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All Journal Dialektika Litera Indonesian Journal of Applied Linguistics (IJAL) Prosodi: Jurnal Ilmu Bahasa dan Sastra Language Literacy: Journal of Linguistics, Literature, and Language Teaching NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Linguistik Indonesia JURNAL Al-AZHAR INDONESIA SERI HUMANIORA Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) Jurnal Basicedu Studies in English Language and Education
Kartika-Ningsih, Harni
Department Of Linguistics, Faculty Of Humanities, Universitas Indonesia, West Java, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms Kartika-Ningsih, Harni; Gunawan, Wawan
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20231

Abstract

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.
Pedagogic Relations: A case study of English Language Learners in a Special Conversation Program Welen Friade Sinaga; Harni Kartika Ningsih
Prosodi Jurnal Ilmu Bahasa dan Sastra Vol 16, No 1: (2022): prosodi
Publisher : Program Studi Bahasa Inggris Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (794.803 KB) | DOI: 10.21107/prosodi.v16i1.12523

Abstract

Classroom interactions between a teacher and students are integral to the successful outcome of learning. However, research related to how knowledge is negotiated through teacher-student interaction is still rarely done, especially in Indonesia. This present article examines teacher-student interactions in a classroom setting during an English language learning organized by an informal institution in Laguboti, North Sumatera. Data were gathered through the observation of a recorded lesson demonstration under the Special Conversation program, involving a teacher and nine students. The video was transcribed and examined using the analytical framework of Pedagogic Registers (Rose, 2018), which focuses on pedagogic relations. The analysis revealed that the teacher conveyed authority throughout the learning process. Patterns of initial-response-feedback (I-R-F) were observed in the teaching, in which the teacher posed questions to engage passive students. In addition, students’ silence was identified as the most common challenge in such interactions. The study discovered that students’ silence urged the teacher to reflect on the challenges faced by the students during the learning process. Finally, it was found that the teacher evaluated learning outcomes by affirming and negating the students’ answers. A further study should be carried out to generate insights into more effective evaluation strategies for English language acquisition. 
THE ATTITUDINAL MEANING BUILT BY KONDE.CO REGARDING THE RATIFICATION OF CHEMICAL CASTRATION PENALTY Hidayatul Mahmudah; Harni Kartika Ningsih
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (281.821 KB) | DOI: 10.30743/ll.v5i2.4524

Abstract

The rise of sexual violence against women and children encourages the government to establish Government Regulation (Peraturan Pemerintah) hereafter (PP) number 70 of 2020, which contains the application of the chemical castration penalty for the offenders of sexual violence. This regulation causes pros and cons from the various parties, including women and children's observer community, selected in this case Konde.co. This study aims to discuss the attitude or position built by Konde.co toward the Government Regulation (PP) ratification concerning the chemical castration penalty for the sexual violence offenders. This research uses a qualitative approach, especially discourse analysis. The discourse analysis in this research uses the appraisal theory, which studies the attitudesystem explicitly The result of this research shows that the attitude that appears in the text is generally negative. Furthermore, the attitude aspect with the highest frequency is negative judgement.The negative attitude refers to the incompatibility and inability of the chemical castration penalty in overcoming the sexual violence problem in Indonesia. The chemical castration penalty has negative impacts, such as exacerbating sexual violence in Indonesia in the future, disturbing, like an inclement regulation, and violating human rights. The positive attitude refers to the PP’s capacity for the chemical castration penalty of the sexual violence offenders in upholding the rights of the underprivileged. Other priorities that Konde.co considers more critical in overcoming the sexual violence problem are the recovery of the victims and the immediate ratification of the Bill on the Elimination of Sexual Violence. 
Profiling physiotherapy students’ interactions patterns in history taking Harni Kartika-Ningsih; Faizah Abdullah Djawas
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46540

Abstract

In physiotherapy education, history taking – in which a physiotherapist interacts with a patient to determine a prognosis – requires a set of communication skills which can be challenging for most student physiotherapists. One way to better understand the struggle that the students face is to examine the language and function of the interactions they use. This paper aims to investigate the way students perform their communication skills in history taking role-play. This study employed a qualitative discourse analytic method following the interpersonal discourse of NEGOTIATION, genre and register frameworks from the systemic functional linguistics. The data were obtained from a recorded students‘ role-play for their final assignments in a physiotherapy class. These data were then analysed by following the discourse analytic frameworks to map the structures and function of their interactions. The findings reveal that the students structure history taking stages similarly, while the length of exchange structures they build to gather information show differences in which skilled students tended to be more extensive in the interactions. The findings suggest that making explicit of the stages and move options may provide better awareness of the available choices the students can have in the history taking interactions.
ATTITUDINAL MEANINGS IN BILINGUAL TRAVEL ARTICLES: A CASE STUDY Dalilah Fathma; Harni Kartika Ningsih
Linguistik Indonesia Vol. 40 No. 2 (2022): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v40i2.315

