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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 9 Documents
 1 
Search results for , issue "Vol 6, No 1 (2012)" : 9 Documents clear
STRATEGI KOMUNIKASI: SEBUAH SOLUSI BAGI PERMASALAHAN KOMUNIKASI Marsakawati, Ni Putu Era
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (109.35 KB) | DOI: 10.24036/ld.v6i1.7400

Abstract

Communication strategies have been discussed by many linguists and researchers for ages. They described types of communication strategies employed by a particular person when he/she had problems in communicating with others. It seems that communication strategies are only employed for those who have lack knowledge of English. However, the fact still reveals that people who have good English also perform types of communication strategies. This article then aims at proving that communication strategies are also employed by speakers who are capable enough in English. 
PENGAJARAN MENYIMAK BAHASA INGGRIS: MASALAH DAN SOLUSINYA Adnan, Aryuliva
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (119.576 KB) | DOI: 10.24036/ld.v6i1.2549

Abstract

For along time language teachers tend to ignore teaching listening. Among the four skills (listening, speaking, reading and writing) that are recognized as the keys to ‘knowing’ the language,   listening is probably the least important to be taught. Actually speaking and listening are always interrelated. However listening is the most underdeveloped skill. In Indonesia the teachers tend to ignore to teach this skill by skipping it eventhough it is clearly stated in curriculum. Many reasons are mentioned by the teachers for not teaching listening, such as lack of teaching material, lack of school facilities, the speakers in the recorded material speak too fast, the students do not understand the vocabularies and the sentences used by the speakers. Basically, they realized that listening cannot be separated from other language skills like speaking, reading and writing. Listening is important since students may receive much of their information of their school through listening to instructors and to another. Listening has been regarded as the most frequently used language skills in the classroom. Besides, listening skill is important in the workplace, the family and the community. Furthermore nowadays listening skill is included in national examination for the level of Senior High School. The teachers then have no reasons to ignore and skip teaching listening, for they can vary their teaching materials, tasks, techniques and activities. Kinds of authentic materials can be taken from many recources, and kinds of activities to support teaching listening in the classroom can be done as well. Key words: teaching listening, listening materials, listening activities
KESELARASAN ANTARA KEBUTUHAN BAHASA INGGRIS DENGAN MATERI AJAR BAHASA INGGRIS MAHASISWA JURUSAN AKUTANSI Ratmanida, Ratmanida
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (110.311 KB) | DOI: 10.24036/ld.v6i1.7401

Abstract

This study is aimed at describing and explaining a match between the  need of English for academic and occupational purposes of Accounting students in Padang with it’s English  teaching materials. Data of this study were obtained from questionnaire, interview and observation. Participants of this study wer accounting students, lecturers who teach English at Accounting departement, and accountants   at several Banks in Padang.  The findings of the study revealed that the English teaching materials of Accounting Departement  was less correlated with Accounting students needs.  In addition, there was also less correlation between Accountants  English needs with English teaching materials in Accounting Departement in Padang.  
INTERNET-BASED ACTIVITIES IN DEVELOPING STUDENTS’ ENGLISH SKILLS Ardi, Havid
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (142.654 KB) | DOI: 10.24036/ld.v6i1.7397

Abstract

The development of Information Technology (IT) challenges the teacher to use the facility to create interesting and motivating activities in learning English. This article explores how the teachers can use various materials and facilities supported by the new IT to support their students in learning English and to practice their English in authentic environment. The activities incorporate internet-based activities as media to practice integrated-skills in the foreign language. The study seeks to determine the usefulness of using email, blogs, and facebook as current communication media that are available in the internet to facilitate students in learning English both inside and outside the classroom. 
ACTIVE READING IN TEACHING POETRY IN EFL CLASS Wahyuni, Delvi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (122.814 KB) | DOI: 10.24036/ld.v6i1.2550

