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 267 Documents
 8   9   10   11   12 
THE USE OF SCAFFOLDING BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL IN WEST SUMATERA Hamzah, Hamzah; Rozimela, Yenni
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 12, No 1 (2018)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (242.556 KB) | DOI: 10.24036/ld.v12i1.10195

Abstract

This study was aimed at investigating how the English teacher used scaffolding in their daily classroom routines and whether they used the scaffolding differently. The data were collected from 20Senior High School English teachers in West Sumatera by recording their full teaching sessions. The records were transcribed orthographically from which the scaffolding strategies were identified. The findings revealed that the English teachers used 10 types of scaffoldings in their teaching with different varieties in the proportions. The experience interms of length of service did not contribute to the scaffolding choices. The experienced male teachers tended to use traditional scaffolding strategies markedly higher than novice male English teachers. The difference of the use of scaffolding strategies by the experienced female English teachers and novice was not marked, with the tendency for novice female teacher used higher propostion in traditional scaffolding. Thus, it is safe to draw a conclusion that the level of experience does not contribute to their scaffolding choices.Key words/phrases: scaffolding, classroom interaction, teacher talkPENGGUNAAN PENYANGGA PEMBELAJARAN OLEH GURU SEKOLAH MENENGAH ATAS DI SUMATERA BARAT AbstrakPenelitian ini ditujukan untuk menginvestigasi cara guru menggunakan penyangga pembelajaran di dalam kelas dan membandingkan penggunaan penyangga oleh guru yang berpengalaman dan pemula. Data dikumpulkan dari 20 guru Sekolah Menengah Atas di Sumatera Barat denga cara perekaman interaksi yang terjadi antara guru dan siswa. Rekaman tersebut dibuatkan transkrip ortografis yang menjadi sumber data tempat mengidentifikasi penyangga yang digunakan. Temuan penelitian menunjukkan bahwa guru menggunakan 10 tipe penyangga dengan variatas penggunaan yang berbeda-beda. Guru laki-laki berpengalaman, yang didasarkan pada lamanya menjadi guru, lebih banyak menggunakan penyangga tradisional dari guru pemula. Sementara, pilihan penyangga oleh guru perempuan berpengalaman tidak berbeda secara signifikan dari pilihan guru pemula. Pada kelompok guru ini, ada kecenderungan guru pemula lebih banyak menggunakan penyangga tradisional. Dengan demikian, dapat disimpulkan bahwa pengalaman yang dilihat dari lama mengajar tidak memberi sumbangan terhadap pilihan penyangga yang digunakan.Kata Kunci: penyangga pembelajaran, interaksi kelas, ujaran guru
MENINGKATKAN MOTIVASI DAN PENCAPAIAN HASIL BELAJAR MAHASISWA DALAM MATAKULIAH BAHASA INGGRIS TEKNIK Jufrizal Jufrizal; Elisna Elisna
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.253 KB) | DOI: 10.24036/ld.v1i1.7347

Abstract

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.
PEMANFAATAN SASTRA LOKAL DALAM PENGAJARAN SASTRA Herawati, Yudianti
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 3, No 2 (2010)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.942 KB) | DOI: 10.24036/ld.v3i2.7380

Abstract

Teaching literature is deemed not achieve maximum results. Therefore, the teaching of literature needs to be done with the methods and strategies that encourage the achievement level of students' understanding and appreciation of literature adequately. Teaching literature does not only equip students for the knowledge of literature, but rather encourage students to have an understanding of literature in accordance with the function of literature. During this time, the teaching of literature in most schools only happen in the space sandwiched between the classroom walls. The result, the power of imagination and creativity of the students are less developed well. East Kalimantanauthor and work of writers in East Kalimantan is a literary knowledge students should possess at every level of education in schools. Instead, teachers of language and literature not only introduces the literati of Java, Sumatra, or from other islands to the student. In addition, it is no less in the teaching of literature in this province, is the literature regarding the East Kalimantan region. Many teachers of language and literature are less offensive let alone East Kalimantan regional literature. Whereas the East Kalimantan regional literature should be taught once a sufficient proportion in all schools. province. 
CHARACTER EDUCATIONAL VALUE OF KALAMATA NOVEL BY NI MADE PURNAMA SARI AND ITS RELEVANCE FOR TEACHING LITERATURE IN HIGH SCHOOL Izzatu Khoirina; Suyitno Suyitno; Retno Winarni
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 11, No 2 (2017)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.174 KB) | DOI: 10.24036/ld.v11i2.7944

