grammatical range and accuracy in the writing assessment, which benefit both learners and educators.

An Acoustic Analysis of Word Stress Production by Indonesian Learners of English

: Although word stress is a crucial aspect of English speaking, it is not given much emphasis in Indonesia's EFL instruction. Students, consequently, lack the theoretical understanding of how to properly stress syllables in English words. This study uses a program named Praat to examine the acoustic parameters of word stress produced by EFL students in terms of its intensity level. These parameters can indicate whether the students pronounce two-syllable words of nouns and verbs accurately. The subjects of this research were the third-year students of English Education Department who were selected purposively based on the students’ results of EF SET (Standardized English Test). The findings revealed that the students produced more inaccurate word stress when pronouncing nouns than they did when pronouncing verbs. Moreover, the inaccurate word stress produced by the students was divided into three categories: equation stress, no-stress placement, and reverse stress. Among the three categories, equation stress is the most common error found in this study. This study provides insight into the features of word stress and the acoustic measurement of word stress produced by Indonesian learners of English. It implies that there is a need to integrate explicit instruction on word stress. This could involve dedicated lessons on stress placement, incorporating practical exercises and feedback mechanisms to help students develop a theoretical understanding and practical skills in pronouncing English words accurately. The study also encourages future research in related areas, suggesting a focus on other pronunciation problems like intonation. This broader approach to research can contribute to a more comprehensive understanding of the challenges Indonesian learners face in mastering English pronunciation that can provide a foundation for curriculum development and instructional strategies aimed at enhancing English language proficiency in Indonesia.

Time Allocation Effect on Test Scores for Academic Writing of Indonesian English Learners

It is widely known that test takers with a more extended time allotment in IELTS can perform better in the writing portion than those with a lower time allotment. The most compelling argument for test providers to limit test administration time, particularly for academic writing activities, is practicality. This article assesses how the time allotted differently of 30 or 50 minutes affects the writing skills of English learners and that the time allotted for the IELTS test is confirmed as the most efficient. The test takers' writing was evaluated using a variety of measures in this study. An interview was also conducted to unveil their experiences related to the time allotment. The findings reveal improved writing skills in terms of fluency when a lengthier (30-minute) time limit was given. Complexity is also enhanced, and the learners are difficult to conclude. The learners' results could vary due to the two-timing conditions; they believe in performing better under the extended time allotment.

The Analysis of English Textbooks for Senior High School towards The Characteristics of Microlearning

The COVID-19 pandemic has fundamentally changed the face of English language teaching, creating both obstacles and opportunities for students and teachers. Since textbooks play an important role in providing organized and complete learning materials, this study aims to examine the requirements of English textbooks for twelfth-grade high schools that use microlearning features. The goal is to investigate the feasibility of using microlearning as an effective strategy for textbook use in English language teaching for twelfth-grade students in Indonesia. This study is an analytical study that focuses on several aspects of textbooks. The alignment with the curriculum, the relevancy of material, the appropriateness of teaching techniques, and the fit for the requirements and characteristics of twelfth-grade high school students are all key topics of inquiry. Furthermore, the study investigates the extent to which these textbooks meet local cultural norms and expectations, ensuring that Indonesian English learners have a meaningful learning experience. The outcomes of this study shed light on the strengths and shortcomings of the selected textbooks, offering useful insights into their effectiveness in supporting English language acquisition. Moreover, the report makes pertinent recommendations for prospective enhancements and future research paths

Exploring How Reading Aloud and Vocabulary Enrichment Shape English Speaking Skills Among Indonesian Learners of English

This research was intended to analyze the effect of Reading Aloud and Vocabulary Enrichment on students’ English-Speaking Skills. A survey method was applied to get accurate information about the research respondents. The population was the students of STIEM Bongaya who were still active in the 2021-2022 academic year. Among them were 100 students taken to be the sample using Non-Probability Sampling with incidental sampling technique. The data collection used questionnaires, and the data analysis used multiple regression analysis techniques with the software program SPSS version 21. The research results indicated that Reading Aloud and Vocabulary Enrichment significantly affected students' Speaking Skills in English. Reading Aloud and Vocabulary Enrichment contribute 18.80% to students' Speaking Skill improvement. Therefore, it is recommended that the students read English reading material by voice to practice the tongue to pronounce English words supported by good mastery of English vocabulary.

