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Azhar Aziz Lubis
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INDONESIA
SALTeL Journal (Southeast Asia Language Teaching and Learning)
ISSN : -     EISSN : 26142864     DOI : -
Core Subject : Education,
Southeast Asia Language Teaching and Learning (SALTeL) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of Language Teaching. The journal is published online twice a year. The scope of SALTeL includes the following fields: theory and practice in language teaching and learning, teaching a second or foreign language, language teachers’ training, and education.
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Articles 6 Documents
Search results for , issue " Vol 1, No 1: January 2018" : 6 Documents clear
Domestication and Foreignization of Cultural Terms in Economics Textbook Tarigan, Fatin Nadifa
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 1, No 1: January 2018
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.688 KB) | DOI: 10.35307/saltel.v1i1.2

Abstract

The research deals with domestication and foreignization strategies in translating culture specific items in economics bilingual textbook for junior high school students. The objectives of this study was to investigate the most frequent strategies used in translating culture specific items in economics bilingual textbook for junior high school. The research was conducted by using descriptive qualitative design. The data of this study were words, phrases, and clauses containing culture specific items. The data were collected through documentary technique. The technique of data analysis was interactive model. The finding of this study revealed that for domestication there were 25% cultural terms in the form of word and 46,4% in the form of phrase. While for foreignization, it was found only 21,5% in the form of word, and 7,1% in the form of phrase. It was not found the culture specific items in the form of clause both in domestication strategy and in foreignization strategy. The domestication was the dominant strategy used in translating cultural items in economics bilingual textbook. It indicates the translators tend to introduce Indonesian culture specific items into TL cultureKeywords: Domestication, foreignization, cultural terms, economics textbook
Theme Markedness in EFL Students’ Recount Texts: A Systemic Functional Analysis Hanafiah, Ridwan; Yusuf, Muhammad; Aswani, Aprilza
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 1, No 1: January 2018
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.28 KB) | DOI: 10.35307/saltel.v1i1.3

Abstract

This study is aimed to discover the types and the dominant type of theme markedness in EFL students’ recount texts based on the theory of systemic functional linguistics. Qualitative content analysis approach was utilized in this study. Writing sheets were utilized as the instruments of collecting the data. The data were in the form of clauses taken from 33 recount texts written by second-year students of English literature department of University of Sumatera Utara. Based on the analysis, it was discovered that there were 1144 clauses in the data. Then, in terms of theme markedness, marked theme (MT) had 213 occurrences (18.62%) and unmarked theme (UMT) had 931 occurrences (81.38%). The conclusion can be drawn that there were 2 types of markedness namely marked theme (MT) and unmarked theme (UMT), and the dominant type of theme markedness was unmarked theme (UMT). It means that the students dominantly used unmarked theme in their recount texts.Keywords: markedness, theme, recount text, systemic functional, content analysis
English Lecturers’ Preferences for High Impact Professional Development in Indonesia Syafitri, Winda
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 1, No 1: January 2018
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.015 KB) | DOI: 10.35307/saltel.v1i1.4

Abstract

Professional development plays an important role in improving both teachers’ and students’ outcomes. With various models and strategies, professional development is expected to have a high impact on teaching learning success. This study focused on English lecturers’ preferences for high impact professional development in Indonesia. With small survey design, the data were collected from 20 English lecturers around Indonesia by using questionnaire and interview. This research reveals that most of English lecturers in Indonesia expressed that they prefer seminar, conference, workshop, training, and action research to others because of their short durations and their high impacts. Then, related to technology, they said that internet helps them very much in preparing better instruction, but not in developing their professionalism. The result of this study would be very useful for government and stakeholder to take any decision related to English lecturers’ professional development.Keywords: Professional Development Preferences, High Impact 
Attitudes towards English Medium Instruction Courses among Second Language Learners in Relation to Learning Anxiety and Learning Achievement Che Ghani, Nurul Farhani Binti
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 1, No 1: January 2018
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.179 KB) | DOI: 10.35307/saltel.v1i1.6

