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All Journal Humaniora Jurnal Pendidikan Karakter Cakrawala Pendidikan Jurnal Penelitian Humaniora DIKSI Litera Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Indonesian Journal of Applied Linguistics (IJAL) FRANCISOLA LingTera Edulitics (Education, Literature, and Linguistics) Journal Formosa Journal of Sustainable Research (FJSR) DIMASATRA Enrichment: Journal of Multidisciplinary Research and Development
Roswita Lumban Tobing
Universitas Negeri Yogyakarta
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Linguistics incivility in student: Lecturer communication on WhatsApp Rohali, Rohali; Tobing, Roswita Lumban; Perdi Rahayu, Siti
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.71319

Abstract

This research aims to identify (1) strategies of linguistic incivility used in student-lecturer communication, and (2) the aspects of speech acts used that represent linguistic incivility. The research analyzed data from six WhatsApp groups that include students and lecturers. The distributional method was used to analyze linguistic incivility representations and the identity method to analyze linguistic incivility strategies. The results demonstrated that the incivility strategies used include (1) respecting other people's time (34%), (2) asserting oneself (19%), (3) refraining from idle complaints (16%), (4) speaking kindly (9%), (5) listening (6%), (6) respecting even a subtle "no" (6%), (7) respecting others' opinions (6%), and (8) not shifting responsibility and blame (3%). Furthermore, students violated the rules of linguistic civility by these actions: initiating conversations without greetings, using excessive words, expressing personal complaints, conveying opinions impolitely, and shifting blame. Recognizing the importance of linguistic civility in student-lecturer communication is crucial for fostering respectful and productive interactions.
Analysis of French Orthographic Errors Among Students at a Vocational School in Yogyakarta Tanjung S, Angela; Tobing, Roswita Lumban; Gultom, Aryadi Manuel
Formosa Journal of Sustainable Research Vol. 3 No. 8 (2024): August 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i8.10999

Abstract

There are some elements of French orthography and mastering them is essential for proper writing and communication in the French language. This study aims to analyze French orthographic errors in essays written by students at a vocational school in Yogyakarta, where French is taught as a foreign language. The research focuses on errors related to self-introduction essays, covering aspects such as name, age, profession, address, nationality, and hobbies. Data collection involved students writing mini-essays about themselves, with errors noted during the process. The analysis followed language error theory, detailing error types, frequency, and patterns. Results revealed syntactic level errors among 30 participants, with 56 orthographic errors identified. The errors encompassed accents (é, è), apostrophes, capitalization, conjugation, and miscellaneous errors. These findings shed light on common challenges faced by beginner French learners, providing valuable insights for language teaching and curriculum development at vocational
Forms and functions of nonverbal communication in native and non-native French lecturers’ classrooms Rohali, Rohali; Tobing, Roswita Lumban; Rahayu, Siti Perdi; Zuleika, Tika
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.94342

Abstract

This study explores the categories and pedagogic functions of nonverbal communication used by native-speaker and non-native-speaker French teachers teaching French as a Foreign Language (FLE). This study used descriptive qualitative method through room-talk analysis to be observed in Yogyakarta State University. There were two non-native lecturers, a man and a woman, the participants. The data were collected from non-participating classes by means of observations, field notes, and audio-visual recordings. The discussion was limited to the following are nine forms of nonverbal communications: body language, facial expressions, eye contact, posture, proxemics, silence, touch, paralanguage, visual-aids and demonstrations. The results argue that these nine lecture delivery modes are key pedagogic resources through which lecturers shape meaning-making, manage class interaction, and develop lecturer-student relational intimacy. The non-native lecturer displays an increased desire for instruction clarity manifested in a more controlled body language, strategically employed silences, and minimized paralanguage. Conversely, the native speaker prefers interactional dynamism, readily employing hand gestures, spatial dynamics, engaging friendly facial expressions and a variety of paralanguage signals. Overall, the findings highlight the importance of nonverbal communication and its role in the co-construction of a multimodal, interactional-based pedagogic context in teaching French at university. Eye contact, posture, touch and visual illustrations are other communicative resources that help to reinforce the dynamics of the classroom interactions.
Critical Discourse Analysis of Tjitjik Sri Tjahjandari’s Statement: “Pendidikan Tinggi Adalah Tertiary Education” Diyah Herawati; Roswita Lumban Tobing; Yeni Artanti
Edulitics (Education, Literature, and Linguistics) Journal Vol. 9 No. 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.6907

