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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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PERAN PEMBACA DALAM MENULIS Rozimela, Yenni
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 (191.631 KB) | DOI: 10.24036/ld.v1i1.7351

Abstract

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. 
THE PRAISE OF PROSE IN ACHIEVING PARTICIPATORY ENGLISH LANGUAGE TEACHING (ELT) Al-Hafizh, Muhammad
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 4, No 1 (2010)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (188.304 KB) | DOI: 10.24036/ld.v4i1.7392

Abstract

There were great shifts in English Language Teaching (ELT) approaches and methodologies in recent years. At the same time, many researches occurred about the applications of teaching English as Second Language (ESL). It shows that, changes and innovations are something good in order to find a better pedagogic system and to be more professional in ELT. Sometimes, people resist new ways of looking, at least at the first, and it happened on ELT as well. This article is aimed at revealing ELT new ways of looking-to consider the beneficial factors of using prose in enriching interactive English language teaching into participatory English language teaching, whenever teacher and students are able to share power and come together in dialogue and mutual respect. It is considerable to reach the two components of English language pedagogy; cognitive abilities, and proficiency in English language. The writer is inspired by the thought of Shirley Brice Heath once said that “literature has no rival in its power to create natural repetition, reflection on language and how it works, and attention to audience response on the part of learners”. Teachers can use prose as a pivot in literature-based curriculum, around which curriculum revolves. In this article there will be five praiseworthy elements of prose as a pivot of participatory ELT that are going to be discussed; (1) prose is authentic, (2) prose can provide memorable contexts for the language, (3) prose illustrates appropriate language for specific situations, (4) prose links students to other cultures and subcultures, (5) prose presents topics for critical analysis, discussion, writing, and encourages performance.
Do Students Need Multimedia Based Grammar 3 Teaching Material? Fitrawati, Fitrawati; Oktavia, Witri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 11, No 1 (2017)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (240.45 KB) | DOI: 10.24036/ld.v11i1.8085

Abstract

This article presents a part of a study conducted to develop multimedia based teaching material for Grammar 3. It aims at describing needs and problems of students in learning Grammar 3 through a descriptive study. The data were gathered from the questionnaires distributed to the students who have taken Grammar 3 course. The result of the research conveys that 1) there is a gap between the objective of Grammar 3 course and the students’ achievement in the class, 2) students get the problems in understanding Grammar 3 due to inappropriate teaching materials used in teaching and learning process, and 3) the students need a multimedia based teaching materials to improve their understanding and achievement in Grammar 3 course.Key words/phrases:teaching material development, multimedia, need analysis, Grammar 3 APAKAH MAHASISWA MEMBUTUHKAN MATERI AJAR GRAMMAR 3 BERBASIS MULTIMEDIA?AbstrakArtikel ini merupakan salah satu bagian dari rangkaian penelitian pengembangan materi ajar Grammar 3 berbasis multimedia. Penelitian deskrptif ini bertujuan untuk mendeskripsikan masalah dan kebutuhan mahasiswa terhadap materi Grammar 3. Oleh karena itu, data dikumpulkan melalui kuesioner yang disebar kepada seluruh mahasiswa yang telah mengambil mata kuliah Grammar 3. Hasil penelitian menunjukan bahwa 1) adanya ketimpangan antara tujuan pembelajaran Grammar 3 dan kemampuan yang dikuasai mahasiswa; 2) mahasiswa mengalami kesulitan dalam memahami materi Grammar 3 karena kurang memadainya materi yang digunakan dalam proses belajar dan mengajar; dan 3) mahasiswa membutuhkan materi ajar berbasis multimedia yang dapat membantu meningkatkan pemahaman dan kemampuan mereka pada materi Grammar 3.Kata Kunci/frase: pengembangan materi ajar, multimedia, analisis kebutuhan, Grammar 3
MASALAH SISWA UNDERACHIEVER DAN PERAN GURU BIMBINGAN DAN KONSELING DALAM PENGENTASANNYA Lelono, Setyo
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 (417.31 KB) | DOI: 10.24036/ld.v5i1.9976