Abstract

AbstractThe study states the research question on character educational value of Kalamata novel by Ni Made Purnama Sari and its relevance by learning literature in high school. The research objective is to describe and analyze the character educational value of Kalamata novel by Ni Made Purnama Sari and its relevancy by learning literature in high school. The used research method is descriptive qualitative. This study investigates 12 character educational values of Kalamata novel that consist of (1) social care, (2) religious, (3) creative, (4) environmental awareness, (5) friendly or communicative, (6) curiosity, (7) honest, (8) nationalism, (9) work hard, (10) tolerance, (11) achievement appreciation, and (12) nationality spirit. Those found character educational values is relevant with learning literature based on Indonesian teachers’ interview and 2013 Curriculum syllabus.Key words/phrases: character educational value, Kalamata novel, literature learning, literature learning relevancy NILAI PENDIDIKAN KARAKTER NOVEL KALAMATA KARYA NI MADE PURNAMA SARI DAN RELEVANSINYA UNTUK PEMBELAJARAN SASTRA DI SMAAbstrakPenelitian ini memuat rumusan masalah mengenai nilai pendidikan karakter novel Kalamata karya Ni Made Purnama Sari dan relevansinya dengan pembelajaran sastra di SMA. Tujuan penelitian ini adalah mendeskripsikan dan menganalisis nilai pendidikan karakter novel Kalamata karya Ni Made Purnama Sari dan relevansinya dengan pembelajaran sastra di SMA. Metode penelitian yang digunakan adalah metode kualitatif yang bersifat deskriptif. Penelitian ini menemukan 12 nilai pendidikan karakter pada novel Kalamata yang  meliputi (1) peduli sosial, (2) religius, (3) kreatif, (4) peduli lingkungan, (5) bersahabat/komunikatif, (6) rasa ingin tahu, (7) jujur, (8) cinta tanah air, (9) kerja keras, (10) toleransi, (11) menghargai prestasi, dan (12) semangat kebangsaan. Nilai pendidikan karakter yang ditemukan sejumlah 12 butir tersebut relevan dengan pembelajaran sastra berdasarkan wawancara dua guru bahasa Indonesia dan silabus Kurikulum 2013.Kata Kunci/frase:  nilai pendidikan karakter, novel Kalamata, pembelajaran sastra, relevansi pembelajaran sastra
PENGARUH KEPEMIMPINAN PENGELOLA, IKLIM KOMUNIKASI DAN MOTIVASI KERJA TERHADAP KINERJA TUTOR PADA PKBM KARANG PUTIH KELURAHAN BATU GADANG KECAMATAN LUBUK KILANGAN KOTA PADANG Azni, Fithri; Mukhaiyar, Mukhaiyar; Rusdinal, Rusdinal
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 5, No 1 (2011)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (677.331 KB) | DOI: 10.24036/ld.v5i1.9972

Abstract

The tutor performance at PKBM was a critical success factors of an organization. Based on initial survey on the performance of tutors PKBM Karang Putih Kelurahan Batu Gadang Kecamatan Lubuk Kilangan Kota Padang was found that the performance is still low. The symptoms are thought to relate closely with the management leadership, communication climate, work motivation. This study aims to determine empirically how much influence the management leadership, the communication climate, the work motivation to the performance of tutors, the the management leadership through work motivation to the performance of tutors, the communication climate through work motivation to the performance of tutors.The performance of tutor’s at PKBM Karang Putih Kelurahan Batu Gadang Kecamatan Lubuk Kilangan Kota Padang can be increased by  improving the leadership of organizer, communications climate and work motivation.
THE USE OF INFORMATION GAP ACTIVITIES IN TEACHING SPEAKING (Classroom Action Research at SMK) Defrioka, Andri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (251.309 KB) | DOI: 10.24036/ld.v10i2.6418

