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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 267 Documents
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THE DEVIATIONS OF MORPHOSYNTAX OF GRAMMATICAL CATEGORIES IN THE ESSAYS OF THE ENGLISH GRADUATE STUDENTS OF STATE UNIVERSITY OF PADANG Roza, Veni
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 (282.277 KB) | DOI: 10.24036/ld.v3i1.7370

Abstract

This research dealt with deviations or errors of morphosyntax of grammatical categories which consist of structural properties and distributional properties of nouns, verbs, adjectives and adverbs made by the first semester English graduate students of State University of Padang (UNP) in writing their essays. It aimed at explaining what errors of morphosyntax of grammatical categories committed by those students in writing their essays. The subjects of this research were the first semester English graduate students of 2008/ 2009 academic year of UNP. There were 15 randomly selected students who took the course of Academic Writing as the subjects of the research. The instrument used was through a test with one administration where the lecturer asked the students to construct essays based on the topics given. The analysis of data was based on theories proposed by Payne (1997) describing morphosyntax, error analysis method by James (1998) and Scovel (2001). It was found out that deviations of morphosyntax of grammatical categories mostly occurred. First, in the mis-formation of verbs (54.45%) as a structural property that exhibits subject agreement and in the omission of verbs which serves as predicates of clauses as a distributional property. Second, in the misformation of nouns (32.07%) exhibiting number as structural property and in the omission of nouns as a distributional property which serves as heads of noun phrases. Third, in the misformation of adjective (8.33%) which exhibits predicative function; and fourth in the errors of omission suffix –ly in adverbs (5.05%) modifying verbs. The findings reveal that the use of correct morphosyntax of grammatical categories of the first semester English graduate students of 2008/ 2009 academic year of UNP in writing essays is low implication?
WORD AND SENTENCE PRODUCTION OF ELEMENTARY SCHOOL STUDENTS AT GRADE III, IV, AND V: A Case Study at SDN 09 Air Tawar Barat Padang Amri, Zul
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 (220.73 KB) | DOI: 10.24036/ld.v10i2.7430

Abstract

PRODUKSI KATA DAN KALIMAT SISWA KELAS III, IV, DAN V SEKOLAH DASAR:Studi Kasus Pada SDN 09 Air Tawar Barat PadangAbstractMost linguists, including psycholinguists, use oral (verbal) language as the data in their studies. This is caused by the ideas that language is a sound system. This study was different. It made use of the written work of the students of grade III, grade IV, and grade V of elementary school in Padang as the source of the data. The data were analyzed to see the differences and the development gained by the students at those grades. The result of data analysis shows that number of sentences and words produced by grade 4 students is lower than those  produced by grade 3 students. But grade 5 students can produce more sentences and words compared to the other two grades.  Dealing with kinds of sentences produced, it is found that the total number of verbal sentences and nominal sentences increase from grade 3 to grade 4 and to grade 5. On the other hand, the number of simple, complete, active, and positive sentences are lower at grade 4 but higher at grade 5. Good point from the students’ works is that the students can produce more complex sentences, complete sentences, and passive voice, at higher level. This indicates the progress they gain from grade 3 to grade 4 and to grade 5.Key words:  produksi, perkembangan, kata, kalimat, jenis kalimat AbstrakKebanyakan ahli bahasa, termasuk psikolinguistik, menggunakan bahasa lisan (verbal) sebagai data dalam penelitian mereka. Hal ini disebabkan oleh gagasan bahwa bahasa adalah system bunyi. Penelitian ini berbeda. Penelitian ini memanfaatkan karya tulis siswa kelas III, kelas IV, dan kelas V SD di Padang sebagai sumber datanya. Data dianalisis untuk melihat perbedaan dan perkembangan yang diperoleh siswa tersebut. Hasil analisis data menunjukkan bahwa jumlah kalimat dan kata-kata yang dihasilkan siswa kelas 4 lebih rendah dari pada siswa kelas 3. Tapi siswa kelas 5 dapat menghasilkan lebih banyak kalimat dan kata-kata dibandingkan dengan dua nilai lainnya. Terkait dengan jenis kalimat yang dihasilkan, ditemukan bahwa jumlah total kalimat verbal dan kalimat nominal meningkat dari kelas 3 ke kelas 4 dan ke kelas 5. Di sisi lain, jumlah kalimat sederhana, lengkap, aktif, dan positif lebih rendah di kelas 4 tapi lebih tinggi di kelas 5. Poin bagus dari karya siswa adalah bahwa siswa dapat menghasilkan kalimat yang lebih kompleks, kalimat lengkap, dan suara pasif, pada tingkat yang lebih tinggi. Hal ini menunjukkan kemajuan yang mereka dapatkan dari kelas 3 sampai kelas 4 dan kelas 5.Kata Kunci:  produksi, perkembangan, kata, kalimat, jenis kalimat 
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
TEACHING SPEAKING AND WRITING AT JUNIOR AND SENIOR HIGH SCHOOLS AS DEMANDED BY CURRICULUM 2013 Jufri, Jufri
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 (297.438 KB) | DOI: 10.24036/ld.v10i1.6329

