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ADAPTED CRITERIA AND A MODEL OF EVALUATION CHECKLIST FOR ENGLISH COURSEBOOKS Nurdiana Nurdiana Nurdiana
Journal of Language, Literature and Teaching Vol 2, No 2 (2020): August - November
Publisher : Journal of Language, Literature and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35529/jllte.v2i2.%p

Materials/coursebook evaluation is one of the features in materials development. It is imperative to conduct materials evaluation in order to examine whether the materials covered in the coursebooks are in accordance with teaching objectives, in line with learners’ needs, suits the learners’ background and above all, whether it is devised on the principles of language learning basis. Evaluation checklists—the instrument used to evaluate the materials—have been developed during the past few years; however, they might need revising as the items in the checklist have not represented aspects which should be assessed such as the incorporation local cultures. For this reason, the current study attempted to propose adapted criteria and a model of evaluation checklist which expectedly suit English coursebooks both local and international English coursebooks. 19 respondents were involved in this research to try out the adapted checklist. In addition, they were required to give some feedback on the items of the checklist. The results have indicated that evaluation checklist items embody the paramount aspects of English language teaching and learning and integrate items representing local English coursebooks written by Indonesian authors and those written by non-Indonesian writers. Although the reliability and the validity of the checklist were not investigated, the proposed checklist might be worth trying to evaluate both local and international English cousebooks.

SPEECH ACT PRESENTATION IN A LOCALLY-WRITTEN ENGLISH TEXTBOOK Nurdiana Nurdiana Nurdiana
Journal of English Language and Culture Vol 12, No 2 (2022): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v12i2.3257

A textbook is developed to provide language input for language learners. The input should contain appropriate language use to assist learners to be able to communicate effectively from the communicative competence perspective which focuses on pragmatics. For this reason, the present study attempts to investigate speech act presentation in a local English textbook from metapragmatic, sociopragmatic, and pragmalinguistics point of view. The data were taken from common phrases or language expressions of particular functions integrated with conversations in the textbook. Findings revealed that the the speech acts investigated in the textbook were presented in more discrete items lacking sociopragmatic and pragmalinguistic information. Concerning metapragmatic information, there seems to be a significant correlation between metapragmatic, sociopragmatic, and pragmalinguistic aspects. Pedagogically, it implies that the speech acts exposed through the textbook may not serve communicative functions as it was supposed to be and therefore, the textbook did not contain adequate pragmatic knowledge which may cause fewer opportunities to reach communicative competence.

English for Secretarial Program: Target and Learning Needs of 'Cinta Kasih Tzu Chi' Vocational School Students Junita Junita; Nurdiana Nurdiana
Journal of English Language and Culture Vol 9, No 2 (2019): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

English is one of compulsory subjects in vocational high schools. It is a required school subject as students of vocational school graduates are prepared to work based on their major and skills. In addition, in the workplace context, English is the common foreign language used in and among divisions in the workplace. To help the students use the language appropriately, schools need to prepare them with adequate learning materials. Thus, reliable sources of learning, one of which is English coursebooks, should incorporate appropriate language input for the students specifically devised for vocational school students. Unfortunately, most of the coursebooks contain materials which do not meet target and learning needs of the students who study in vocational schools. Therefore, this study aimed at examining their target and learning needs of English, particularly for those taking secretarial program. In order to achieve the objective of the study, a questionnaire consisting of target and learning needs items was distributed to the subjects of the research. The findings of this research revealed that the target needs of the students who majored in the secretarial program are to be able to communicate in English both in oral and written texts, vocabulary enhancement related to the workplace, and to pass the national exam. As for the learning needs, most of the students are keen on learning English from authentic materials integrated in all language skills.Keywords: materials development, target and learning needs, ESP

Designing Scoring Rubrics for Assessing English Conversation Teachers’Performance Nurdiana Nurdiana
Journal of English Language and Culture Vol 4, No 2 (2014): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Studies on language tests and assessment have been discussed for years. Most of them deal with how to assess students’ performance, or how to write a good test. However, we lack investigations onteachers’ performance assessment, particularly on English Conversation teachers’.One of the most common assessment tools used to evaluate teachers performance is Communicative Orientation of Language Teaching (COLT)—an observation scheme deployedin a classroom; nevertheless, it is not specifically devised for conversation classes. We also have other kinds of teacher evaluation rubrics, yet they cover dimensions of how teachers perform in class in general. Thus, it is imperative to design scoring rubrics for assessing English conversation teachers’ performance.This paper discusses preliminary research on scoring rubrics designed to assess English conversation teachers’ performance. It includes what dimensions should be assessed in the scale and the score for each dimension. It wouldbe like a band scale used to assess students’ oral communication skills. This research deployed qualitative research as the data analysed were the non-numerical ones. The results of the study showed that it was not an easy assignment to design scoring rubrics to assess conversation teachers’ performance as teachers’ response to the designed scoring rubrics varied greatly. Keywords: Scoring rubrics, English conversation classes, and teachers’ performance

The Effects of Second Language Learning on First Language Production: A Code-Switching Study of an Indonesian-English Bilingual Nurdiana Nurdiana
Journal of English Language and Culture Vol 2, No 1 (2012): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v2i1.2217

As bilingual behavior, code-switching has always been an interesting topic to discuss. Milroy and Muysken (in Chloros, 2009:9) state that code-switching is probably the fundamental issue in research related to bilingualism. This paper discusses a code-switching study of an Indonesian-English bilingual who does code-switching very often when talking to an Indonesian who speaks English fluently and accurately. The data were taken from several sources: a chat in yahoo messenger, a chat in short messaging service (SMS), a conversation recorded in a mobile phone, a short paragraph written by the informant, and regular observation. The results of the research show the types of code-switching that appeared during the research are inter- and intra-sentential.