Indonesian English learners’ attitudes towards cheating, absenteeism, and gender: Interactions with L2 achievement

The present study was conducted to find out Indonesian English as a Second/Foreign Language (L2) learners' attitudes towards cheating (AtC) in online English classes, as well as the possible influence of the combination of three variables, which are their AtC, absenteeism, and gender, on their L2 achievement as measured with their final grades. The study employed a survey method and was conducted by distributing an online questionnaire. In total, 164 Indonesian learners from various non-English departments at a university in Java participated in the study. Through descriptive statistics, it was found that generally learners reported their negative AtC in English class, suggesting disapproval towards cheating. Through multiple regression analysis, the study further found that the combination of learners’ AtC, absenteeism, and gender significantly influenced their L2 achievement, and the overall model could predict 34.5% of the total variance in L2 achievement. However, based on the beta coefficient of the three variables, only learners’ absenteeism and gender significantly affected their L2 achievement. As learners had higher absenteeism, they obtained lower L2 achievement. From a t-test analysis, female learners were found to have significantly better L2 achievement than their male counterparts. While the findings on the influence of absenteeism on L2 achievement generally conformed to literature in the field, the findings on the influence of AtC and gender on L2 achievement may suggest that further explorations may be necessary.

A Contrastive Analysis Of Interrogative Sentences In English and Indonesian

The purpose of this article was to provide an overview of the survey Structures in Indonesian and English to explore similarities and Differences between them and make some predictions based on them These similarities and differences. This research uses descriptive qualitative research. In this study, data analysis was used according to Miles and Huberman using three methods for data analysis, namely data reduction, data visualization, and drawing conclusions. The purpose of this study is to find out "A Contrastive Analysis of Interrogative Sentences in English and Indonesia". The comparison of two languages in terms of asking questions leads to the following conclusions regarding the above-mentioned similarities and differences: given that there are questions in Indonesian and English have many characteristics, allowing Indonesian English learners to simply formulate the inquiry in the target language.

Invitation Strategy and Learners’ Controlled Politeness: A Case in Indonesian Students of EFL

Politeness strategies in making invitations appear to vary. The fact that there are politeness strategies in invitations of different forms covered by scientific theories raises ideas for further research. Therefore this study analyze how Indonesian learners of English as a foreign language (EFL) performed invitation strategies and controlled politeness. The research participants were 244 Indonesian learners of EFL in vocational higher education in Bali, Indonesia. The data were semantic realization of invitation performed by participants pursuant to discourse completion cards. The role play cards based on which the data were taken were divided into two divisions, role play card for hearers (Hs) with high power, high distance and high rank of imposition (P+D+R+) and low power, low distance, and high rank of imposition (P-D-R+). Data were analysed qualitatively. Analysis result revealed that there were nine new strategies of invitation. Speakers controlled politeness by a number of strategi, such as using ‘bi-clause sentences and if-conditional sentences, indirect sentences, passive sentences, formal sentences and markers such as would, could, look forward, please, Mr, Mr. director, sir, local both traditional and religious expressions, utterances with asking for permission, utterances with expression of permission, appreciation, apology to invite Hs with P+D+R+. In order to invite Hs with P-D-R+, S tended to use mono clauses and simple sentences, direct sentences, less formal sentences such as do, want, are, want, can, don’t, simple sentence, active sentences, intimacy greeting such as hallo, friends, hi guys, informal expression of suggestion, promise, imperative sentences, and direct sentences of willingness.