Abstract

Speaking and writing are two productive language skills that should be taught by English teachers at junior and senior high schools in Indonesia as demanded by Curriculum 2013.  Based on the current syllabus, known as Kurikulum 2013, the teaching of speaking and writing at junior and senior high schools is based on genre or kinds of texts.  In this case, the students are provided with competences as stated in Core Competence   (Kompetensi Initi) and Basic Competence (Kompetensi Dasar) of the syllabus.  The objectives of speaking and writing classes are to enable the students to communicate based on the needed texts, such as transactional/interpersonal, functional and monologue texts. To gain this, a teacher should design a teaching model by selecting and using appropriate technique and teaching activities. The technique chosen will determine the teacher’s success and the students’ achievement in the class. The technique, however, is not sufficient to achieve the teaching objectives if the teacher does not prepare appropriate activities for the students. The teaching and learning activities will help the students to gain the needed competences as demanded by Kompetensi Dasar (basic competence) in the syllabus. For this purpose, in this paper the writer discusses about speaking and writing activities that can be implemented in the classroom. Key words: Competence, Curriculum 2013, Genre, Activities
RELATIONAL PROCESS IN THE NEWSPAPER OF THE JAKARTA POST EDITION OF FEBRUARY 2015 – JUNE 2015: A FUNCTIONAL GRAMMAR APPROACH Wanodyatama, Nike Puspita
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 13, No 1 (2019)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.745 KB) | DOI: 10.24036/ld.v13i1.104313

Abstract

In this research, researcher concerns with one of the language metafunctions only that is the representation clause. This research is entitled ‘Relational Processes in The Jakarta Post Newspaper’. This research attempts to investigate the usage of relational processes. Therefore, the method is used descriptive and the study is focused on verbs in the relational processes in the Jakarta Post. The research shows the relational process described as a relation set up between two entities. The English system operates with three main types of relation: intensive, possessive or circumstantial, and each of these comes in two distinct modes of being – ‘attributive’ and ‘identifying’. In conclusion, in the exploration study are found the types of verbs of attribution and the circumstance expressed by the verb. Moreover, the type of verbs attribution, verbs of identification and the circumstance is expressed by the verbs which can be glossed as perception of the attribute, verbs in attributive process clauses has to do with change, and some circumstantial meaning which is incorporated with the type of verbs.
STRUKTUR INFORMASI PADA KLAUSA BAHASA MINANGKABAU Sebuah telaah tipologi grammatical dan struktur informasi Jufrizal Jufrizal; Rusdi Rusdi; Lely Refnita
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 2, No 2 (2009)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (193.555 KB) | DOI: 10.24036/ld.v2i2.7360

Abstract

There are three types of clause in Minangkabaunese based on the typological analysis, namely: active, passive, and topicalization one. Accordingly, each clause has special information structure which makes they are different in communicating messages. This article tries to describe the types of clauses in Minangkabaunese based on typological analysis and then the discussion is continued in order to know the information structure in each clause. This article is derived and developed based on the result of a fundamental research conducted for the first year (2008) in West-Sumatra.
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.  
Developing Communicative Language Test for Vocational Senior High School Defrioka, Andri
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 (198.812 KB) | DOI: 10.24036/ld.v1i1.611

Abstract

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,
IMPROVING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXTS THROUGH COGNITIVE STRATEGY AT GRADE VII-2 OF SMPN 1 INDRA PRAJA TEMBILAHAN Etfita, Fauzul
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 7, No 2 (2014)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1487.828 KB) | DOI: 10.24036/ld.v7i2.10347

Abstract

This study aims to determine whether cognitive strategy can improve students' skills in writing descriptive text, and what factors affect the improvement of writing skills. This research is a classroom action research conducted in two cycles. Each cycle consists of four meetings. Each consists of plan, action, observation, and reflection. Participants in this study is as straight as the students of class VII-2 SMPN 1 Indra Praja Tembilahan totaling 22 students. The data of this study were collected through: (1) observation sheet; students, teachers, teaching steps (2) field notes (3) interviews, and (4) writing tests. This study found that the use of cognitive strategy can improve students' skills in writing descriptive text. The findings of this study indicate that there is an increase in the average score of students above the completeness criteria of a minimum of English subjects is 75. The factors that influence the skills of students in writing descriptive text are (a) reading material given to the students, (b) motivation students, and (c) teacher's approach to students. So it can be concluded that the application of cognitive strategy on the teaching of reading descriptive text can give positive results with the increase of students' skills in reading descriptive text.
PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS Hamzah, Hamzah; Ningsih, Kurnia
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 9, No 1 (2015)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (131.367 KB) | DOI: 10.24036/ld.v9i1.6257

Abstract

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

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