Understanding Pragmatics and Pragmatic Competence in ELT Materials Nurdiana Nurdiana
Journal of English Language and Culture Vol 10, No 1 (2019): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. With regard to English language teaching (ELT) materials, pragmatics may deal with function in English or language functions—that is what or which language expression commonly used in particular situations. Speaking about function, there are some pragmatic aspects which we should be knowledgeable of. The present paper attempts to discuss what the pragmatic aspects are and their significance in the teaching of language functions through ELT materials. To discuss these pragmatic aspects, a library research was deployed by referring to previous studies on pragmatics and pragmatic competence in language teaching, including the author’s investigation on pragmatics in ELT materials. The results indicate that it is imperative for English language teachers to understand pragmatics in ELT materials as it helps them to teach language functions which are pragmatically effective or functional.Keywords: language functions, sociopragmatics, pragmalinguistics, meta-pragmatic information, ELT materials

The Implementation of Communicative Approach in English Language Teaching Nurdiana Nurdiana
Journal of English Language and Culture Vol 4, No 1 (2014): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

One of the objectives of communicative approach is language learners are able to reach communicative competence. The term was first introduced by Dell Hymes in terms of the “appropriateness of sociocultural significance of utterance”. It was later on developed by Canale and Swain (1980, 1983) into four areas of competence: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. In general, the emphasis of communicative competence is language learners can use the language they learn appropriately. Appropriately in this context refers to all aspects of language, including its culture. Thus, not only should English language learners be knowledgeable of how to speak and write English accurately, but they should also be able to understand its culture so that there will not be understanding when communicating with native speakers of English. Taking this concept into account, the primary objective of this research is to examine the implementation of communicative competence in English classes, particularly the one dealing with cultural competence. The subjects of the research are English teachers who teach General English and English Conversation classes. Their responses to the questions regarding the inclusion and the implementation of cultural competence or components in their classes and in the materials used in teaching-learning sessions are discussed in this study.Keywords: communicative competence and cultural competence

Language Teacher Assessment Literacy: A Current Review Nurdiana Nurdiana Nurdiana
Journal of English Language and Culture Vol 11, No 1 (2020): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v11i1.2291

HHalf of the language teachers’ time is spent on assessing students’ performance. Therefore, they should be literate to language assessment in terms of how to make a good test or knowing which method appropriate to assess their students’ learning. Without having assessment literacy, they may not be able to help their students achieve the best results of their performance. For this reason, the present study attempts to examine language teacher assessment literacy and how it has been measured. Besides, suggestions and recommendations for language teachers regarding assessment literacy are discussed in this study. A literature review was employed to conduct this research. Findings suggest that language teachers need more training on language assessment due to their lack of knowledge of language assessment. Although some of them are assessment literate, they do not practice the knowledge in their classroom. This implies that the training they need could be on how to select appropriate assessments for their students, how to design a test, alternative assessments, and test specifications.

Hedging Devices in ‘Monavie Juice’ Testimony Nurdiana Nurdiana
Journal of English Language and Culture Vol 3, No 1 (2013): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Culture has a significant influence on how people treat illnesses. Indonesians, for example, believe that traditional healing can help them cure their illnesses. One of the traditional or alternative healing booming in Indonesia is a drink made of fruit or vegetables. This kind of drink is called juice. To convince people that juice is effective enough to cure an illness and to persuade people to buy the product, persuasive testimony is needed. Linguisctically, when discussing persuasive texts, we can relate them to powerful and powerless language. According to Blankenship and Holtgraves (2005: 4), powerless language refers to the use of linguistic features such as tag questions, hesitations, disclaimers, hedges, polite forms, etc. in a text, while powerful language does not denote these features. Hedges can be words like probably, kind of, sort of, and possibly (Carli, 1990; Gibbons, Busch, & Bradac, 1991; Holtgraves & Lasky, 1999; Hosman, 1989; Hosman, Huebner, & Siltamen, 2002 cited in Durik, Britt, Reynolds, and Storey, 2008: 218). Hedges can also be words like approximately, roughly, somewhat, quite, often, or occasionally (Salager-Meyer, 1994: 154). This paper shall discuss what hedges appear in ‘Monavie or Acai Active Blend Juice’ testimony as there are many types of hedges used in different discourse. Keywords: Culture, persuasive testimony, hedging device

Raising Pragmatics Awareness: How to Raise Conversational Implicature Awareness through Movies Nurdiana Nurdiana
Journal of English Language and Culture Vol 2, No 2 (2012): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Learning a language is not merely learning its grammar. There are some other factors which should be covered in language learning, e.g. language in use, or meaning and communication. In other words, L2 learners of English not only need to reach grammar competence, but also pragmatic competence. Unfortunately, pragmatic competence is rather neglected as language learning and teaching, most of the time, puts emphasis on grammar competence. Hence, in this paper, I would like to discuss the importance of integrating pragmatic competence, in this case, conversational implicature, in English language teaching and learning materials. A previous study, conducted by Manowong (2011), reported that non-native speakers of English have difficulty in interpreting conversational implicature. Thus, teachers should make great efforts to help the learners raise their conversational implicature awareness. One of the most effective ways to raise learners’ awareness on conversational implicature is by making use of authentic materials. Movies could be great sources to help learners raise their conversational implicature awareness. Therefore, in this paper, I would like to propose a model of materials which integrate some scenes of a movie that might be useful for teachers and learners in English language learning and teaching. Keywords: Raising pragmatics awareness, conversational implicature, movies

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