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All Journal KEMBARA Jurnal Pendidikan Bahasa Voices of English Language Education Society REiLA: Journal of Research and Innovation in Language Prologue: Journal on Language and Literature BRIGHT SALEE: Study of Applied Linguistics and English Education International Journal of English Linguistics, Literature, and Education (IJELLE) Anglophile Journal Bulletin of Science Education Studies in English Language and Education Journal of English Language Teaching and English Linguistics
Santoso, Wulandari
Universitas Bunda Mulia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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TRANSLANGUAGING THROUGH THE LENS OF SOCIOCULTURAL APPROACH : STUDENTS’ ATTITUDES AND PRACTICES Santoso, Wulandari
Jurnal Pendidikan Bahasa Vol 9, No 1 (2020): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.845 KB) | DOI: 10.31571/bahasa.v9i1.1707

Abstract

Recent research developments have an increased focus on the complexity and the dynamic nature of language practices. Translanguaging views multilingual speakers as having one integrated language repertoire which they can use strategically to communicate and involve in the process of meaning-making activities. This research aims to investigate attitudes and practices of translanguaging among English department students in the Language Assessment course at Universitas Bunda Mulia, Jakarta. A series of observations and semi-structured interviews were used to collect data to five students. The data were interpreted using a thematic analysis and critically evaluated using the sociocultural theory of mind. This research revealed that the students translanguaged not only for cognitive functions, but also for creative and critical linguistic practices. Positive attitudes were also demonstrated through the students? active participation in using their full repertoires. Further pedagogical implications in this particular context are also discussed.Keywords: languaging, mediation, sociocultural theory, translanguaging.
TRANSLANGUAGING THROUGH THE LENS OF SOCIOCULTURAL APPROACH : STUDENTS’ ATTITUDES AND PRACTICES Wulandari Santoso
Jurnal Pendidikan Bahasa Vol 9, No 1 (2020): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v9i1.1707

Abstract

Recent research developments have an increased focus on the complexity and the dynamic nature of language practices. Translanguaging views multilingual speakers as having one integrated language repertoire which they can use strategically to communicate and involve in the process of meaning-making activities. This research aims to investigate attitudes and practices of translanguaging among English department students in the Language Assessment course at Universitas Bunda Mulia, Jakarta. A series of observations and semi-structured interviews were used to collect data to five students. The data were interpreted using a thematic analysis and critically evaluated using the sociocultural theory of mind. This research revealed that the students translanguaged not only for cognitive functions, but also for creative and critical linguistic practices. Positive attitudes were also demonstrated through the students’ active participation in using their full repertoires. Further pedagogical implications in this particular context are also discussed.
Factors Contributing to Students’ Speaking Anxiety: A Case Study at Students’ Junior High School Wulandari Santoso; David D. Perrodin
Anglophile Journal Vol 2 No 1 (2021): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v2i1.305

Abstract

This article aimed of investigating the causes of students’ speaking anxiety at a Private Junior High School at Salatiga, Central Java. The method used case study. This study used a set of questionnaires distributed to sixty-six participants from grade 7 to grade 9. The participants were asked to choose the causes of their speaking anxiety offered in the questionnaire items according to their personal opinions. The questionnaire items were developed based on the literature used in this study. After that, the quantitative data were presented and then the data were described and interpreted. The results of this study revealed that the major factor contributing to the participants’ speaking anxiety was the concern about accuracy and grammar. Interestingly, the quantitative data of this study showed that a significant number of participants were less anxious especially when dealing with classroom settings and activities, and teachers. The result of the study was expected to contribute to student teachers and language teachers in general. This study helped them to be aware that speaking anxiety may exist among EFL students, hence they could develop their teaching methods and approaches in teaching speaking to minimize their students’ anxiety and to give more exposure to English for their students. Keywords: Speaking Anxiety, Factor Contributing Speaking, English Language Learning
STUDENTS’ PERCEPTIONS OF TEACHERS’ OWN-LANGUAGE USE: A CASE STUDY IN AN INDONESIAN EFL SENIOR HIGH SCHOOL Wulandari Santoso
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 2, No 1 (2019)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v2i2.946

