cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota padang,
Sumatera barat
INDONESIA
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Published by Universitas Negeri Padang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 17, No 2 (2023)" : 10 Documents clear
Common European Framework of Reference for Languages (CEFR) Standard in Bahasa Indonesia bagi Penutur Asing (BIPA) Textbook: A Competency Mapping Analysis Fitria, Tira Nur
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.124244

Abstract

This research describes the Common European Framework of Reference for Languages (CEFR) in Bahasa Indonesia bagi Penutur Asing BIPA book “Sahabatku Indonesia” especially BIPA Levels A1, A2, B1, B2, C1, and C2. This study applies a qualitative descriptive approach by using a content analysis research design. The analysis shows that the Common European Framework of Reference for Languages (CEFR) is a Common European framework of reference for languages that includes learning, teaching, and language assessment. The CEFR concept is important known and studied by the learners/students and language learners/teachers foreign, especially in the context of learning Indonesian for Foreign Speakers (BIPA). Language Development and Development Agency, through the Center Strategy Development and Language Diplomacy (PPSDK), plays a role important in increasing the function of Indonesian to become an international language. This important role is realized, among others, by supporting language teaching Indonesian for foreign speakers (BIPA) in various countries. One of those supports is the preparation of BIPA teaching materials in the form of “Sahabatku Indonesia” in six book levels A1, A2, B1, B2, C1, and C2. Materials and learning tasks are developed on a text-based basis integrated learners can develop their language competence in the four skills: listening, speaking, reading, and writing various types of text. In addition, learning materials and assignments are designed in an integrated way to be able to develop Indonesian insight. For evaluation purposes, each unit is equipped with a structured task in the form of exercises.
Solidarity in the Discourse of Protests for Women’s Right Liberation: A Sociolinguistics Study of Mahsa Amini’s Case Harmia, Citra Dewi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.124042

Abstract

Language as human communication tool plays a substantial as the tool exertion, redemption, and rights fulfillment of the oppressed society. The use of language becomes crucial as a means of discourse on social issues and identity. The protest for women’s rights fulfillment is one of the social issues that gets a lot of attention, both from the demonstration and the discourse used in the movement. Physical abuse led to death which happened to Mahsa Amini in Iran evoked the public's anger which then led to massive protests all around the world. This article aimed to identify the form of solidarity shown in the use of language in the discourse of the liberation of women’s rights specifically in Mahsa Amini’s death case. This research used descriptive-qualitative methodology which used interpretive case study in the protests of Mahsa Amini’s case. The data were in the form of phrases and slogans in English written on the posters used in the protests around the world. The data was collected by searching #MahsaAmini on the search bar of the Instagram application. The data used was only those taken directly from the event of protests. The data then were analyzed by identifying and sorting the speech acts used. Next, the lexical units containing any form of solidarity for the liberation of women’s rights were identified. The result showed that there was a form of solidarity built among the participants of the protests through the identified speech acts.
Teacher Voices of Gender Representation in EFL Textbook: A case Study in a Senior High School Wilfitri, Elvia; Suganda, Sonya Puspasari
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.126204

Abstract

This research investigated teachers' perceptions regarding gender representation in two government-mandated English language textbooks used in Indonesian senior high schools. This research aims to examine the perceptions of teachers as users and implementers of textbooks regarding the existence of gender bias and stereotypes. This research used a qualitative method with a case study design. The research involved 2 participants, the English teachers who teach in grades 10 and grade 11. Semi-structured interviews were used as the instrument in this research. Analysis of interview data was transcribed manually and then interpreted critically in accordance with Creswell's theory. The findings from this study showed that both teachers expressed awareness of the gender bias and stereotypes present in the textbooks they used. Male representation is more dominant than female. Female roles tend to be placed in stereotypes constructed in society. The existence of certain ideologies is also the cause of unequal gender representation in textbooks. There is a need for continuous development and improvement of textbooks in order to promote equal gender representation. The pedagogical implications of the findings in this research proposed recommendations to educational institution sectors and language policy makers to prepare and publish textbooks that support the achievement of gender equality.
Enhancing Students’ Reading Comprehension through the Implementation of TAR (Text Around The Room) Technique Kasmiri, Utin Ainun; Riyanti, Dwi; Fitriarti, Urai Mimmi Variami Nurul
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.124079

