In English as Foreign Language (EFL) learning, the learners’ identities have been intriguing to b... more In English as Foreign Language (EFL) learning, the learners’ identities have been intriguing to be explored by the linguists. Norton (2010) argues English learning does not deal with knowledge and skill acquisition alone, instead it also comprises a complex process of the learners’ identities, constructions, and reconstructions. Hence, English learning enables the shaping of English learners’ multiple identities. This study was conducted in one of the Islamic universities (IU) in Malang, Indonesia. The multilingual and multicultural contexts of Indonesia is a crucial factor to conduct this study. These social conditions do also underpin the constructions of English learners’ multiple identities in Indonesia (Wahyudi, 2018a). Hence, this study is intended to sketch out English learners’ multiple identities constructions in the globalization (Anjanillah, 2019). In order to reach the goal, this study employed Pennycook’s (2000) analytical framework dealing with English global positions and Gao’s (2014) article on English learners’ identity prototypes. This study belongs to Critical Applied Linguistics (CAL) since it attempts to conceive the possible implications of English spread in global context on English learners’ multiple identities (Pennycook, 2001). The findings uncover English learners at IU performed myriad and contradictory identities (Anjanillah, 2019).
English as a lingua franca (ELF) has created some sense of L2 learner identity in ELF communicati... more English as a lingua franca (ELF) has created some sense of L2 learner identity in ELF communication. However, there is still a lack of exploration of EFL learners' identities in the ELF context. This study aims to find out how EFL learners' identities are categorized based on global, local and glocal identities. The study falls into critical applied linguistics as it combines Norton's identity theory and Walshaw's subject position's notion to reveal participants' subjectivities. This research is categorized as a case study as it explores participants' identity positioning towards ELF. The results indicate that respondents' identity options resonate with global, local or glocal identity. Global identity is shown by the tendency of the Inner Circle accent, progress, modernity, and daily activity. Local identity is indicated by maintaining the local accent, and Glocal identity is pointed out by the tendency to blend two identities at the same time. Two of the participants have shown dual identities, while the last two participants only depicted one identity. Respondents' identity options as the projection of their subject positions and subjectivities appeared in some way to be constructed by universities' curriculum document policy, university vision and missions, regulation or English exposures in the former school including the curriculum, and informal learning experiences. Resumen El inglés como lengua franca (ELF) ha generado cierto sentido de identidad de aprendiz L2 en la comunicación ELF. Sin embargo, todavía faltan explorar las identidades de los estudiantes en el contexto de ELF. Este estudio tiene como objetivo averiguar cómo se clasifican las identidades de los estudiantes de inglés como lengua extranjera en función de las identidades globales, locales y glocales. El estudio se enmarca en la lingüística aplicada crítica, ya que combina la teoría de la identidad de Norton y la noción de la posición del sujeto de Walshaw para revelar la subjetividad de los participantes. Esta investigación se clasifica como un estudio de caso, ya que explora el posicionamiento de la identidad de los participantes hacia ELF. Los resultados indican que las opciones de identidad de los encuestados resuenan con la identidad global, local o glocal. La identidad global se muestra por la tendencia del acento, el progreso, la modernidad y la actividad diaria del Círculo Interior. La identidad local se indica manteniendo el acento local, y la identidad Glocal se señala por la tendencia a fusionar dos identidades al mismo tiempo. Dos de los participantes han mostrado identidades duales, mientras que los dos últimos participantes solo representaron una identidad. Las opciones de identidad de los encuestados como la proyección de las posiciones y subjetividades de sus asignaturas parecían estar construidas de alguna manera por la política de documentos curriculares de las universidades, la visión y misiones universitarias, la regulación o las exposiciones en inglés en la escuela anterior, incluido el plan de estudios, y las experiencias de aprendizaje informal.