Abstract

The dominant position of the monolingual approach in English language teaching has been questioned and the incorporation of students’ own language has been increasingly encouraged. This study investigated students’ perceptions of the desirability of teachers’ own language-use and their views regarding for what purposes teachers should use students’ own language in an immersion senior high school in Indonesia. This case study used a sequential explanatory design, gathering quantitative data from questionnaires to 89 students and qualitative data from semi-structured interviews to 4 students. The findings of this research revealed that the students’ perceptions were complex because although English was expected to be mainly used, many of the students wanted the teachers to use the own language for language-related purposes, classroom management purposes, and affective purposes. The main pedagogical implication of this study calls for bi/multilingual education in this context. Further research may explore the impacts of the monolingual approach and the power of English language on students’ identities in Indonesia.
Evaluation of Materials for Grade 10 Secondary School Students Wulandari Santoso
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 2 (2022)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v5i2.3217

Abstract

The use of course book has become a debatable issue, especially in the field of English Language Teaching. Its use is deemed useful as it could provide a clear organization of the lesson, a syllabus, and a guideline for teachers to select materials for students. Nevertheless, it could also be argued that the use of course book also present some issues, for example, some teachers may rely on course book without making informed decisions about how to use it appropriately. This study aimed to evaluate a course book used in a secondary high school. The evaluation focused on how the course book accommodate students’ speaking skills and learning styles. The course book was analyzed using both external and internal checklists adapted from current literature. In addition, the analysis of institution, teacher, and student needs were also conducted in order to see whether the course book fulfilled their needs. The results showed that the external evaluation did not demonstrate any issues. However, the internal evaluation revealed that the tasks did not cater most students’ learning styles as well as communicative activities. This study recommends further material adaptation and supplementation for this course book to better suit the teaching context.
Exploring Indonesian Teachers' and Students' Perceptions and Practices of Translanguaging and Trans-Semiotizing in EFL Classrooms Ronald Maraden Parlindungan Silalahi; Wulandari Santoso
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.10199

Abstract

The current trend of dynamic multilingualism in the field of applied linguistics has triggered the emergence of pedagogical approaches that aim to support and legitimate multilingual language practices. Translanguaging and trans-semiotizing are among the terms that have been widely used to describe the dynamic flows of discursive practices that involve one’s full semiotic repertoire to communicate and construct knowledge, which still remains unexplored in this context. This study aimed to investigate both university teachers and students’ perceptions of translanguaging and trans-semiotizing in English classrooms. Using observation, semi-structured interviews to five teachers and focus group discussion to seven students, the results of thematic analysis demonstrated that while the teachers seemed to expect the implementation of monolingual instruction, the students had a more positive view towards the utilization of multiple languages and semiotic signs in the classroom. It was also found out that translanguaging and trans-semiotizing served numerous pedagogical functions in enhancing students’ comprehension of the materials. Nevertheless, the ability to translanguage and trans-semiotize was not seen as a multilingual competence, but as a manifestation of one’s linguistic deficiency. This study suggests that translanguaging and trans-semiotizing should not merely be seen as a pedagogical tool, but these practices should also be legitimated and valued.
Exploring Critical Pedagogy in an Indonesian Higher Education: Possibilities and Challenges Wulandari Santoso
Journal of English Language Teaching and English Linguistics Vol. 6 No. 2 (2021): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.337 KB) | DOI: 10.31316/eltics.v6i2.1551

Abstract

The prior and recent literature on the second and foreign language education has touched upon a number of discussion regarding Critical Pedagogy (CP). CP is generally defined as an approach to teaching and curriculum that seeks to understand and the historical and socio-political context of schooling and pedagogical practices that aim not only to change the schooling, but also the wider society. This case study aimed to investigate the perspective of teachers towards CP in an Indonesian higher education in order to see the possibilities and the challenges of applying CP in this particular context. Semi-structured interviews were used to collect data to five teachers, and the data was analysed using a thematic analysis. The result of this study revealed that while some of the teachers were in favour of implementing CP, the others seemed to be rather pessimistic due to some constraints they had in the classroom. Some strategies, e.g. problem posing techniques were found to be essential to engage the students in critical dialogue with the teachers. It is hoped that this research can shed new light on to what extent CP can be implemented in certain educational contexts and on possible challenges that teachers may face in the process. 
Investigating English as Lingua Franca in the Indonesian multilingual context: Perceptions of English learners at the university level Wulandari Santoso; Ronald Maraden Parlindungan Silalahi; Bertaria Sohnata Hutauruk
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 1 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v5i1.3679

