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INDONESIA
LEKSIKA
Published by Universitas Muhammadiyah Purwokerto
ISSN : 19781695     EISSN : 26204037     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Leksika is a journal on language, literature and language teaching. It is published by Faculty of Letters, Universitas Muhammadiyah Purwokerto, Central Java, Indonesia. Its issues are published twice a year in February and August. Leksika has been indexed in Google Scholar, Academia edu, Base, Portal Garuda, i-Future and Sinta e-ISSN : 2620-4037 p-ISSN : 1978-1695.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol 10, No 1 (2016)" : 6 Documents clear
PROCESS-BASED LEARNING AND REFLECTION JOURNAL TO PROMOTE LEARNERS’ AUTONOMY IN STYLISTIC WRITING CLASS Fransisca Kristanti
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 10, No 1 (2016)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v10i1.1087

Abstract

The main concern in education for the past decade has been on establishing autonomous learners. Giving more responsibility to learners in conducting the course of their learning is possible by applying appropriate approach and structured monitoring. In process-based learning, learners are motivated to experience a full cycle of writing process from planning to revision. What is more important is that learners are also encouraged to measure their development by keeping track of those processes in the form of reflection journal. While, the process-based learning enables learners to sharpen their cognitive awareness by exercising selfevaluation, peer-evaluation, and feedback-evaluation, the reflection journal enables them to evaluate and reflect their overall experience, including the difficulties they encounter during the processes. For this purpose, the reflection journal is designed as a tool which makes learners understand their initial and final strengths and weaknesses, their internal and external challenges and supports, and their past and future commitments autonomously with limited involvement from the teacher. In Stylistic Writing class, processbased learning and reflection journal are essential to establish learners’ autonomy in a way that they raise learners’ awareness of their own ability and needs as well as being sensitive to the issues in their environment. The combination of both helps learners identify pressing problems in their close environment and present solutions to those problems which leads to the creation of autonomous learners. Keywords: process-based learning, reflection journal, learners’ autonomy, stylistic writing
ADVANCING LEARNER AUTONOMY IN TEFL VIA COLLABORATIVE LEARNING George Jacobs; Tan Hui Shan
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 10, No 1 (2016)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v10i1.1083

Abstract

Learner autonomy has been defined as 'a capacity to control important aspects of one's learning'(Benson, 2013, p. 852). In the teaching of additional languages, learner autonomy dates back at least to the 1970s. For instance, Trim, who was a leader in the teaching of additional languages in Europe, stated that a goal of language education was to: make the process of language learning more democratic by providing the con- ceptual tools for the planning, construction and conduct of courses closely geared to the needs, motivations and characteristics of the learner and enabling him [sic] so far as possible to steer and control his own progress. (1978, p. 1)
CREATING FAMILIAL SETTING TO IMPROVE ENGLISH CLASS AUTONOMY Titik Wahyuningsih
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 10, No 1 (2016)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v10i1.1088

Abstract

This paper is a report of self-evaluation on teaching the students of Teacher Training and Education Faculty, University of Muhammadiyah Purwokerto at Teaching English to Young Learners (TEYL) classes since 2012 until today. Research and Development design is used here to test the feasible method to improve the endeavors of the classes.Four different classes at even semesters are analyzed as the data: TEYL class A 2012/2013 (28 students), TEYL class B 2012/ 2013 (28 students), TEYL class 2013/2014 (36 students), and TEYL class 2014/2015 (52 students). The students of 2012/2013 were asked to find the characteristics of children’s learning styles topic as individual task while students of 2013/2014 and 2014/2015 were asked to do in group. The groups of the last two classes were formed in familial setting in which the lecturer prepared cards with 4 different surnames. Those got the same surname became one group and they became a big family in which they pretend to be brothers and sisters of different ages. Each, then, became one responsible most to find out characteristics of his supposed age. The discovery shows that the classes of 2012/2013 tended to be inactive as they wished they have got information from their friends while what we call now the members of the families of 2013/ 2014 and 2014/2015 showed great responds. Almost all of the members of the family showed their enthusiasm, collaborative works, as well as understanding. Keywords: familial setting, autonomy
INNOVATIONS IN ELT PROGRAMME DEVELOPMENT: BUILDING STRONG FOUNDATIONS WITH LEARNER AUTONOMY Lubna Alsagoff
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 10, No 1 (2016)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v10i1.1084

Abstract

In this paper, I share some experiences about how we, at the National Institute of Education (NIE), Singapore, addressed a challenge with regard to our student teachers’ English language standards. This problem, identified by our Ministry of Education, was a continuing one that seemed difficult to resolve. We reanalyzed the issues and saw that a different perspective was needed. Thus, we moved away from the traditionally-oriented language proficiency courses that had been running at NIE and instead developed a language programme that placed learnerautonomy as a central pedagogical tenet. We sought to create motivated, autonomous learners who were able to appreciate and understand the complexity of the issues, develop their own understandings, and achieve the the learning goals.
DESIGNING TASK-BASED SPEAKING MATERIALS USING AUTHENTIC TEXT: LEARNER AUTONOMY Abd. Rahman
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 10, No 1 (2016)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v10i1.1085

Abstract

The roles of learners in language teaching are not only the receiver of the information but also the providers, collaborators, and decision-makers. In this case, the learners can provide and collaborate with the teacher to decide what materials and language competences the learners need to learn and achieve. Thus, the learning materials and tasks should represent the students’ needs that facilitate them to use the language in the real world. One of the materials that need to take into account is an authentic text. Authentic text as informa-tional input for interested participants, for building interpersonal relationship between the interested partici-pants, and for communicating meaning (Widodo: 2012). In line with this, the students can contribute an authentic text to be designed for interactive speaking task. The interactive speaking task I propose: compre-hending the text, making power point presentation from the text, explaining (playing a role as a speakers and participants in the seminar), responding to the explanation (questioning and answering). To design the ma-terial and the task using authentic text has to consider the eight principles as the basic theoretical framework for English for Specific Purposes (ESP) materials design. Keywords: Learner autonomy, task, authentic text, ESP
COMBINING STUDENT-BASED LEARNING ACTIVITIES WITH TEACHER’S ENCOURAGEMENTS TO FOSTER LEARNER AUTONOMY IN ELT Sudarsono Sudarsono; Lies Amin Lestari
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 10, No 1 (2016)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v10i1.1086

Abstract

Teacher’s domination and authority used to prevail the traditional language teaching is now left and replaced by more acceptable concept of teaching. This concept emphasizes on developing the sense of learners’ responsibility, independence, or autonomy, for better learning outcome. Autonomous language learners are those assumed to have greater responsibility on their own learning for their own needs. A series of guided practice through a step-by-step manner is needed in order that students can be possibly trained to be autonomous, independent learners. This paper discusses learning activities created and designed by the students combined with teacher’s encouragements to foster learner autonomy. Some theories and previous studies on learner autonomy are analyzed to support the discussion. It is believed that the combination between the two important aspects in autonomous language learning will strengthen the efforts of promoting learner autonomy in ELT. Keywords: English language teaching, learner autonomy, autonomous learning, learning activities, teacher’s encouragement

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