Run-on and Fragment Sentences: An Error Analysis in Indonesian English Learners' Writings

Run-on and fragment sentences provide clues as to how English learners understand English sentences and how English learners organize information and shape their essays. This research was based on a group case study of run-on and fragment sentences in English college students’ essays, using an English Sentence Completeness approach to investigate how English college students make an error on making a sentence in their English essays and discusses the further pedagogical implications based on the errors pattern found. English college students were found to do run-on in their sentences more often than fragments. They write more than one subject and one verb in a sentence and significantly forget to limit their sentences. The carelessness in punctuation and a period between sentences make the sentence permitted to “run on” into the next. Besides run-on, fragments were also found in students’ essays: Missing subject and verb conditions are significantly found in the students’ sentences. These findings revealed that English college students lack knowledge of how to make complete sentences in ordering information and building up a text’s structure. Therefore the learning process of English writing should be informed of the importance of English sentence completeness in organizing a text and introduce the strategies for avoiding and making less run-on and fragment sentences through practice activities and writing assignments. This research is qualitative descriptive-explorative research where descriptive and explorative are intended to describe and explain the situation based on collected data and facts, which are then analyzed and arranged systematically to get conclusions in detail to be a hypothesis.

Contrastive analysis of English and Indonesian adverbs

This study focuses on contrastive analysis of the characteristics and features of adverbs in English and Indonesian languages. This study explores all similarities and differences of adverbs according to their forms, formations, meanings and positions in both languages thoroughly and accordingly predict what sorts of errors the Indonesian learners of English may encounter. This research uses descriptive method by using library research in which all data are collected from linguistics books from both languages. The findings show that there are similarities and differences almost in all aspects of adverbs in both languages. (1). Both languages have two similar forms, as origin and derivative. But in Indonesian, the original and derivative ones can be classified again into reduplication word. (2). The formations of adverbs in both languages use different affixation systems as inflection and derivation. Indonesian uses various affixes such as prefixes, suffixes and confixes, while English uses only kinds of affixes as prefix and suffix. In forming adverbs from adjectives, English uses a suffix ‘-ly’, and a prefix ‘a-‘, meanwhile most of the Indonesian adverbs have the same form as adjectives or without any addition of affixes. Referring to adverbs derived from verbs, Indonesian ones may be formed through reduplicating the base form of the verbs, while English does not have this system. The formation of adverbs derived from nouns, English uses some suffixes such as, -ly, -ward(s), -ways, -wise, and a prefix, a-. Meanwhile Indonesian uses only one prefix ‘se-, one suffix –nya’ and by reduplicating the base form of the noun (e.g., hati becoming hati-hati), it is not in English ones. (3). In terms of their meanings, even though both English and Indonesian are alike, a great difference appears that several words called auxiliaries verbs in English and some English verbs such as, like, want, and wish, etc. have different word classes, concept and function in both languages. Those auxiliaries’ words and verbs are basically real adverbs as qualifiers in Indonesian. (4). Referring to adverb positions, generally, Indonesian adverbs are more mobile in sentences, meanwhile, English ones have certain common positions except some words should be placed permanently. These differences of adverbs in English and Indonesian are identified as problems caused by language interference for Indonesian students. Consequently, the results of this extensive research may be useful for teachers, students, curriculum development and materials of teaching.

English Speaking Difficulties Encountered by Tourism Department Students’ in EFL Public Interactions: A qualitative study

Mastering English facilitates students’ preparation for professional job applications. In the context of tourism school, learning the language, therefore, is a must. The study reported in this article explores the difficulties in speaking English encountered by a group of Indonesian learners of English and how they anticipated their perceived difficulties. A qualitative research approach was employed for data collection and analysis. Participants were from a Tourism Department of a university in the Province of Gorontalo, Indonesia, who voluntarily agreed to join in the interview sessions. Findings showed that most participants struggled to communicate in English, particularly when interacting with foreigners. The difficulties include a lack of vocabulary and comprehension of certain accents. In addition, it was found that in anticipating those difficulties, students employed regular English use practices, gestures, and information technology assistance. The study suggests that frequent meaningful English practices in and outside the English classroom should be facilitated, and the use of relevant technological tools for fostering English language practices be promoted.

