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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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Konstruksi adjektiva sebagai atribut dalam klausa bahasa Prancis dan bahasa Indonesia Tobing, Roswita Lumban
LingTera Vol. 7 No. 1 (2020)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i1.32118

Abstract

Tulisan artikel ini merupakan penelitian deskriptif yang bertujuan untuk menjelaskan perbedaan konstruksi adjektiva bahasa Prancis dan bahasa Indonesia. Analisis data menggunakan pendekatan struktural untuk melihat sistem gramatika bahasa Prancis dan sistem gramatika bahasa Indonesia. Analisis tersebut dipadukan dengan acuan semantik untuk melihat keberterimaan sebuah konstruksi. Metode yang digunakan untuk menjelaskan perbedaan sistem gramatika kedua bahasa tersebut adalah metode analisis kontrastif oleh James (1986) dan Poedjosoedarmo (2001). Berdasarkan hasil penelitian ditemukan bahwa kaidah konstruksi adjektiva bahasa Prancis sangat berbeda dengan kaidah konstruksi adjektiva bahasa Indonesia. Pembentukan adjektiva bahasa Prancis, menyesuaikan dengan jenis dan jumlah nomina. Pembentukan kata sifat Prancis menyesuaikan dengan jenis dan jumlah kata benda yang dijelaskannya. Ketika nominanya  berjumlah tunggal maskulin, tidak ada perubahan dengan kata sifat, jika nomina yang dijelaskan oleh  adjektiva berjenis femina tunggal, adjektiva akan memperoleh tambahan sufiks {-e}, dan adjektiva akan memperoleh tambahan sufiks {-s} jika nomina yang dijelaskannya maskulin jamak, tambahan sufiks{-es} untuk adjektiva yang nominanya bergender feminin jamak. Adjektiva bahasa Indonesia tidak membutuhkan konkordansi dengan nomina yang dijelaskannya. Perbedaan yang sangat kontras ini memungkinkan pembelajar berbahasa Indonesia akan melakukan interferensi bahasa Indonesia ke dalam bahasa Prancis. Oleh karena itu, hasil penelitian ini sangat membantu pembelajar untuk dapat memahami dengan baik sistem pembentukan adjektiva bahasa Prancis, yang berbeda dengan  sistem pembentukan adjektiva bahasa Indonesia. Hal ini Konstruksi adjektiva sebagai atribut dalam klausa bahasa Prancis dan bahasa Indonesia AbstractThis article is a descriptive study that aims to explain the differences in the construction of French and Indonesian adjectives. Data analysis uses a structural approach to see the grammatical system of both languages, French and Indonesian. The analysis is combined with semantic references to see the acceptability of a construction. The method used to explain the differences in grammatical systems of the two languages is a contrastive analysis method by James (1986) and Poedjosoedarmo (2001). Based on the research finding, it was found that French adjective construction rules are very different from the rules of Indonesian adjective construction. The formation of French adjectives adjusts to the type and number of nouns they describe. When nouns are single masculine, there is no change with adjectives. When nouns are single femina, adjectives will get an additional suffix {-e}, and adjectives will get an additional suffix {-s} when the noun they describe is masculine plural, an additional suffix {-es} for adjectives when the noun are feminine plural. In Indonesian, there is no adjustments in the form of adjectives with nouns that are explained. The differences that are very contrast of both languages, allows Indonesian learners to interfer Indonesian adjektive form in French. Therefore, the results of this study are very helpful for students to be able to understand well the French adjective formation system, which is very different from the Indonesian adjective formation system.
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.
Co-Authors AA Sudharmawan, AA Alice Armini Diyah Herawati Dwi Retno Sri Ambarwati Dwiyanto Djoko Pranowo Gultom, Aryadi Manuel Herawati, Diyah Indraningsih Indraningsih Laksana, Ketut Gede Adi Putra 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