Context awareness in tertiary education is a crucial aspect. This awareness should be perceived b... more Context awareness in tertiary education is a crucial aspect. This awareness should be perceived by university students to maximize their academic potentials. In so doing, this mini research employs context analysisabout: text, the purpose of text, the setting of text, the audience of text, the relationship between reader and writer, the expectations and conventions and the requirements of texts, shared values, background knowledge and understanding of text, intertextuality, the tone of text, assessment criteria followed by intercommunication of discourse community as proposed by Johns (1997). The context analysis on the disciplinary assignment through the active role of students as researcher is necessary. This would sensitize students what to do and what not to do in the learning activities. Furthermore, being well-informed on ethnographic writing, the study of academic practices in the university, is salient. This can be done, one of them, through the interview with the lecturer of a specific course as well as to some extent negotiate the academic practices. This positions the students as an active agent in learning
The purpose of this article is to discuss my own auto ethnographical reflection of teaching exper... more The purpose of this article is to discuss my own auto ethnographical reflection of teaching experiences obtained during a 6 month Discourse Analysis course back in 2013. I will discuss my teaching experiences in relation to the TEGCOM and its related literatures. I then showcase what and how my teaching experience matches with the pedagogy. I use the following TEGCOM (Lin, Wang, Akamatsu & Riazi (2002; 2005) reference to contextualize the Western materials to students' cultural contexts. In this paper, I use auto-ethnography (Cauley, 2008; Ellis, Adam, Bochner, 2011) in elaborating my experience of teaching Discourse Analysis course, an empowering methodology which allows the personal story through the use of pronoun " I " (Dyson, 2007).
This article discusses the second-language literacy practice of an ESL student in Australia. It f... more This article discusses the second-language literacy practice of an ESL student in Australia. It firstly explores the literacy practices (reading and writing) exercised both in China (the subject's home country) and in Sydney, Australia, where the subject was taking an academic preparation course prior to her master study. Secondly, this article delves into literacy practices conducted inside and outside the classroom in the same contexts. This research aims to contribute to the existing literature on literacy practices by expanding the focus of investigation beyond writing and by bringing up a specific case study, which is hardly addressed in the literature: a Chi-nese student in non-American education setting. Through analyzing the results of semi-structured interview, it is revealed that the participant adopted several different literacy practices in reading and writing due to different learning objectives and contexts. Keywords: literacy practice, reading and writing inside and outside the classroom, threshold level
ABSTRAK Artikel ini membahas penggunaan 'hedges' (pernyataan yang berisi ungkapan penulis yang di... more ABSTRAK Artikel ini membahas penggunaan 'hedges' (pernyataan yang berisi ungkapan penulis yang dimitigasi) sebagai bentuk pemaknaan posisi penulis dalam kolom gosip pada koran Jakarta Post. Pemilihan koran harian tersebut sebagai instrumen penelitian didasarkan pada tujuan pragmatik, keterjangkauan dan cakupannya yang bersifat nasional. Merujuk pada teori Lakoff (1973), Holmes (1990) dan Hyland (1996a-b), penelitian ini difokuskan pada fungsi dan makna hedges pada konteks yang berbeda, yakni kolom gosip (sebagai konteks informal), yang pada umumnya hedges diteliti pada wacana akademik (sebagai konteks formal). Berdasarkan konsep tersebut, dapat diasumsikan bahwa fungsi dan makna penggunaan hedges akan berbeda jika digunakan pada konteks yang berbeda pula. Hal ini dapat dilihat dari penggunaan fungsi modal epistemik (ungkapan ketidakpastian) dan fungsi afektif (ungkapan solidaritas). Enam kategori hedges ditemukan dalam penelitian ini. Kemudian dari enam kategori hedges tersebut, ditemukan kategori fungsi modal epistemik 'about' (lima kali) dan fungsi afektif (empat kali). Selain itu, penelitian ini juga menunjukkan bahwa penggunaan hedges pada kolom gosip dapat digunakan oleh selebritis yang terlibat dalam wacana sebagai media pembentukan citra dan identitas sebagai pencipta tren. ABSTRACT The present study investigates the use of hedges (vague language) as the meaning-making practice in the gossip column of the Jakarta Post. The daily newspaper is chosen due to pragmatic purposes, accessibility, and its national coverage. Adapting the framework of Lakoff (1973), Holmes (1990) and Hyland (1996a-b), this study focuses on the hedges' functions and meanings in a gossip column (informal context), apart from an academic discourse (formal context) in which hedges are frequently discussed. This possibly leads to the diverse functions and meanings of the hedges' occurrences within the discourse: through the employment of 'epistemic modal' (the expression of uncertainty) and 'affective' (the expression of solidarity) function. Further, the mostly-found hedges are the epistemic modal 'about' (five times) and the affective modal 'think' (four times) from six hedge categories. Eventually, it is also revealed that hedges used in the gossip column are to enhance the self-image and trend-setting identity of the celebrities, who indeed are involved in the discourse.
