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All Journal JLA (Jurnal Lingua Applicata) Metafora: Jurnal Pembelajaran Bahasa Dan Sastra
Sri Wahyuni
Universitas Gajayana Malang
Languange, Linguistic, Communication & Media

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VARIASI KESOPANAN BERBAHASA PENUTUR BAHASA JAWA Pradnya Paramita Dewi; Sri Wahyuni
Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Vol 2, No 1 (2015): METAFORA
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/mtf.v2i1.294

Abstract

Abstract. This study investigates linguistic politeness practiced by the Javanese when they speak Indonesian. To explore variations of such politeness, we probed two major variables: conversational participants and utterance forms. The former includes the aspects of age, social status, and familiarity; whereas the latter covers intonation and word choice. For both variables, we implemented categories of ‘low-high’, ‘equal’, and ‘high-low’. The findings of the study show that, according to the Javanese, instructing a person using the word ‘Ambilkan!’ is polite only when the relational context is ‘high-low’ or ‘equal’; but impolite when the context is ‘low-high’. Based on the utterance form, however, such instruction becomes polite even in the context of ‘low-high’ if the word ‘tolong’ is used.
STRATEGI PEMBELAJARAN KETERAMPILAN BERBICARA DALAM BAHASA INGGRIS SEBAGAI BAHASA ASING PADA MAHASISWA INDONESIA Sri Wahyuni; Elke Stracke
Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Vol 2, No 1 (2015): METAFORA
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/mtf.v2i1.291

Abstract

Abstract. This study investigates language learning strategies for speaking skills used by Indonesian EFL tertiary students. Such strategies have an effect on language learning outcomes and they can be learnt. This implies that less successful learners can make use of the present study findings to improve their strategy use, which may increase learning outcomes. In addition, among Indonesian EFL students, speaking is still highly intimidating, and hence more attention on this language skill is required. The study addresses how students use strategies, and why they use them in specific ways. This paper draws on interviews and learning diaries for speaking skills obtained from students (N = 20) at Gajayana University of Malang in Indonesia. The study demonstrates that the students used strategies consciously, confidently, effortfully, or persistently. The motives why they used the strategies in such specific ways are the perceived usefulness or pleasure in using the strategies. Thus, this research supports previous findings regarding conscious and confident use of strategies, but, additionally, uncovers effortful and persistent use of strategies as important approaches on how students use strategies. The study also confirms usefulness as an important motive why students use strategies, and emphasizes, at the same time, the students’ pleasure in using strategies. The paper concludes by discussing implications for theory and practice. Keywords: language learning strategies, speaking skills, ways of using language learning strategies, motives of using language learning strategies
Language Learning Strategy Use across Gender Sri Wahyuni
JLA (Jurnal Lingua Applicata) Vol 6, No 1 (2022)
Publisher : DBSMB, Vocational College of Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jla.76254

Abstract

This study examines the effects of gender on Indonesian EFL tertiary students’ use of learning strategies for speaking skills. It addresses what learning strategies the students use, what strategy and strategy group they favour, and whether gender significantly affects the strategy use. This paper reports the quantitative part of a larger mixed method study which draws on questionnaire (N= 65) obtained at Gajayana University of Malang. The study demonstrates that the students used a wide range of strategies that spread over six strategy groups. Male students favoured the strategy ‘finding out about language learning’ and the strategy group of ‘compensation’. Female students favoured the strategy ‘paying attention’ and the strategy group of ‘metacognitive’. The study also shows that gender significantly affected the use of ‘affective’ strategies only. The paper concludes by discussing implications for theory and practice. 
Co-Authors Elke Stracke Pradnya Paramita Dewi