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<![CDATA[A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS ]]>
<![CDATA[Ermita, Ermita]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.7345
<![CDATA[This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing  with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This model is designed and hopefully will be useful for language teachers who are training or planning to train learners to have good reading comprehension strategies, particularly at junior high school . ]]>
<![CDATA[ANALISIS FUNGSI TEKSTUAL DALAM SURAT KABAR HARIAN “HALUAN†]]>
<![CDATA[Rosa, Rusdi Noor]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.7350
<![CDATA[This study is aimed at applying Haliday’s theory of textual function in writing editorials of “Haluan†daily newspaper. The theory says that unmarked theme tends to be used if a newspaper’s editorial shows an agreement with certain issues widely spread throughout the community. Meanwhile, marked theme is mostly used when a newspaper’s editorial shows disagreement with certain issues. This study takes 10 editorial texts of “Haluan†daily newspaper as the source of data. These editorials were published from May to July 2006. Based on the findings, 8 out of 10 editorials use marked theme as the most dominant theme type, while the other two editorials use unmarked theme most frequently. These findings show that both theme types are used in Haluan’s editorials. It is also found that Haliday’s theory is applied in writing editorials of “Haluanâ€: unmarked theme shows an agreement, while marked theme indicates a disagreement. Nevertheless, in some editorials, Haliday’s theory is not applied.]]>
<![CDATA[PENINGKATAN KUALITAS BAHASA INGGRIS GURU SEKOLAH DASAR DI KOTA PADANG MELALUI PELATIHAN SINGKAT ]]>
<![CDATA[Syarif, Hermawati]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.7346
<![CDATA[Â This article aims at describing the result of processing English training to classroom teachers of the elementary schools of Padang City for the sake of their English quality. By training the participants basic knowledge of Simple English and the skills to express it to be transferred to the fourth grade of elementary students, and by monitoring them in ongoing activities, it was found that nine out of the twenty participants had the potential to develop their English competence and skills in the future to fulfill the formation of English teachers at elementary schools. For temporary, they are recommended to teach English at their schools while they are developing their competence. To the office educational affairs, it is suggested to select the ones who have the interest in English to be trained.]]>
<![CDATA[Developing Communicative Language Test for Vocational Senior High School ]]>
<![CDATA[Defrioka, Andri]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.611
<![CDATA[This paper is aimed at revealing the role of communicative language test n enabling and measuring student’s English achievement at Vocational School (SMK). Its coverage will be the considerations and procedures to construct communicative language test. This test is intended to be a measure of how the testees are able to use language in real life situations. There are several models of communicative competence, grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. This test has three steps; identifying objectives, developing the test, specification, and developing the communicative test.  Key Words: Communicative test, vocational school, linguistics, sociolinguistics, discourse, strategic,]]>
<![CDATA[PERAN PEMBACA DALAM MENULIS ]]>
<![CDATA[Rozimela, Yenni]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.7351
<![CDATA[This article explores the role of audience in developing one’s writing. There are three main issues discussed here: 1) Writing English as a foreign language, 2) considering audience in writing, and 3) acting as audience in writing. A brief of the nature of writing in English as a foreign language is intended to provide an understanding difficulties faced by the students in writing. The second issue deals with theories and research findings showing the importance of considering audience in writing. The last part of this article presents an example of how to take audience into consideration as a strategy to help students develop their writing. ]]>
<![CDATA[MENINGKATKAN MOTIVASI DAN PENCAPAIAN HASIL BELAJAR MAHASISWA DALAM MATAKULIAH BAHASA INGGRIS TEKNIK ]]>
<![CDATA[Jufrizal Jufrizal]]>;
<![CDATA[Elisna Elisna]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.7347