Artikel ini berusaha membandingkan kemampuan membaca dan menulis siswa bilingual dan siswa monoli... more Artikel ini berusaha membandingkan kemampuan membaca dan menulis siswa bilingual dan siswa monolingual dari berbagai Negara seperti Spanyol, Inggris, Rusia, dan China. Walaupun keduanya mempunyai kekurangan dan kelebihan dalam hal membaca dan menulis, akan tetapi banyak dijumpai dari berbagai ereferensi bahwa bilingual cenderung mempunyai lebih banyak keutungan daripada monolingual. Implikasi pengajaran memulis dan membaca bagi siswa bilingual dan monolingual juga disertakan diakhir makalah untuk memperjelas bagaimana seharusnya pengajaran di kelas dilakukan.
In English as Foreign Language (EFL) learning, the learners’ identities have been intriguing to b... more In English as Foreign Language (EFL) learning, the learners’ identities have been intriguing to be explored by the linguists. Norton (2010) argues English learning does not deal with knowledge and skill acquisition alone, instead it also comprises a complex process of the learners’ identities, constructions, and reconstructions. Hence, English learning enables the shaping of English learners’ multiple identities. This study was conducted in one of the Islamic universities (IU) in Malang, Indonesia. The multilingual and multicultural contexts of Indonesia is a crucial factor to conduct this study. These social conditions do also underpin the constructions of English learners’ multiple identities in Indonesia (Wahyudi, 2018a). Hence, this study is intended to sketch out English learners’ multiple identities constructions in the globalization (Anjanillah, 2019). In order to reach the goal, this study employed Pennycook’s (2000) analytical framework dealing with English global positions and Gao’s (2014) article on English learners’ identity prototypes. This study belongs to Critical Applied Linguistics (CAL) since it attempts to conceive the possible implications of English spread in global context on English learners’ multiple identities (Pennycook, 2001). The findings uncover English learners at IU performed myriad and contradictory identities (Anjanillah, 2019).
English as a lingua franca (ELF) has created some sense of L2 learner identity in ELF communicati... more English as a lingua franca (ELF) has created some sense of L2 learner identity in ELF communication. However, there is still a lack of exploration of EFL learners' identities in the ELF context. This study aims to find out how EFL learners' identities are categorized based on global, local and glocal identities. The study falls into critical applied linguistics as it combines Norton's identity theory and Walshaw's subject position's notion to reveal participants' subjectivities. This research is categorized as a case study as it explores participants' identity positioning towards ELF. The results indicate that respondents' identity options resonate with global, local or glocal identity. Global identity is shown by the tendency of the Inner Circle accent, progress, modernity, and daily activity. Local identity is indicated by maintaining the local accent, and Glocal identity is pointed out by the tendency to blend two identities at the same time. Two of the participants have shown dual identities, while the last two participants only depicted one identity. Respondents' identity options as the projection of their subject positions and subjectivities appeared in some way to be constructed by universities' curriculum document policy, university vision and missions, regulation or English exposures in the former school including the curriculum, and informal learning experiences. Resumen El inglés como lengua franca (ELF) ha generado cierto