Abstract

PEMANFAATAN KEGIATAN INFORMATION GAP DALAM PENGAJARAN BERBICARA (Penelitian Tindakan Kelas di SMK)Abstract The purpose of the research was to test to what extend the applying Information Gap Activities could improve the students’ speaking ability and how students respond about the use of these activities. Classroom action research procedures (plan, act, observe and reflection) were used to study the process and participants outcomes. The participants of this research were the twelfth year students of Drawing Department A of SMK Negeri 1 Padang consisted of 23 students. One of English teachers took part in the research as collaborator to assist the implementation of information gap activities and to observe the outcomes. The research was conducted in two cycles with four meetings for each. Observer played a role in evaluating, suggesting, and revising the program. Data from the second cycle were presented to show the final outcomes and changes. Data were collected through observation checklist, test, and interview. The result of the research indicated that the implementation of information gap activities can better improve the students’ speaking ability. Students’ centered class included pair work and group work also contributed to improve the outcomes. Moreover, students were active to interact with their teacher and other students. The students participated at all activities in the class. The students showed the good responses about the use of information gap activities in teaching speaking. Finally, the classroom action research process itself helped students and teacher reflect on their successes and failures in teaching learning process.Key words: speaking ability, information gap activities AbstrakTujuan dari penelitian ini adalah untuk menguji sejauh mana penerapan Information Gap Activities dapat meningkatkan kemampuan berbicara siswa dan bagaimana siswa menanggapi tentang penggunaan kegiatan ini. Prosedur penelitian tindakan kelas (plan, act, observasi and refleksi) digunakan untuk mempelajari proses dan hasil peserta. Peserta penelitian ini adalah siswa kelas dua Drawing Department A SMK Negeri 1 Padang yang terdiri dari 23 siswa. Salah satu guru bahasa Inggris ikut serta dalam penelitian ini sebagai kolaborator untuk membantu pelaksanaan kegiatan kesenjangan informasi dan untuk mengamati hasilnya. Penelitian dilakukan dalam dua siklus dengan empat pertemuan untuk masing-masing. Pengamat memainkan peran dalam mengevaluasi, menyarankan, dan merevisi program. Data dari siklus kedua dipresentasikan untuk menunjukkan hasil akhir dan perubahan. Data dikumpulkan melalui daftar periksa observasi, tes, dan wawancara. Hasil penelitian menunjukkan bahwa pelaksanaan kegiatan gap informasi dapat lebih meningkatkan kemampuan berbicara siswa. Kelas yang berpusat pada siswa termasuk kerja pasangan dan kerja kelompok juga berkontribusi untuk memperbaiki hasil. Selain itu, siswa aktif untuk berinteraksi dengan guru dan siswa lainnya. Para siswa berpartisipasi dalam semua kegiatan di kelas. Para siswa menunjukkan tanggapan yang baik tentang penggunaan informasi kesenjangan kegiatan dalam mengajar berbicara. Akhirnya, proses penelitian tindakan kelas itu sendiri membantu siswa dan guru merenungkan keberhasilan dan kegagalan mereka dalam proses belajar mengajar.Kata Kunci: speaking ability, information gap activities
PERBEDAAN BAHASA SISWA LAKI-LAKI DAN SISWA PEREMPUAN: SEBUAH STUDI KASUS DI KELAS V SDN 09 AIR TAWAR BARAT PADANG SUMATERA BARAT Amri, Zul
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 3, No 1 (2009)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.286 KB) | DOI: 10.24036/ld.v3i1.7371