Abstract

In May 2024, significant tuition fee hikes at Indonesian state universities led to widespread protests and public outcry. Prof. Tjitjik Srie Tjahjandari's response, emphasizing that higher education is a choice rather than a necessity, drew significant attention and criticism.The research aims to critically analyze the ideological meanings in Tjahjandari's statement and explore its impact on public perception and educational policy in Indonesia. The study uses Fairclough's CDA framework to analyze the linguistic features in textual analysis level, production and distribution processes in discursive strategy, and broader social contexts of the statement. Data collection includes the statement's transcript, media reports, and public responses. Textual analysis reveals the use of technical and institutional language that aligns with neoliberal ideologies, lead to describe higher education as an optional, market-driven pursuit. Discursive practice analysis shows the statement's wide media dissemination and critical public interpretation that suggest a perceived shift away from viewing higher education as a public good. Social practice analysis indicates that the statement supports hegemonic processes that commodify education and reduce the state's role in ensuring access. The study concludes that Tjahjandari's statement reflects and constructs ideological meanings that devalue higher education's societal importance and impact its accessibility. Public reactions highlight a demand for more equitable and inclusive educational policies. This research contributes to understanding the role of governmental discourse in shaping educational policy and societal attitudes, advocating for policies that support broader access to higher education.
Students' Perception Of Non-Native Japanese Speaker Teacher's Competencies (Nnjsts) : Gender-Based Review Ketut Gede Adi Putra Laksana; Roswita Lumban Tobing
Enrichment: Journal of Multidisciplinary Research and Development Vol. 2 No. 7 (2024): Enrichment: Journal of Multidisciplinary Research and Development
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/enrichment.v2i7.171

Abstract

Japanese is one of the foreign languages taught in formal and informal educational institutions in Indonesia. The development of Japanese language learners is increasing quantitatively. In foreign language courses, native and non-native teachers collaborate on pedagogical tasks. This trend is also happening in Japanese foreign language courses. In addition, there are around 6,617 non-native Japanese language teachers (Japan Foundation, 2021). There is an argument that Native Japanese Speaker Teacher's (NJST) has many advantages over Native Japanese Speaker Teacher's (NNJSTs) and that students prefer NNJSTs over NJST, but the argument must be assessed. Many researchers have explored students' perceptions of NJSTs and NNJSTs worldwide in formal education institutions but not in the non-formal education institution sector. This study aims to explore the perception of Indonesian students towards NNJSTs in non-formal educational institutions, namely LPK Fuji Academy Singaraja with all samples coming from active students registered from January to August 2024. This study is a quantitative research with a descriptive approach conducted using an instrument in the form of a closed questionnaire based on the Likert scale. This study revealed that the perception of male and female students did not have a significant difference in their teaching competence based on the theory of Nuibe et al (2006). Male participants rated NNJSTs higher in terms of teaching effectiveness and communication skills, with an average score of 9.8. In contrast, female respondents gave slightly lower ratings in these areas with an average of 7.1. Furthermore, through this research, students need NNJSTs more because they allow for a successful learning process because of effective learning strategies. In addition, NNJSTs also help students in facing difficulties and challenges in their learning process.
Co-Authors AA Sudharmawan, AA Alice Armini Diyah Herawati Dwi Retno Sri Ambarwati Dwiyanto Djoko Pranowo Gultom, Aryadi Manuel Herawati, Diyah Indraningsih Indraningsih Ketut Gede Adi Putra Laksana Prastitasari, Maydita Piety Rahmina Rahmina Rohali Rohali Setyoningrum, Vita Diah Sirima Purinthrapibal Siti Helmyati Siti Perdi Rahayu Siti Sumiyati Susana Widyastuti Suwarna Suwarna Tanjung S, Angela Utami, Nastiti Van, Cong Tran Yeni Artanti Zuleika, Tika