Abstract

The purpose of this paper was to examine second language learners’ attitudes towards English Medium Instruction (EMI) courses at University of Selangor (UNISEL) in Malaysia affectively, behaviorally and cognitively. This study also investigated students’ learning anxiety and students’ learning achievement towards EMI courses. This study employed ABC Model of Attitudes (1998) as guidelines to investigate learners’ attitudes towards EMI courses. 100-degree students form Faculty of Science and Information Technology (FSIT) participated in the study by completing a questionnaire of English Medium Instruction courses. A quantitative method was employed to analyze the collected data, performing statistical procedures of descriptive statistic and Pearson correlation using SPSS. The major findings of the study were as follows: (1) most participants demonstrated positive attitudes towards English medium Instruction courses affectively, behaviorally and cognitively, (2) there was no significant relationship between students’ learning anxiety and students’ learning achievement towards EMI courses. It was due to the ways lecturers delivering EMI courses to the students. This situation happened when the way their lecturers conducted the lesson in English medium setting might help the students reduce their learning anxiety of the lesson. In other words, the level of their anxiousness in learning EMI courses depends on how their lecturers deliver the subject during teaching and learning process. Finally, some pedagogical implications that would help tap the students’ attitudes and achievement were demonstrated.Keywords: English Medium Instruction, attitudes, learning anxiety, learning achievement
Designing the Vocabulary Component for an EFL Cross-Cultural Communication Class Tsubaki, Mayumi
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 1, No 1: January 2018
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (385.35 KB) | DOI: 10.35307/saltel.v1i1.7

Abstract

A systematic course design is essential in order to achieve an optimal outcome for EFL learners. I will describe the course design of vocabulary components in a Cross-Cultural Communication class in a Japanese university. This course was designed according to the Content and Language Integrated Learning (CLIL) model, in which language learners learn the target language and content at the same time, rather than learning the target language, per se. In Cross-Cultural Communication classes of the CLIL model, learners’ English vocabulary develops as well as other language skills while they increase their knowledge of Cross-Cultural Communication. Some of the problems with this approach in Japan seem to lie in the students’ insufficient English skills and their English learning backgrounds. I have attempted to design the course in order to solve these problems. I have mainly considered how to “fill the gap” between what is needed to conduct the class and what the students lack, while focusing on vocabulary development of the university students in my class. I have employed two frameworks, the Curriculum Development Process (Nation & Macalister, 2010) and the four strands (Nation, 1996), and I have adapted them to suit my teaching situation. Curriculum Development Process consists of comprehensive factors necessary for curriculum development and has allowed me to analyze my present situation. On the other hand, the four strands approach is a well-balanced principle for vocabulary learning. It is supported by Second Language Acquisition (SLA) theories and has four components: meaning-focused input, meaning-focused output, language-focused learning, and fluency development. Although the Curriculum Development Process and the four strands approach mentioned here can be effectively applied to various foreign and second language learning situations, I found it crucial to analyze my teaching situation as much as possible, and to adapt these frameworks accordingly. This paper explains how a course can be designed with partial analysis of one's present teaching situation, in hope that this could offer some guidance to those who need to develop or improve their own course based on their best analysis under limited time.Keywords: Teaching and learning vocabulary, course design, English as a Foreign Language (EFL), the four strands,, content and Language Integrated Learning (CLIL)
Politeness Strategies and Gender Differences in the Speech Act of Rejection among the Malays in Malaysia Che Ismail, Nur Asyrani binti
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 1, No 1: January 2018
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (493.972 KB) | DOI: 10.35307/saltel.v1i1.1

Abstract

Men and women utilise language to serve various purposes. Making rejection falls as one of the functions through which gender differences in the language may be identified. Research seems to suggest that men and women construct and incorporate politeness differently while performing speech acts of rejection. Therefore, this study aims to identify the positive and the negative politeness strategies that both genders use in making a rejection and also to compare, to what extent politeness strategies of males differ from those of females in making rejection. This study employs the framework of Brown and Levinson’s Model of Politeness (1987) where it is realised through a set of questionnaire involving nine different situations and is formulated based on an oral Discourse Completion Task. The oral DCT is tested on 50 male and 50 female students of International Islamic University Malaysia. As a whole, males use more positive and negative politeness strategies than females when making rejections. While in a broader context, both genders are generally explanative and apologetic when making rejections. Therefore, this study is able to suggest better ways for society members in the future on how to make appropriate rejections to each other.

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