Abstract

Translating travel article texts requires a consideration of the way the tourist destinations are promoted. This ‘promotional’ element of travel articles, an inseparable part of the text type, is significant to inform translation practices. However, studies in this area are quite lacking in that the element is not well-understood, i.e. how ‘promotion’ can be identified in both the source and target texts and if there are potential changes between the texts. This paper compares the construction of promotion in bilingual tourism texts published in an in-flight magazine as a case study. This is done by examining the attitudinal meanings in the source text (ST), written in Indonesian, and the target text (TT) in English. It uses the interpersonal system of appraisal proposed by Martin and White from systemic functional linguistics to analyse the construal of affect, appreciation and judgement in the promoted items found in the texts. The genre stages and register were also identified to situate the context.  Keywords: travel article, appraisal, attitude framework.
ANALISIS MULTIMODAL DAN VERBAL-VISUAL LOGICO-SEMANTIC RELATION DALAM SUPER MINDS STUDENTS BOOK 3 Kurnia Megiyatri; Harni Kartika Ningsih
NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Vol 9, No 10 (2022): NUSANTARA : Jurnal Ilmu Pengetahuan Sosial
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jips.v9i10.2022.3660-3670

Abstract

Studi ini mengkaji representasi gambar visual dan hubungan logika-semantik verbal-visual antara gambar dan teks yang menyertai gambar dalam buku teks bahasa Inggris terkenal. Analisis representasional diwujudkan melalui konsep representasi makna yang melibatkan partisipan, proses, dan keadaan. Halliday & Matthiessen (2014) mengelompokkan LSR verbal antar klausa menjadi dua sistem dasar: Ekspansi dan Proyeksi. Sementara Ekspansi menghubungkan urutan peristiwa dan/atau hubungan simbolik, Proyeksi menghubungkan lokusi (apa yang dikatakan seseorang) dan/atau gagasan (apa yang dipikirkan seseorang). Penelitian ini mengadopsi kerangka kerja yang diusulkan oleh Kress & van Leeweun (2020) untuk menganalisis makna representasional dalam buku siswa Superminds 3. Menggambar pada teori fungsional-sistemik (Halliday & Matthiessen, 2014) dan pada Tata Bahasa Visual (Kress & van Leeuwen, 2020) verbal dan teks visual dalam buku siswa Superminds 3 beranotasi dan dianalisis menurut hubungan logika-semantik yang diidentifikasi di dalamnya. Penulis melakukan penelitian ini dengan penelitian mini artikel berbasis penelitian kualitatif, yaitu analisis isi. Data dalam penelitian ini meliputi 40 citra visual dalam 5 bab buku siswa Superminds 3. Data tersebut kemudian dianalisis menggunakan kerangka analisis representasional Kress dan van Leeweun dan hubungan logika-semantik visual visual verbal. Hasil penelitian menunjukkan bahwa visual dalam buku siswa Superminds 3 melalui analisis representasional, gambar yang dianalisis melibatkan aktor utama yaitu Ben, Lucy, anjing bernama Buster, Horax, dan Zelda. Sedangkan aktivitas/proses yang dilalui aktor bervariasi, mulai dari mencari sesuatu, saling mengejar, melarikan diri, berpikir, dan sebagainya. Keadaan yang dilalui para aktor juga bervariasi dari pagi hingga malam dan di berbagai tempat juga. Sementara itu, melalui analisis hubungan logika-semantik verbal-visual, ditemukan lebih banyak pola teks verbal yang memperluas teks visual.
Analisis Teks Visual pada Bahan Ajar Bahasa Indonesia bagi Penutur Asing (BIPA) Sahabatku Indonesia Tingkat Mahir Theya Wulan Primasari; Harni Kartika Ningsih
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4813