<![CDATA[The lack of motivation and result of teaching-learning process obtained by the students are the problems faced by technical study programs, including the one at the Faculty of Engineering of Universitas Negeri Padang. This paper discusses the actions done through classroom action research as the attempt to raise the students’ motivation and the result of teaching learning process. The object of the research was the students of D3 regular program of electrical engineering in the academic year of 2005/2006. The result of the research shows that a set of actions, namely: (i) attracting the students to discuss the nature of Technical English subject; (ii) improving and correcting the students’ attitude and perception towards Technical English subject; (iii) applying teaching method and techniques based on natural-constructivism approach; (iv) varying techniques and materials of teaching; (v) using modern equipments, materials, instruments, and facilities effectively, could raise the students’ motivation and their result of teaching-learning process of Technical English subject.]]>
<![CDATA[REPRESENTASI MULTIKULTURALISME AUSTRALIA DALAM PUISI WOGS KARYA ANIA WALWICZ ]]>
<![CDATA[Anwar, Desvalini]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.1231
<![CDATA[This paper discusses how far the poem ‘Wogs’ shows the representation of multiculturalism in Australia. The analysis of the poem shows that the establishment of The Australia Multicultural Policy that was planned to create harmony among the Australia plural society, on the other hand, has caused some tensions particularly between the majority of Anglo-Celtic Australians (referred as AKA in this analysis) and the migrants of non-Anglo-Celtic descendants in Australia (referred as n-AK). The majority class represents the non-Anglo-Celtic migrants in their country as a threat towards their life-- a threat towards the purity of Anglo-Celtic’s blood, a threat in the job fields, a threat that can lower the Australian high living standard even as a threat that is ambitious to invade the nation. However, at the same time, the poem itself also tries to construct this representation made by the Anglo-Celtic by showing alternative representations, for example: the Anglo-Celtic Australians as lazy citizens, the Anglo-Celtic Australians that are racists and the Anglo-Celtic Australians as the invader of Australia. Thus, by constructing meanings in the poem, we can see that the realities represented by the representative is not real, or not the same as those made by the represented.]]>
<![CDATA[THE ROLES OF ESP TEACHERS’ KNOWLEDGE OF THEIR STUDENTS' ACADEMIC SUBJECTS ]]>
<![CDATA[Kusni, Kusni]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.7348
<![CDATA[This paper describes the roles of ESP teachers’ knowledge of their students’ particular academic subjects. This topic is a reflection of a small part of two surveys done along 2002-2003 and 2007 at universities: University of Indonesia, Padjadjaran University, and Andalas Unversity, State University of Padang, Bung Hatta University, and Eka Sakti University. Both surveys involved total parties of respondents: 590 students, 23 ESP teachers, 18 heads of department, 18 senior lecturers of the departments being surveyed, and 10 TEFL specialists. The findings of the research reflected that the ESP teachers should have basic knowledge of their students’ academic subject.  ]]>
<![CDATA[TEACHING ENGLISH GRAMMAR AT UNIVERSITY: A Pedagogical and Psychological Reflection Based on an Experimental Research at FKIP Universitas Bung Hatta ]]>
<![CDATA[Refnita, Lely]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v1i1.7349
<![CDATA[Grammar is one of important aspects of a language that makes the language learnable and teachable. The teaching of grammar, especially foreign language grammar, needs a serious attention from the teachers and related institutions. Specifically in universities, the teaching of English grammar should provide the students with theoretical concepts of the English grammar and opportunity to use the concepts in their communication. The grammar teaching should also offers suitable assignments by which they may test their language hypothesis. To establish and develop the students’ knowledge about the English grammar, the use of students’ mother tongue as an instructional language in the classroom was considered effective. However, an experimental research conducted by Refnita (2006) showed that the use of Bahasa Indonesia as an instructional language of Grammar I subject was not more effective than the use of English. It is true that bahasa Indonesia is not the students’ mother tongues, but they have mastered it as almost perfectly as their mother tongues. That’s why in her research bahasa Indonesia was considered similar with the students’ mother tongues.The rejection of the proposed research hypothesis implied that pedagogical and psychological factors should be taken into account in the teaching-learning process because the success of learning English grammar does not solely depend upon the instructional language. Further analysis of the research result reflected that the students’ motivation and learning readiness even more determined the success of learning Grammar I. In relation with this phenomenon, the present article, which is based on and developed from the research result, will discuss further the pedagogical and psychological reflections of grammar teaching that need to be considered in the teaching-learning process of English grammar at universities in addition to the use of instructional language.]]>