Naturalistic Study Design of the Warm-Up Prompt and Online Planning Effect on Fluency in Informal Dialogues

As many studies on pre-task planning and a few on online planning were designed in experimental settings, this research article offers a naturalistic model for investigating the effect of warm-up prompt and online planning effect on fluency in informal dialogues. Among Skehan’s (1996) three parameters of oral language performance, the researcher focused only on measuring the fluency of two male Indonesian learners of English as a Second Language. The participants were also explicitly prepared for the topic through preconditioning information and warm-up prompts. They were also implicitly allowed to have ‘rapid planning’ (Ochs, 1979) or online planning strategy in response to the questions. Their entire informal conversations were audio-taped, transcribed, and analyzed according to Ellis and Barkhuizen’s (2005) scheme of measuring spoken language. The result shows that participants of different proficiencies committed errors of fluency by choice as their online planning strategy. However, the high proficient learner produced fewer errors that the low proficient learner did. They both used the errors for making rapid / online planning to buy time but for two different purposes. The high proficient speaker planned for strategic purposes and formulating a better answer while the low proficient speaker planned mostly for overcoming shortage of vocabularies. The errors were also found to be used in combined format thereby giving the full time-buying benefit for the speakers in their online planning mode.

Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT)

This study aims to examine the learners’ skills in writing English descriptive text by employing The Explanatory-Sequential (QUAN-QUAL) research method. The data collection instruments were Writing Tests and Interview. The written tests were given in the form of pre and post-test to reveal the effect of Task-Based Language Teaching (TBLT) on improving the learners’ English writing skills. Interviews were held to confirm factors affecting the students’ skills in writing English descriptive texts. 27 learners of MA Madani Alauddin Pao-Pao, Gowa were purposively selected to participate in this study. The results reveal two things namely: The first, there is a statistically significant difference between mean scores of the experimental group (64.85) and the control group (55.03) in the test result after the treatment (post-test). The value according to Student's t-test confirms it: t = 5,846; p < 0,001. This result supports the effectiveness of employing Task-Based Language Teaching (TBLT) as a method in teaching English writing skills. The second, the interviews indicate that there are 5 determinants affecting the learners’ skills in writing English descriptive texts, i.e. Learners’ Interest, Teacher’s Strategy, Teacher’s Media, Classroom Environment, and Learners’ Learning Strategy. Our results revealed that using TBLT has led to significant increases in the students’ skill in writing descriptive texts. We believe, our findings could have a profound impact on the way English writing is taught around the world. Therefore, English language teachers should provide more opportunities to learn this method to enable them apply it in their English pedagogy.

Using Bright–English for Beginners Application to Enrich Students’ Vocabulary

The main problem for Indonesian English learners is the lack of vocabulary. During the teaching and learning process, most students often need more time to complete the tasks given by the teacher. Students have to translate the text word by word because their vocabulary is limited. It takes a long time, so achieving learning objectives is less effective. In practice, language is complex for students to understand. This study aims to analyze whether the Bright – English for Beginners application can enrich students' vocabulary or not. It is quantitative research with a pre-experimental design with one group pre-test and post-test. This research was conducted on class VII students consisting of 22 students. The methods used to collect data are observation, interviews, and tests. The instruments used to analyze the data are questionnaires and question sheets in analyzing the data obtained using descriptive statistics. The study results were that there was a statistically significant difference between the pre-test (before treatment) and post-test (after treatment). The mean pre-test score was 34.62, while the mean post-test was 88.25. Post-test achievement is higher than pre-test achievement. The findings of this study reveal that the use of the Bright – English for Beginners application significantly enriches students' vocabulary. As a result, it can be concluded that the Bright – English for Beginners application effectively improves students' vocabulary.

