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Piping Rahadianto
Universitas Bhinneka PGRI Tulungagung

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HOPKIN CRITERIA IN BOOK ENTITLED “BUSINESS BASIC I” USED FOR STUDENT AT UNIVERSITY Piping Rahadianto
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 3 No. 2 (2020): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

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Abstract

English used for every reason at university for example English collaborated with business that must be more important in daily uses as the English for specific things or purposes. All we know it as English for Specific Purposes or ESP. Such as in the development of teaching and learning English especially English in university or in ESP we need a media or book in their procedure and its implementation. And for its procedures every materials or book are needs to be appropriates in their materials with the education aspect such as the philosophical aspects on its. On addition philosophical aspect is the main aspect on it that can be a hence to elaborates the material for the student need especially for ESP student. This research objective is to explain the appropriateness of the philosophical aspects by the Hopkin theory in book entitled “Business Basic I” for ESP Student in terms of its contents. The design of this study is descriptive qualitative, and it is taken from documents and material resumed in its book. This research is categorized as qualitative research design because this study is aimed to identify the book toward the criteria of good book and its content. Based on the result and analysis of the research that have been done, the writer can conclude that a book with the title “Business Basic I” was categories in an appropriate and a good book related to the description of the material. And for the interpretation toward the philosophical foundation aspects that consist six aspects such as Clarity, Consistency with the fact, Consistency with Experience, Consistency with other Beliefs, Utility and Simplicity it can be shown that this book run and construct by social reconstruction philosophy and structuralism philosophy. It can be shown from the several philosophical foundation aspects from the data collection result.
Students’ Instrumental and Integrative Motivation in Learning English as A Foreign Language in Indonesia Piping Rahadianto; Moh. Choirul Huda; Muhammad Al Hadaad
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 5 No. 1 (2022): LinguA-LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v5i1.252

Abstract

English as one of the most appealing subjects for student at University especially in Indonesia. Over the decade English is the subject that many students want to mastered it. To achieved it, student need to learn English as the way they need it for specific goals. One of the aspects to reach the goal in learning English is motivation. Motivation has been broadly accepted by both teachers and researchers as one of the most significant factors that influence and affect the rate and success of foreign language learning. Because teaching and learning English is not only the cognitive aspects on its but also there is psychology aspect how maintain the point of view in every student how to achieved new material as the language input that is very different with their native language. Inspired by such resume above, the study on which the present article is based aimed to investigate and to knowing kind of motivation such as instrumental and integrative motivation for student who learn English as a foreign language in Indonesia. A quantitative and qualitative analysis of the responses to a questionnaire of 50 students at university, it sought to examine the relative importance of motivational variables as theorised in the field of second language motivation. It also aimed to go further, by considering the kinds of motivation on its’. This study has gained pertinent insights on the information regarding the type and level of motivation that influence students the most. The discussions and the result is that majority of the students are integratively motivated. There is a need to motivate the students more integratively and also instrumentally.