Abstract

The phenomenon of English as Lingua Franca (ELF) in Indonesia's multilingual pedagogical context is fascinating to study because the linguistic ecology in Indonesia is multilingual and multicultural. ELF reflects the spirit of learning open to various linguistic variations and focuses on the ability to communicate in diverse sociocultural contexts. The ideology of ELF in English Language Teaching (ELT) can be seen from the openness to use various variations of English outside of the native to be applied in the classroom to build cross-cultural communication competence. This study aims to analyze the perceptions of English learners (English Department) towards ELF and to find its relevance for future learning development. This research is quantitative-qualitative (Mixed-Method) with 130 English department student respondents from several campuses in Indonesia. Triangulation was carried out with seven students with different specializations (Linguistics, Literature, translation, and teaching). This research clearly shows the rejection of ELF in Indonesia's learning context and emphasizes the influence of native speakerism ideology. Even so, it is hoped that this research can still be developed in other studies in the future because multilingual pedagogical contexts are very diverse and can be seen from various perspectives.
Strategies Used in Translating the Harry Potter and the Sorcerer’s Stone Novel into Indonesian Adhitya Kurniawan; Alesandro Fritz Setiawan; Tania Esmara; Wulandari Santoso
Bulletin of Science Education Vol 3 No 3 (2023): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v3i3.793

Abstract

The study was prompted by the necessity of using suitable translation strategies in the context of translating literary works. The study aimed to identify the translation strategies utilized in translating the Harry Potter and the Sorcerer’s Stone novel. The study utilized the qualitative research design to produce descriptive data. Furthermore, the thematic analysis was implemented in this study to categorize and analyze the data. In selecting the data, the researchers utilized the purposive sampling for data selection and selected the first, seventh, and eleventh chapters to be analyzed. The study resulted in the discovery that six out of the eight translation strategies proposed by Newmark were used (2003), namely the word-for-word, literal, faithful, semantic, free, and communicative translation strategies. Additionally, three of the translation strategies presented by Baker (2018) were employed to translate the idiomatic expressions in the novel. These strategies included the utilization of an idiom with similar meaning but different form, borrowing from the source language, and the omission of an entire idiom. This study further explored various existing theories regarding translation strategies and discovered connections between them. Furthermore, this study would be beneficial for translators, namely in deciding which translation strategies would be appropriate for specific situations. Keywords: Translation Strategies, Literary Translation, Idiomatic Translation
Exploring the Use of Fanfiction as Authentic Materials in English Language Teaching: A Perspective from a Reading Class Felicia Cornella Austin; Wulandari Santoso
Prologue: Journal on Language and Literature Vol. 9 No. 2 (2023): Prologue: Journal on Language and Literature
Publisher : Faculty of Letters Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/jurnalprologue.v9i2.128

Abstract

This research aims to investigate students' perceptions of fanfiction as authentic materials to enhance their reading skills. The participants of this research were 30 students in a state vocational school in Banten. This case study started with the implementation of using Fanfiction in the reading class in five consecutive meetings to give students exposure to Fanfiction stories. During the implementation, reflective notes were used to describe students’ responses towards the use of Fanfictions in relation to their reading skills. Questionnaires consisting of closed and open-ended items were also used to collect data regarding students’ views of the use of Fanfiction in improving their reading skills. Descriptive statistics was used to analyse the quantitative data, while thematic analysis was used to analyse the quantitative data. The results of quantitative and qualitative data analysis showed that the participants showed a positive perception towards the use of fanfiction in enhancing their reading skills although some of the students stated that they had difficulties in understanding the texts due to their lack of vocabulary. The findings of the study could inform pedagogical practices in the classroom that teachers could consider the use of Fanfiction by taking into account students’ needs, interests, and English proficiency.
Co-Authors Adhitya Kurniawan Ahmad Bukhori Muslim, Ahmad Bukhori Alesandro Fritz Setiawan Ayuretno, Annisa Bertaria Sohnata Hutauruk Bertaria Sohnata Hutauruk David D. Perrodin Dito Mangkuluhur, Bahagia Esmara, Tania Felicia Cornella Austin Fuad Abdul Hamied Gozali, Kezia Karina Guan Nan Halim, Vallen Mutiara Kho, Vanesa Kurniawan, Adhitya Lia Angelina Nitsa, Angelique Perrodin, David D. Setiawan, Alesandro Fritz Silalahi, Ronald Maraden Parlindungan Susilo, Jordan Yehezkiel Tania Esmara