Abstract

Teks visual dalam buku pegangan bahasa Indonesia harusnya dapat mendukung pemahaman dalam materi yang akan diajarkan, bukan membuat tambah bingung karena keterbatasan pemahaman mereka dalam mengartikan teks visual tersebut. Teks visual dapat menciptakan suatu makna dalam pembelajaran bahasa. Penelitian tentang makna teks visual dalam bahan ajar BIPA sendiri belum banyak ditemukan. Tulisan ini bertujuan untuk meneliti makna representasi dari teks visual serta hubungan yang dibangun antara teks visual dengan teks membaca di bahan ajar BIPA. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Sumber data yang diteliti yaitu buku Sahabatku Indonesia untuk Pelajar BIPA 7 (SIUPB7) yang diterbitkan oleh Badan Pengembangan Bahasa dan Perbukuan tahun 2019. Berdasarkan hasil analisis data dapat dinyatakan bahwa pemilihan dan penempatan teks visual di buku SIUPB7 sudah sesuai dengan topik teks membaca, makna representasi di buku SIUPB7 terdiri dari gambar foto dari kehidupan nyata yang lebih dominan direpresentasikan oleh citra naratif yang dinamis daripada bersifat konseptual atau statis. Selain itu, pemilihan teks visual juga sudah sesuai dengan tema bacaan dan mampu mengilustrasikan hal spesifik sehingga membuat teks membaca berpotensi menjadi lebih bermakna bagi pemelajar atau pembaca, sehingga dapat disimpulkan buku SIUPB7 dapat digunakan dalam proses pembelajaran dan pemelajaran BIPA.
Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Ika Lestari Damayanti; Fuad Abdul Hamied; Harni Kartika-Ningsih; Nindya Soraya Dharma
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

Abstract

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.
Penggunaan foto pada latihan membaca dalam bahan ajar bahasa Indonesia bagi penutur asing: pendekatan semiotika sosial Sinta Anggoro Utari; Harni Kartika-Ningsih
Jurnal Bahasa Indonesia bagi Penutur Asing Vol 5, No 1 (2023): Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA)
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jbipa.v5i1.6010

Abstract

In BIPA (Bahasa Indonesia untuk Penutur Asing or Indonesian for Foreign Speakers) teaching, photographs are one of the main sources used for providing visual support especially in reading sections. However, the effectiveness of using photos for teaching reading is not widely discussed. This article examines the use of photographs for learning reading. It seeks to reveal how photos can effectively scaffold learning activities and how photos and their accompanying texts build relationships. The study employs visual text analysis based on social semiotic frameworks - the representational metafunction and intersemiosis relationships. The findings reveals that conceptual photos dominate the type of photos, the composition of male and female participants was found to be equal and Concurrence-Clarification and Complementary-Augmentation was found as the majority of the intersemiosis relations. Several recommendations for BIPA teacher based on the conclusion are discussed at the end of this article.
Implementasi Pendekatan Berbasis Genre pada Pembelajaran BIPA Daring Fauzi, Fakhri; Kartika-Ningsih, Harni
Dialektika: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia Vol 10, No 1 (2023)
Publisher : Department of Indonesia Language and Literature Teaching, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/dialektika.v10i1.31449

Abstract

Genre-based Approach (GBA) is a teaching method that has long been implemented in the English learning context as well as other foreign language learning contexts. In this study, we examined the application of GBA in an online BIPA (Bahasa Indonesia bagi Penutur Asing or Indonesian for Foreign Language Speakers) class by observing the classroom interaction patterns. The objective of this research is twofold. It is to investigate the extent to which the genre-based approach is applied and to discover the application of genre-based stages Building Knowledge of Field and Modelling in one online BIPA class. This study employed a qualitative discourse analytic method, specifically classroom discourse analysis following pedagogic register framework from systemic functional linguistics. The data were collected from the recordings of online BIPA class in two sessions, focusing on the stage of Building Knowledge of the Field and Modelling. The results indicate a variety of learning activities and a tendency of classifying a language skill to a specific stage from the GBA. These variations of activities and the classification of language skills suggest that there is a modification of the stage of genre-based approach in online BIPA class which is distinctive to that of other offline implementations.
Co-Authors Abdullah3, Faizah Dalilah Fathma Daniarsa, Hanna Latifani Dharma, Nindya Soraya Fauzi, Fakhri Fuad Abdul Hamied Hidayatul Mahmudah Ika Lestari Damayanti Kurnia Megiyatri Murizka, Trinia Nindya Soraya Dharma Sinta Anggoro Utari Theya Wulan Primasari Wawan Gunawan Welen Friade Sinaga