Abstract

Male and female are said to speak differently in any communities. Many studies have made use of oral discourse as the source of the data and it is very rare found that the studies make use of written discources. This study is based on the students writing entitled “Experience during Vacation”. They are the fifth grade of 09 Elementary School Air Tawar Barat Padang. After analyzing their writings, it is found that female students produce more words, more verbs, more sentences (verbal or nominal and simple or embedded) compared to male students. In addition, female students produce less mistakes in using capital letter and other mechanical matters. The male students, on the other hand, produce less words, less verbs, less sentences (verbal or nominal and simple or embedded) compared to female students. In addition, male students produce more mistakes in using capital letter and other mechanical matters. One interesting thing is that even though male students produce less verbs in numbers, they have more various verbs compared to female students. Many female students use the same verbs as others and some use the same verbs repeatedly in their writings. The male students did not repeat the use of the same words very often. 
BILINGUALISM AND BILINGUAL EXPERIENCES: A CASE OF TWO SOUTHEAST ASIAN FEMALE STUDENTS AT DEAKIN UNIVERSITY Marlina, Leni
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.613 KB) | DOI: 10.24036/ld.v10i2.7429

Abstract

BILINGUALISME AND PENGALAMAN BILINGUAL: Sebuah Studi Kasus Dua Mahasiswa Perempuan Asia Tenggara di Deakin UniversityAbstractBilingualism is inseparable from humans’ life. It occurs practically in every country, in all classes of society and in all age groups. Besides, it has many dimensions. This paper is to describe bilingualism dan bilingual experiences from two international students who were studying at Deakin University in 2012.  To describe bilingual experiences students two Southeast Asian female students had been interviewed at Deakin University in 2012.  To explore their detail experiences that might not be accessed during the interview, two questionnaires had been used. Furthermore,  the respondents’ life narrative being bilinguals was written based on the result of the interview and the questionnaires.Additionally, this paper contains some discussions.  Firstly, it describes the respondents’ bilingual experiences: their languages, their countries, their brief history of becoming bilingual, and their family environment in relation to bilingualism.  Secondly, it examines bilinguals’ responses and then applying them for Baker’s (2011a) dimensions of bilingualism and other related theories.  Thirdly, it includes a critical analysis of the socio, political, and educational issues discussed by the respondents in relation to being brought up bilingually.  Last, it includes an analysis on how bilingual experiences shape their identities and view the world.Key words:  bilingualism, bilingual experience, asian female students AbstrakBilingualisme tidak dapat dipisahkan dari kehidupan manusia. Hal ini terjadi secara praktis di setiap negara, di semua kelas masyarakat dan di semua kelompok usia. Selain itu, bilingualisme juga memiliki banyak dimensi. Makalah ini untuk menjelaskan bilingualisme dan pengalaman bilingualis (dwi bahasa) dua siswa internasional yang sedang belajar di Deakin University pada tahun 2012. Untuk menggambarkan pengalaman dwi bahasa, dua siswa perempuan Asia Tenggara telah diwawancarai di Deakin University pada tahun 2012. Untuk mengeksplorasi pengalaman detail mereka yang mungkin tidak dapat diakses selama wawancara, dua kuesioner juga digunakan. Selanjutnya, narasi hidup responden menjadi bilingualis ditulis berdasarkan hasil wawancara dan kuesioner. Selain itu, makalah ini berisi beberapa diskusi. Pertama, menggambarkan pengalaman dwibahasa responden: bahasa mereka, negara mereka, sejarah singkat mereka menjadi penutur dwi bahasa, dan lingkungan keluarga mereka terkait dengan bilingualisme. Kedua, mengkaji tanggapan bilinguals dan kemudian menerapkannya untuk dimensi bilingualisme Baker (2011a) dan teori terkait lainnya. Ketiga, mencakup analisis kritis tentang isu sosio, politik, dan pendidikan yang didiskusikan oleh responden sehubungan dengan diangkat secara bilingual. Terakhir, mencakup analisis tentang bagaimana pengalaman dwibahasa membentuk identitas mereka dan melihat dunia.Key words:  bilingualism, bilingual experience, asian female students 
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.
LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION Syarif, Hermawati
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 1 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (240.071 KB) | DOI: 10.24036/ld.v10i1.6328

Abstract

Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence

Page 10 of 27 | Total Record : 267

 8   9   10   11   12 

Filter by Year

2007 2025


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