sentido de identidad de aprendiz L2 en la comunicación ELF. Sin embargo, todavía faltan explorar las identidades de los estudiantes en el contexto de ELF. Este estudio tiene como objetivo averiguar cómo se clasifican las identidades de los estudiantes de inglés como lengua extranjera en función de las identidades globales, locales y glocales. El estudio se enmarca en la lingüística aplicada crítica, ya que combina la teoría de la identidad de Norton y la noción de la posición del sujeto de Walshaw para revelar la subjetividad de los participantes. Esta investigación se clasifica como un estudio de caso, ya que explora el posicionamiento de la identidad de los participantes hacia ELF. Los resultados indican que las opciones de identidad de los encuestados resuenan con la identidad global, local o glocal. La identidad global se muestra por la tendencia del acento, el progreso, la modernidad y la actividad diaria del Círculo Interior. La identidad local se indica manteniendo el acento local, y la identidad Glocal se señala por la tendencia a fusionar dos identidades al mismo tiempo. Dos de los participantes han mostrado identidades duales, mientras que los dos últimos participantes solo representaron una identidad. Las opciones de identidad de los encuestados como la proyección de las posiciones y subjetividades de sus asignaturas parecían estar construidas de alguna manera por la política de documentos curriculares de las universidades, la visión y misiones universitarias, la regulación o las exposiciones en inglés en la escuela anterior, incluido el plan de estudios, y las experiencias de aprendizaje informal.
Context awareness in tertiary education is a crucial aspect. This awareness should be perceived b... more Context awareness in tertiary education is a crucial aspect. This awareness should be perceived by university students to maximize their academic potentials. In so doing, this mini research employs context analysisabout: text, the purpose of text, the setting of text, the audience of text, the relationship between reader and writer, the expectations and conventions and the requirements of texts, shared values, background knowledge and understanding of text, intertextuality, the tone of text, assessment criteria followed by intercommunication of discourse community as proposed by Johns (1997). The context analysis on the disciplinary assignment through the active role of students as researcher is necessary. This would sensitize students what to do and what not to do in the learning activities. Furthermore, being well-informed on ethnographic writing, the study of academic practices in the university, is salient. This can be done, one of them, through the interview with the lecturer of a specific course as well as to some extent negotiate the academic practices. This positions the students as an active agent in learning
The purpose of this article is to discuss my own auto ethnographical reflection of teaching exper... more The purpose of this article is to discuss my own auto ethnographical reflection of teaching experiences obtained during a 6 month Discourse Analysis course back in 2013. I will discuss my teaching experiences in relation to the TEGCOM and its related literatures. I then showcase what and how my teaching experience matches with the pedagogy. I use the following TEGCOM (Lin, Wang, Akamatsu & Riazi (2002; 2005) reference to contextualize the Western materials to students' cultural contexts. In this paper, I use auto-ethnography (Cauley, 2008; Ellis, Adam, Bochner, 2011) in elaborating my experience of teaching Discourse Analysis course, an empowering methodology which allows the personal story through the use of pronoun " I " (Dyson, 2007).
