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Margaretha Dinar Sitinjak

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Author-ID : 3204962

Education Languange, Linguistic, Communication & Media

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Articles

Cultural Content Analysis of English Textbooks Used by Tenth Graders in Bengkulu Utara Zelvia Liska Afriani; Soni Mirizon; Margaretha Dinar Sitinjak
Jurnal Bahasa dan Sastra Vol 20, No 1 (2019)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract: This study aims at investigating cultural content in the textbooks in terms of four frameworks namely cultural types, cultural themes, cultural dimensions, and cultural senses. A content analysis under the paradigm of qualitative study was employed. Three English textbooks published by the government and Erlangga were chosen as the objects in this study. Additionally, teachers’ voice was needed in order to support and enrich the analysis. Results of the study showed that the textbook published by the government was heavily loaded with cultural aspects dealing with Indonesian culture, followed by target culture and international target culture whereas two textbooks published by Erlangga presented target culture as the highest percentage, which then followed by source culture and international target culture. In terms of cultural themes, those three textbooks contained bigger portion of big ‘C’ than little ‘c’. For cultural dimensions, the appearance of persons dominates all forms of the textbooks while semantic sense has the highest rank for cultural senses. In relation to teachers’ opinion of the textbooks, they felt unsatisfied on the distribution of the cultural content and hoped that the textbooks could provide more materials regarding Indonesian culture instead of target culture. These results lead to the conclusion that textbook writers should revise and reconsider the cultural content that should be introduced in the textbooks.Keywords: Cultural content, content analysis, English textbooksAbstrak: Penelitian ini bertujuan untuk menginvesitgasi muatan budaya yang ada dalam buku teks dari empat sisi yaitu dari jenis budaya, tema budaya, dimensi budaya, dan indra budaya. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan metode analisis isi. Terdapat tiga buku teks bahasa Inggris yang diterbitkan oleh pemerintah dan Erlangga yang dipilih menjadi objek dalam kajian ini. Selain itu, pendapat dari para guru juga diperlukan dalam rangka mendukung dan memperkaya analisis. Hasil penelitian menunjukkan bahwa hanya buku teks yang diterbitkan oleh pemerintah sangat sarat dengan aspek budaya yang berhubungan dengan budaya Indonesia, diikuti dengan budaya target dan budaya target internasional sedangkan dua buku yang diterbitkan oleh Erlangga menargetkan budaya target sebagai persentase tertinggi, yang kemudian diikuti oleh budaya sumber dan budaya target internasional. Dalam hal tema budaya, tiga buku teks tersebut berisi porsi budaya yang terlihat (‘C’) lebih banyak daripada budaya yang tidak terlihat (‘c’). Untuk dimensi budaya, aspek ‘orang’ mendominasi semua bentuk buku pelajaran. Dari sisi indra budaya, aspek semantik memiliki peringkat tertinggi. Hasil dari wawancara dengan para guru menunjukan ada rasa ketidakpuasan terhadap distribusi konten budaya yang ada, Pemerintah dan penerbit buku diharapkan dapat menyediakan buku pelajaran bahasa Inggris yang lebih banyak berisi materi tentang budaya Indonesia, bukan budaya target. Hasil ini mengarah pada kesimpulan bahwa penulis buku teks harus merevisi dan mempertimbangkan kembali konten budaya yang harus diperkenalkan dalam buku pelajaran bahasa Inggris.Kata-kata kunci: Analisis isi, konten budaya, buku teks bahasa Inggris

