Article Per Year (5 Year)
p-Index From 2021 - 2026
0.947
P-Index
This Author published in this journals
All Journal Jurnal Bahana Manajemen Pendidikan Langkawi: Journal of The Association for Arabic and English Indonesian Journal of English Language Teaching and Applied Linguistics Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Journal of English Language Teaching and Linguistics Islamika: Jurnal Keislaman dan Ilmu Pendidikan Ta'dib
Rita Erlinda
UIN Mahmud Yunus Batusangkar
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : Ta'dib

 1 
TEACHER’S QUESTIONS IN EFL CLASSROOM RITA ERLINDA; Sari Rahma Dewi
Ta'dib Vol 17, No 2 (2014)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v17i2.271

Abstract

This study was addressed to explore types of questions and its frequency used by EFL teacher in the classroom during the teaching processes through analyzing the transcripts of the videotaped instructions. Another special emphasis is put on investigating the length of the students’ utterances in responding the teacher questions. The participants were 29 Grade-eleven students and  an English teacher. The results showed that rhetorical, procedural, closed, open, display, and referential questions were found, and it was more focused on the last four types of questions. However, display questions are more than twice as much as referential one, 50.8% compared to 14.6% occurrences, and closed questions are the most preferred questions with a total number of 252 which is also slightly more than double of referential questions which compose 62 questions. Conversely, open and referential questions produced longer students’ responses than closed and display ones.Key Words: teacher question, EFL classroom interaction, student responses
ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT DIFFERENCESOF ENGLISH STUDENTS RITA ERLINDA
Ta'dib Vol 18, No 1 (2015)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v18i1.278

Abstract

This study was aimed at finding to find out whether there is any significant academic achievement difference of the fifth and seventh semester of English students based on their achievement motivation.This research used ex-post facto design. From data analysis using inferential statistics--T-test for independent samples with statistical analysis tool, SPSS 18, it was found that there was a significant academic achievement difference of the fifth semester of English students based on their achievement motivation. Conversely, there is no significant academic achievement difference of the seventh semester ofEnglish students based on their achievement motivation. It means that the level of achievement motivation did not contribute significantly on the level of students’ academic achievement.Key Words: Academic Achievement Differences, Achievement Motivation, English Students
GENRE-BASED INSTRUCTION (GBI): THE CONCEPT AND ITS APPLICATION TO FOREIGN LANGUAGE CLASSROOM Rita Erlinda
Ta'dib Vol 11, No 2 (2008)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v11i2.148

Abstract

Since the implemetation of KBK and KTSP, the goals of teaching English at schools are emphasized on the mastery of four language competences-linguistic, strategic, sociolinguistic and actional-which will lead to the mastery of discourse competence. Those competences are realized in for language skills (listening, speaking, reading and writing) through the analysis of texts (genres). Therefore, one of the approaches to facilitate the accomplishment of the goals is Genre-based Instruction (GBI). This approach is mainly a language teaching program which is based upon Genre Analysis Technique. This technique deals with anaysing text, both spoken and written, in order to figure out social or commnicative functions, genre structures, lexico-grammatical features of particular genres. Consequently, the learners are able to use the language for appropriate situational and cultural contexts.Key Words: genre, genre analysis, genre-based instruction (GBI), foreign language classroom, functional grammar
Co-Authors Demina Demina Fadhil Dinarta Hanif Afrinursalim Hasan Zaini Herick Afrinursalim Khairat, Annisaul Meiva Mutia Rahmi Meiva Mutia Rahmi Muhammad Fazis Ratna Dewi Sari Rahma Dewi Sirajul Munir Wira Astuty Zefki Okta Feri