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All Journal UICELL Conference Proceeding Journal of Language, Literature, and Teaching Journal of English Language and Culture Jurnal Pengabdian dan Kewirausahaan

Nurdiana, Nurdiana

Bunda Mulia University

Author-ID : 1292085

Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Discourse Analysis and English Language Teaching Nurdiana Nurdiana
Journal of English Language and Culture Vol 5, No 2 (2015): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

In the past, English language teaching (ELT) put more emphasis on the teaching of structure of the language. Meaning and contexts seemed to be neglected. However, over the past few years, the trend has changed. Grammar and structure (language forms) are not the single element of language learned in English language learning. Context should be taken into account when teaching and learning a language. In this paper, I shall discuss the relationship between contexts and language teaching, particularly English language teaching. In other words, this paper discussess discourse analysis in regard to ELT. Keywords: discourse analysis, English language teaching

Language Acquisition: The Interaction between Innate Capacity and Language Input Nurdiana Nurdiana
Journal of English Language and Culture Vol 5, No 1 (2015): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Numerous studies on how language is acquired have been conducted for years and myriad theories on language acquisition have put attempts to explain how human beings acquire language, e.g. language learning through imitation, reinforcement, association, and the innateness hypothesis. This paper shall describe the language acquisition process through the innateness hypothesis. It argues that language is acquired through an interaction between innate capacity—an innate ability to produce words and utterances—and language input, the language acquired from the human surroundings. Keywords: language acquisition, language input, innate capacity

Integrating Cultural Awareness in English Language Teaching Materials Nurdiana Nurdiana
Journal of English Language and Culture Vol 1, No 1 (2011): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Over the past few years, English has increased itself as a lingua franca of international community. Due to this fact, various problems have arisen in English Teaching. They regard to several aspects of English, e.g. grammar or vocabulary. In this paper, I shall discuss the importance of Integrating Cultural Awareness in English Teaching Materials, which I think is one of the most complex problems in teaching English as an international language.To me, culture is inseparable with language. For instance, when my students and I are discussing houses, we also talk about cultural differences regarding houses and the furniture. Americans, for example, do not use a “gayung” when they take a bath. I explain the cultural differences and tell the students that not all words in Indonesian can be translated into English because of the cultural differences. Also, the meaning of rooms designed in an American’s house is different. In Indonesia, the meaning of living room could be “ruang keluarga” whereas it is actually “ruang santai".To sum up, the materials used for English teaching should cover cultural awareness as the speakers of English not only come from the English-speaking countries, but they are also from the non-English speaking countries. Keywords: Cultural Awareness and English Language Teaching Materials

Language Functions in English Language Teaching Materials: A Case Study of Indonesian Secondary School Textbooks of English Nurdiana Nurdiana
Journal of English Language and Culture Vol 6, No 1 (2016): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

One of the materials discussed in local English textbooks for secondary school students is language functions. They cover speech acts such as making invitations, requests, or giving opinions. These speech acts should be performed based on meta-pragmatic information—that is when, where, and to whom it is appropriate to perform a particular speech act and what expression would or would not be appropriate in a particular context of culture and context of situation. This study aimed at examining the types and the frequencies of speech acts based on Searle’s speech acts taxonomy and investigating whether or not the language functions are realized based on meta-pragmatic information. One of the findings of this research was most of the language functions discussed in the textbooks are directives and expressives. Another finding was they lacked of meta-pragmatic information. For example, there was no explicit information about the relationship between the speakers, for instance, how close they feel to one another. Keywords: language functions, meta-pragmatic information

A SOCIOPRAGMATIC ANALYSIS OF THE SPEECH ACT OF REQUESTING IN LOCAL ENGLISH COURSEBOOKS Nurdiana Nurdiana Nurdiana
Journal of English Language and Culture Vol 13, No 2 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v13i2.4237

The speech act of requesting is a speech act commonly found and used in daily conversations. It is an intriguing research topic of pragmatics, particularly pragmatics in materials development, which is a sub-topic of language teaching. Earlier studies of pragmatics in language teaching reported that English teachers tend to look down on pragmatic aspects when teaching the language, including being ignorant of sociopragmatic information about language use in English coursebooks. For this reason, this paper discusses the findings of a sociopragmatic analysis in a local English coursebook. A content analysis employing pragmatic and sociopragmatic theoretical frameworks and a pragmatic judgment task by a native speaker of American English was carried out to investigate the sociopragmatic information in the course book. Results indicated that it did not contain an adequate amount of sociopragmatic knowledge indicating sociopragmatic failure. Thus, it implies that the coursebook may not be reliable language input for pragmatic competence improvement.

Co-Authors Alvin Taufik Junita Junita Silalahi, Ronald Maraden Parlindungan

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