BAGAIMANA MENGENALKAN DIALEK KEPADA PEMBELAJAR BAHASA INGGRIS

<p>The article discusses how variations of English are introduced to teenage Indonesian English learners through coursebooks for students of high schools. English language units representing such vatiants were collected from five coursebooks for high schools. The collected units were then analysed to see what English variations they are representing, such as British, American, or mixed variaiton, or Indonesian Engish. The results show that the English variations due to its users are represented either in grammar and lexical choices. The latter dominate the numbers of data in showing the variations. The language units representing the variations are presented mostly in dialogs in the forms of utteracances. In addition choice of single words also contribute the representation of the variations. Formality becomes the main feature to differentiate between British and Amerian dialects presented in the books, and introducing English dialects to students through the coursbooks is good in accordance to the fact that recognizing dialects of English will broaden their linguistic knowledge on such a language they are learning. </p>

Assessing the effect of using artificial intelligence on the writing skill of Indonesian learners of English

Electronic device with artificial intellegence application facilitates the process of learning-teaching in Higher School. This research integrates the use of artificial intellegence in teaching reading and giving feedback as independent variables to imrpove students’ writing skill as dependent variable. Students’ attitude on such teaching is the intervening variable. The research was conducted in Higher Schools in Makassar City. Research instrument was questionnaire distributed to 100 students’ of Higher Schools, but only 83 were processed. The data were analyzed by path analysis. The research findings: 1) teaching reading with artificial intelligence application has no direct but indirect effect through attitude on students’ writing. 2) Lecturer’s feedback virtually has direct and indirect effect through attitude on students’ writing. 3) Reading and feedback through attitude contributes 34.8% to students’ writing skill improvement.

Flipped Learning and Communicative Competence: An Experimental Study of English Learners

Notwithstanding the fact that extensive studies have highlighted the positive impact of flipped learning on developing learners’ skills, the literature has still been silent on its effect on Indonesian English learners’ communicative competence. To address this issue, this experimental study sheds some light on the significant impact of flipped learning method on developing English learners’ communicative competence. A total of 40 English learners of a university in Indonesia were grouped into flipped and non-flipped classrooms. Through the flipped learning, the course materials were delivered by means of Google classroom platform prior to the class, and the classroom activities were mostly allocated for communicative practices. To obtain the data, this study employed a Discourse Completion Task (DCT) and Technology Acceptance Model (TAM) questionnaire. Drawing on paired sample t-test and descriptive statistics, the results depicted that there was a significant difference between the learners’ pre-test and post-test scores of DCTs in the flipped group, and it significantly outperformed the non-flipped group. The results of TAM questionnaire further indicated that most of the learners appreciated the learning activities conducted in the flipped learning environment, and positively perceived Google classroom as an online platform for language learning. As the conclusion, it is a worth saying that flipped learning by means of Google classroom is an effective method to develop English learners’ pragmatic competence.

English Listening Anxiety of Indonesian Speakers

Research on foreign language anxiety among Indonesian learners of English has gained some attention thus far. However, few studies have examined specifically English listening anxiety of Indoensian speakers. Previous research in other countries has suggested a number of variables contributing to the foreign language anxiety. Taking into consideration some of the factors that are distinctive for Indonesian learners’ contexts, this present study aims to find out the relationship between number of languages learned or acquired by the learners, gender of the learners, the learners’ English self-rating proficiency, and length of residence of the learners in the target language country with L2 listening anxiety of Indonesian learners of English. This study involved Foreign Language Listening Anxiety Scale (FLLAS) data that were obtained from 109 Indonesian university students and were analyzed quantitatively using Pearson’s correlation, Spearman’s rho, and one-way ANOVAs. The finding shows that there is a significant negative correlation between Indonesian learners of English listening anxiety with the learners’ length of residence in the target language country and the learners’ English self-rating proficiency. The significant difference in terms of length of residence in the target language country especially lied in between the no residence group and <1-year group, and between no residence group and >1 year. In the English self-rating, the significant difference lied in between Intermediate and advanced groups.