Abstract

Poetry at large does not have the liberty of prose in describing experience to its fullest details. Its nature is to compress experience into compact and condensed language thus reading poetry for the uninitiated can be very challenging. For students of EFL, reading poetry in English can be a very demanding task because they have to get through double barriers, namely: the nature of poetry and English, the language it is written in, to enjoy the experience it tries to convey. Teachers of poetry are also riddled with dillemma as to make their students understand the text they are teaching. The practice of authoritatively telling students what it means will turn poetry class into a uninspiring session where students will  listen to another dreary sermon each time they attend the class and leave them  marvelling whether the teacher’s explanation is within their reach or beyond them. Moreoever, it will do them injustice because this practive will cripple them of the ability in discovering the meaning of the text they are reading on their own. For this reason, this paper proposes active reading as a strategy to help both teachers and students to prevail over challenges posed by poetry in English. Active reading involves a lot of annotating task which will help students to crack open the compact language of poetry and extend it to the extent of students discovering that poetry is just another way to communicate experience through language. Key words: teaching poetry, EFL.
TIPE EUFIMISME DALAM CERITA RAKYAT MINANGKABAU Rosa, Rusdi Noor
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.566 KB) | DOI: 10.24036/ld.v6i1.7402

Abstract

In every culture, there are certain things that are not supposed to be speakable or mentioned directly. A number of words are labeled as frivolous, vulgar, or at least inconsiderate. But in communication, for better maintaining social relationship and exchanging ideas, people have to resort to a kind of language which is known as euphemism. This study is aimed at finding out types of euphemism used in the stories of Minangkabau folklore. This folklore is written in Indonesian language, but the idea of the stories reflects the social life of Minangkabau society. The data were taken from 19 stories of Minangkabau folklore written by Navis, A. A. The result of this study shows that conscious, positive euphemism is the type of euphemism mostly used in the stories. The result of this study also shows that euphemism is strongly influenced by culture. A particular expression needs to be euphemized in one culture may be a common expression in other cultures which, therefore, does not need to be euphemized.
SPEAKING PROBLEMS FACED BY THE ENGLISH DEPARTMENT STUDENTS OF SYIAH KUALA UNIVERSITY Heriansyah, Hendra
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (113.729 KB) | DOI: 10.24036/ld.v6i1.7398

Abstract

This paper discusses the difficulties and causes perceived by English Department students of Syiah Kuala University in learning speaking and the efforts made by them to overcome their difficulties. From both observation and interview, this study reveals that all students encountered various difficulties in English speaking ability. The prevalent problem faced by the students was ‘lack of vocabulary’, while ‘being afraid of making mistakes’ was the prime cause of problem which hindered them to speak. The students had striven to cope with their problems in learning speaking, but their attempts had not been yet ample and successful.
AN ANALYSIS OF THE WRITTEN GRAMMATICAL ERRORS PRODUCED BY FRESHMENT STUDENTS IN ENGLISH WRITING Hamzah, Hamzah
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (109.991 KB) | DOI: 10.24036/ld.v6i1.3127

Abstract

Abstract This study is aimed at providing explanation on the taxonomy of the grammatical errors made by the university students in written production of English. The data were obtained from twenty English texts written by students as a part of their task in writing class. The findings of the study reveal that the errors can be grouped into fifteen categories ranging from severe errors to mild errors. The categories for severe errors are word choice, verb group, article, preposition, plurality and spelling. The other categories are subject-verb agreement, pronoun agreementa nd dropping, relative clause, possessive, copula omission and mechanic. Based on these findings, the teacher of English are suggested to raise students’ awareness on these errors and provide sufficient remedies to prevent students from internalising such errors. Key words: error correction, error analysis, grammatical error, interlanguage
THE EFFECTIVENESS OF AN INTEGRATED ASSESSMENT TO IMPROVE THE STUDENTS’ ENGLISH GRAMMAR ABILITY Refnita, Lely
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (111.133 KB) | DOI: 10.24036/ld.v6i1.7399

Abstract

This article is a part of the writer’s dissertation on the development of an integrated English grammar assessment. Although some say that English grammar is not needed when someone speaks and/or writes English, it was found that incorrect use of grammar disturbed the communication. It is also believed that having good English is a must when someone wants to be a model. Standing on this position, the writer had carried out an experiment on giving an integrated assessment to train her students who will be future English teachers to develop their English grammar ability. The research was carried out in the form of an experimental research by using a one-group pretest posttest design. The sample comprised all the first year students of English Department of Bung Hatta University, Padang, West Sumatera. The research result showed that the assessment did not only help the students write more sentences, but it also helped them write more number of grammatically correct sentences. The data analysis revealed that the students improve their achievement. It was shown by the increasing mean score from 26.43 in the pretest into 50.12 in the posttest. The analysis of significance also showed that the calculated-t value (18.9052) was much higher than the table-t value (1.9837). It indicated that the integrated assessment was effective to improve the students’ English grammar ability.

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