Error Analysis in Argumentative Essays Written by the Fifth Semester Students Lussy Albayinnah; Diemroh Ihsan; Margaretha Dinar Sitinjak
Jurnal Bahasa dan Sastra Vol 20, No 2 (2020)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract: The objectives of this study were to find out: (1) The argumentative essay achievement of the fifth semester students of English Education Study Program of Sriwijaya Uuniversity, (2) kinds of errors in argumentative essays made by the same students, (3) possible causes of errors in argumentative essays made by them, (4) kinds of errors mostly found in argumentative essays made by the students, and (5) possible ways to eliminate errors made by them..The sample of this study were 20 fifth semester students selected by employing stratified sampling from two different class campuses--Indralaya and Palembang. Argumentative essay writing tests were used to collect the data which were then analyzed by using two error taxonomies, namely Surface Strategy Taxonomy and Linguistic Strategy Taxonomy. The result showed that the students’ argumentative achievements reached the Meeting Standard score with 8.5 as the highest score and 6 as the lowest score. Errors in Grammar, Lexicon, Semantics, Syntax, and Mechanics as well as in Omission, Addition, Misformation, and Misorder were found, which were caused by one or two of the following factors: overgeneralization, first language interference, and/or carelessness. Among those errors, errors on grammar and omission were mostly found. Some suggested ways to eliminate errors include doing remedial teaching focussing on teaching material covering the use of punctuation, conjunction, subordinate conjunction, and a brief theory about translation. Keywords: argumentative essay, error analysis, linguistic category taxonomy, surface strategy taxonomy Abstrak: Tujuan penelitian ini adalah untuk mengetahui (1) pencapaian kemampuan mahasiswa semester 5 Program Studi Pendidikan Bahasa Inggris Universitas Sriwijaya dalam menulis esei argumenatative, (2) jenis kesalahan yang dibuat oleh mereka, (3) kemungkinan penyebab terjadinya kesalahan tersebut, (4) jenis kesalahan yang paling banyak terjadi, dan (5) beberapa cara yang mungkin dapat diterapkan untuk mengurangi terjadinya kesalahan-kesalhan tersebut. Sampel penelitian ini terdiri dari 20 orang mahasiswa pada program studi yang sama yang dipilih dengan menggunakan teknik pengambilan sampel secara bertingkat dari dua lokasi kampus—Inderalaya dan Palembang. Tes dalam menulis esei argumentattive digunakan untuk mengumpulkan data yang diperlukan yang kemudian di analisis menggunakan dua cara untuk mengetahui jenis kesalahan (two error taxonomies), yakni Surface Strategy Taxonomy dan Linguistic Strategy Taxonomy. Hasil penelitian ini menunjukkan bahwa kemampuan mahasiswa dalam menulis esei argumentative mencapai nilai standar cukup bagus, 8.5 untuk nilai tertinggi dan 6 untuk nilai terendah. Jenis kesalahan yang ditemukan berkaitan dengan tatabahasa, kosakata, makna, sintaks, mekanik, penghapusan, penambahan, salahpembentukan, dan salah susun. Kesalahan-keasalahan tersebut disebbkan oleh salah satu atau dua dari faktor overgeneralization, first language interference, and/or carelessness.Di antara beberapa jenis kesalahan di atas, keasalahan yang paling banyak ditemukan adalah kesalahan dalam tatabahasa dan penghapusan (omission). Beberapa cara yang mungkin dapat diterapkan oleh dosen untuk mengurangi atau membatasi terjadinya kesalahan oleh para mahasiswa adalah mengadakan perbaikan proses pengajaran, misalnya yang mencakup materi ajar seperti cara penggunaan tatabaca, kata penghubung, termasuk teori singkat tentang penerjemahan. Kata-kata kunci: argumentative essay, error analysis, linguistic category taxonomy, surface strategy taxonomy

QUESTIONING CYCLE MODEL IN ENGLISH LEARNING: THE COLLABORATION OF HUMANISM AND CONSTRUCTIVISM APPROACH AT STATE PRIMARY SCHOOLS IN PALEMBANG Margaretha Dinar Sitinjak; Rita Inderawati; Ida Rosmalina
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v1i1.2061

Abstract: This developmental research was aimed to design, try-out, and revise the effectiveness of model in English learning in elementary school. The method in this research was Research and Development (R & D). This research began with the development of learning material, learning process, and instrument evaluation that would be tested limitedly in three elementary schools and 6 teachers and would be tested widely in 15 elementary schools and 30 teachers through questionnaire, observation, interview, and result analysis. The improvement of the final product of questioning cycle model in English learning that collaborated humanism and constructivism approach was based on the feedback in the field trial. The special target that wanted to be achieved in this research was to create an interesting model in English learning for students and learning textbook-centered to make English teaching and learning process easy and fun for primary school pupils. Besides, the model could contribute to scientific publication. Key words: questioning cycle model, English learning, humanism approach, constructivism approach

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