Abstract

This classroom action research aimed to investigate the implementation of the "text around the room" technique in enhancing students' reading comprehension skills, as well as identify the factors that influence the improvement of their reading comprehension abilities. The study was conducted over two cycles, with each cycle consisting of two sessions following the plan, action, observation, and reflection framework. The participants in this research were 34 eleventh-grade students in one of the schools in Pontianak. Data were collected through various means, including observation sheets, field notes, questionnaire, multiple-choice reading tests, and achievement scores. The findings of this study indicate that the implementation of the "text around the room" technique resulted in significant improvements in students' reading comprehension. Additionally, the study identified three key factors that influenced students' comprehension in reading: (a) the selection of appropriate reading materials, (b) student motivation, and (c) the teacher's approach to engaging with the students. 
Increasing the Effectiveness of Teaching and Learning Process through English Classroom Management Irham, Novia Robeitah; Kembaren, Farida Repelita Waty; Santoso, Didik
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.124325

Abstract

Classroom management is a significant factor in the success of teaching and learning activities. This is a conscious effort to regulate the activities of the teaching and learning process systematically, including preparing teaching materials, providing facilities, organizing class and creating a conducive learning atmosphere, so that learning objectives can be achieved well. The purpose of the research conducted intends to find out: (1) How far the implementation of classroom management? (2) Is the learning process effective?, (3) What are the inhibiting and supporting factors in implementing classroom management?, (4) What efforts are made by the teachers and schools in increasing the effectiveness of English classroom management?. This research uses descriptive qualitative methods. The participants are a headmaster and three English teachers. The results show that classroom management has not been done maximum, the teachers’ way in teaching are still monotonous, so that the students are not interested in following the learning process. Then it is found that there are some students that lack of discipline and do not follow the teachers’ regulation in the class. Even though the implementation is still not optimal, but the teachers keep spirit and tries their best in increasing classroom management more optimal. As for the efforts that will be made by the teacher in implementing classroom management in order to increase the effectiveness of learning is by preparing administrative tasks properly, using methods and media varied learning, and instilling students’ discipline in learning English.
Challenging the 'Native Speaker' Ideal: The Impact of Native Speakerism on Language Education Dey, Manna; Amelia, Rizky; Herawati, Yayuk Widyastuti
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.122592

Abstract

Native-Speakerism has emerged as a prominent element of contemporary TESOL discourse and a frequent talking point when it comes to issues of language-related prejudice and discrimination. It does so by building on a diverse range of sources and intentionally slanting toward amusing the trendy. It is suggested that the ideological conception of native-speakerism applies retroactively to the coveted victimization and the narrative of indignation that goes along with it to people who identify as "non-native speakers.” The researchers used a literature review through six steps to unravel challenging the native speaker ideal: the impact of native speakerism on language education. The reason behind choosing this topic is to find out how deep the ideology of getting advantages that the native-speakers are having in every stage where the non-native speakers are having trouble including different perspectives as well. It is shown how the fortress of victimization then allows those inside through or the people who have been harmed. In this article, the distinction between native and non-native speakers in terms of teaching and learning the English language, The idea that a "native speaker" is inherently more competent to instruct English than a "non-native speaker" is known as the "native speaker's fallacy" as well as strengths and weaknesses of both the characteristics shall be described in detail.
What Teacher Confirmation Means to EFL Learners: High and Low Achievers’ Voices Novianti, Sri; Kurniawan, Eri; Selpia, Delpani; Lutfiyana, Faza
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.124189

Abstract

One of factors leading to the success of students’ learning is interpersonal relationships between teachers and students. One indicator contributing to this relationship is communication; one of its aspects is teacher confirmation, happening in the classroom interaction. The current study aims to reveal students’ perceptions on teacher confirmation as one of elements affecting student-teacher interpersonal relationships and how teacher confirmation affects their learning. This case study involved two high school students - high achiever and low achiever - selected from their English competence judged by the English teacher. Adapting Ellis’ Teacher Confirmation Scale (2000), sequenced and open-ended interview was conducted to both students in order to collect the data. The findings show that teacher confirmation exists in the classroom interaction and is perceived by both participants. Notwithstanding, teacher confirmation does not equally give positive impacts on students’ learning in general. In conclusion, high and low achiever responds teacher confirmation in different ways, resulted from factors which have not yet been explored in this study. Examining related intervening factors and the degree to which they affect how students perceive and respond to teacher confirmation is recommended for future research. 
Boosting Critical Thinking: A Prominent Aspect to Uphold Learners’ Autonomy in the EFL Classroom Addinna, Ainul; Oktaviani, Lulud
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.123970