This article discusses the second-language literacy practice of an ESL student in Australia. It f... more This article discusses the second-language literacy practice of an ESL student in Australia. It firstly explores the literacy practices (reading and writing) exercised both in China (the subject's home country) and in Sydney, Australia, where the subject was taking an academic preparation course prior to her master study. Secondly, this article delves into literacy practices conducted inside and outside the classroom in the same contexts. This research aims to contribute to the existing literature on literacy practices by expanding the focus of investigation beyond writing and by bringing up a specific case study, which is hardly addressed in the literature: a Chi-nese student in non-American education setting. Through analyzing the results of semi-structured interview, it is revealed that the participant adopted several different literacy practices in reading and writing due to different learning objectives and contexts. Keywords: literacy practice, reading and writing inside and outside the classroom, threshold level
ABSTRAK Artikel ini membahas penggunaan 'hedges' (pernyataan yang berisi ungkapan penulis yang di... more ABSTRAK Artikel ini membahas penggunaan 'hedges' (pernyataan yang berisi ungkapan penulis yang dimitigasi) sebagai bentuk pemaknaan posisi penulis dalam kolom gosip pada koran Jakarta Post. Pemilihan koran harian tersebut sebagai instrumen penelitian didasarkan pada tujuan pragmatik, keterjangkauan dan cakupannya yang bersifat nasional. Merujuk pada teori Lakoff (1973), Holmes (1990) dan Hyland (1996a-b), penelitian ini difokuskan pada fungsi dan makna hedges pada konteks yang berbeda, yakni kolom gosip (sebagai konteks informal), yang pada umumnya hedges diteliti pada wacana akademik (sebagai konteks formal). Berdasarkan konsep tersebut, dapat diasumsikan bahwa fungsi dan makna penggunaan hedges akan berbeda jika digunakan pada konteks yang berbeda pula. Hal ini dapat dilihat dari penggunaan fungsi modal epistemik (ungkapan ketidakpastian) dan fungsi afektif (ungkapan solidaritas). Enam kategori hedges ditemukan dalam penelitian ini. Kemudian dari enam kategori hedges tersebut, ditemukan kategori fungsi modal epistemik 'about' (lima kali) dan fungsi afektif (empat kali). Selain itu, penelitian ini juga menunjukkan bahwa penggunaan hedges pada kolom gosip dapat digunakan oleh selebritis yang terlibat dalam wacana sebagai media pembentukan citra dan identitas sebagai pencipta tren. ABSTRACT The present study investigates the use of hedges (vague language) as the meaning-making practice in the gossip column of the Jakarta Post. The daily newspaper is chosen due to pragmatic purposes, accessibility, and its national coverage. Adapting the framework of Lakoff (1973), Holmes (1990) and Hyland (1996a-b), this study focuses on the hedges' functions and meanings in a gossip column (informal context), apart from an academic discourse (formal context) in which hedges are frequently discussed. This possibly leads to the diverse functions and meanings of the hedges' occurrences within the discourse: through the employment of 'epistemic modal' (the expression of uncertainty) and 'affective' (the expression of solidarity) function. Further, the mostly-found hedges are the epistemic modal 'about' (five times) and the affective modal 'think' (four times) from six hedge categories. Eventually, it is also revealed that hedges used in the gossip column are to enhance the self-image and trend-setting identity of the celebrities, who indeed are involved in the discourse.
Artikel ini berusaha membandingkan kemampuan membaca dan menulis siswa bilingual dan siswa monoli... more Artikel ini berusaha membandingkan kemampuan membaca dan menulis siswa bilingual dan siswa monolingual dari berbagai Negara seperti Spanyol, Inggris, Rusia, dan China. Walaupun keduanya mempunyai kekurangan dan kelebihan dalam hal membaca dan menulis, akan tetapi banyak dijumpai dari berbagai ereferensi bahwa bilingual cenderung mempunyai lebih banyak keutungan daripada monolingual. Implikasi pengajaran memulis dan membaca bagi siswa bilingual dan monolingual juga disertakan diakhir makalah untuk memperjelas bagaimana seharusnya pengajaran di kelas dilakukan.
This highly recommended edited volume critiques the status of English akin to Hydra, a creature i... more This highly recommended edited volume critiques the status of English akin to Hydra, a creature in Greek mythology whose heads multiplied upon decapitation. The chapter authors argue that English dominates and undermines other languages even when it is challenged in different forms and from different locations. The book has a broad readership-not only does it include academic inquiry but also presents multiple personal accounts. The book consists of 24 chapters and is organized into four thematic sections of hegemony, challenge, negotiation, and resistance against the English Hydra. Due to space constraints, only particular chapters are selected to suggest the key ideas of the book. The first section of five chapters, 'Hydra at Large,' sets up the context of the expansion of and resistance to English. One of the key arguments is that the global spread of English is embedded in the
Reflective teaching is an activity to recall what has been done in the classroom, and evaluate th... more Reflective teaching is an activity to recall what has been done in the classroom, and evaluate the process of teaching itself. The purpose of doing this is to improve the quality of teaching (Richard in
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