Abstract

This paper clarifies how learners' critical thinking could promote their autonomy in EFL classrooms. The study's findings contain opinions collections of Seventeen undergraduate students from the English Department of Universitas Negeri Padang. they took a Critical Reading course for a semester. This study analyzed toward their responsibilities in learning, confidence in operating their autonomy, and motivation that build up as well assist them in exploring reading texts. The good thing is that they can fully participate in classroom activities and discover themselves enjoy looking for more information about the reading. Students who reach this stage of thinking are believed to be critical and independent.
Lecturers’ Perceptions on the Benefits and Challenges of English as a Medium of Instructions (EMI) Program: North Bali Context Sudana, Putu Ayu Prabawati; Ratminingsih, Ni Made; Padmadewi, Ni Nyoman; Adnyani, Ni Luh Putu Sri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.122670

Abstract

EMI program is an innovative program that has gained high popularity in the countries where English is a second or foreign language. This is due to the benefits that the program offers; to the students, the lecturers and the institutions. However, the program also brings up some challenges that have to be settled by all that involve.  This study investigates the lecturers’ perception on the benefits and challenges of EMI Program in a public university in North Bali, Indonesia. The data were collected by distributing questionnaires to the lecturers who taught in EMI classes. Data triangulation was conducted by doing a semi-structured interview with three  lecturers. The study findings revealed that the most of the lecturers agreed on the benefits of EMI classes in increasing the exposures of the lecturers and students to English and opportunity in using it and improving the English skills of both the lecturers and students, as well as the students’ content learning. Regarding the institutions’ profile and internationalization, most of the lecturers agreed that EMI classes give contribution to them. In addition, most of the lecturers also perceived that EMI classes increase the lecturers’ and students’ career and study prospect. In terms of the challenges of the EMI program, most of the lecturers mostly agreed that the lecturers’ and students’ language abilities, students’ participation, EMI pedagogy, which includes the effective teaching strategies were challenges that they faced in the program implementation. However, regarding learning resources and technology used in EMI classes, most of them disagreed with the statements; meaning that they did not encounter difficulty in accessing resources and integrating the needed technology in their EMI classes
Implementation of project-based learning in English Classroom of Merdeka Curriculum: Student and Teacher Perception Rambe, Leini Nadira; Suganda, Sonya Puspasari
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.126166

Abstract

This research aims to investigate the implementation of project-based learning in English classrooms on two schools selected as “Sekolah Penggerak” who hold Merdeka Curriculum as primary curriculum supervised by government; one is a private school, meanwhile the other one is a public school. Both are the first and pioneer schools who chose to implement the curriculum. Project-based learning is a fundamental approach which underlie the basis of the curriculum; thus, projects are being heavily imposed. This research puts emphasis on project-based learning implementation inside English classroom under newest curriculum in terms of students and teachers’ perception. Mixed-method case study is used; as the instruments such as online questionnaire and interviews are heavily used. The data were collected from 142 participants (140 students and 2 teachers) then were analyzed quantitatively and qualitatively. Findings stated that project-based learning is used based on its own context and characteristics of schools. Students possessed positive views on both the implementation and their teachers implementing project-based learning in English classroom of Merdeka Curriculum. Students are motivated, active and possess critical thinking on their projects. Teachers, in the other side, actively and eagerly to get involved as facilitator to facilitate steps on project-based learning implementation. This research contributes on giving samples and development of project-based learning in English Classroom under newest Merdeka Curriculum.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol 19, No 2 (2025) Vol 18, No 2 (2024) Vol 18, No 1 (2024) Vol 17, No 2 (2023) Vol 17, No 1 (2023) Vol 16, No 2 (2022) Vol 16, No 1 (2022) Vol 15, No 2 (2021) Vol 15, No 1 (2021) Vol 14, No 2 (2020) Vol 14, No 1 (2020) Vol 13, No 2 (2019) Vol 13, No 1 (2019) Vol 12, No 2 (2018) Vol 12, No 1 (2018) Vol 11, No 2 (2017) Vol 7, No 2 (2014) Vol 11, No 1 (2017) Vol 10, No 2 (2016) Vol 10, No 1 (2016) Vol 9, No 1 (2015) Vol 8, No 1 (2014) Vol 7, No 1 (2013) Vol 6, No 2 (2013) Vol 6, No 1 (2012) Vol 5, No 1 (2011) Vol 4, No 2 (2011) Vol 4, No 1 (2010) Vol 3, No 2 (2010) Vol 3, No 1 (2009) Vol 2, No 2 (2009) Vol 2, No 1 (2008) Vol 1, No 2 (2008) Vol 1, No 1 (2007) More Issue