Abstract

The aim of the research is to disclose some aspects of underachiever students and the role of guidance teachers in handling the students problems. This study is classified into descriptive quantitative method. The underachiever student’s problems based upon each problemed field ranked from the most problems up to the least problems namely: (1) learning skill problems, (2) personal problems, 3) learning environment and socio-emotional problems, (4) lesson material mastery pre requirement problems and (5) medium of learning problems. Most of the underachiever student eventually have less learning motivation. The parents of underachiever student who are most of strata 1 graduates and civil servants. The role of guidance and counseling teacher is not yet optimal and not yet focus because they have no time for entering classes and the  ratio number of the guidance and counseling teacher is not equal with the number of the guided students.
SPEAKING – WRITING MODE: STRATEGIES IN TRANSFORMING SPOKEN AND WRITTEN LANGUAGE Maldin, Siska Amelia
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 7, No 1 (2013)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118.789 KB) | DOI: 10.24036/ld.v7i1.7255

Abstract

There is a tendency of cases in transforming spoken and written language. A current debate was proposed about the role. This debate derives from current phenomenon which shows evidence which is related with learner mastery in the particular skills. Some learners are able to produce spoken form of language fluently, however, when it comes to writing, it is seen that they find difficulties and get disturbance to put down ideas and elaborate the ideas into a good writing.  Hence, two questions arise. First, to what extent is the nature of spoken and written language? Second, what are strategies to help learners in transforming their spoken language to the written production? Therefore, this article is proposed to explain the nature of spoken and written language and present any strategies to help learners in transforming their spoken language into the written forms.
MEMAKNAI BUDAYA LOKAL DAN GLOBAL DALAM PENGAJARAN BAHASA ASING Suhaeb, Laelah Azizah S.
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 (248.02 KB) | DOI: 10.24036/ld.v3i2.7375

Abstract

Multicultural diversity in Indonesia has become an amazing icon for many other countries which feel envy with the cultural richness of the archipelago. Although the Indonesian culture constantly growing, our civilization must be maintained and kept. Foreign Languages has been recognized in formal and non formal education in Indonesia. Learning and teaching foreign languages is not easy because it does not just teach vocabulary and grammar but also teaches how and when language is used, or in other words, learning the language is also learning culture. Foreign language teaching materials should contain the local culture and the culture of the target language in balanced. Because of the language would be useful if it can be used where the language is required
THE POLITENESS OF ASSERTIVE SPEECH ACTS: SYNERGIZING THE LINGUISTIC POLITENESS DEVICES IN CONFLICT RESOLUTION COMMUNICATION Ali, Sopyan; Kristina, Diah; Sumarlam, Sumarlam
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 11, No 1 (2017)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.382 KB) | DOI: 10.24036/ld.v11i1.7708

Abstract

This article studies the realisastion of politeness assertive speech act on the  scholarly dialogue called Religious Freedom Project (RFP) at the Georgetown University, US. The primary data in this article is in the form of written data (document), which is the transcription of the RFP dialogues conversation. In addition to the supplementary data is the video record of the dialogues retrieved from Youtube.  The assertive SA in this study refer to the utterances that bind S to the truth of something he/she expresses. The result shows that there were found the use of six types of assertive speech acts that go hand in hand to reflect the Leech's Politeness Principles, among others the acts of admitting, informing, assuring, arguing, affirming, and reporting. Based on the basis of finding data from 137 speech acts of assertive type, it is concluded that in RFP dialogue, the politeness markers were classified into eight types referring House & Kasper’s, i.e.; hedging, understaters, downtowners, committers (both enhancers and reducers of S’s self commitment), agent-avoiders, intensifiers, overstaters, and politeness markers. Politeness devices or markers reflect a great deal and effect on the production of utterances force in the RFP, all of which were directed toward criticism.Keywords: politeness markers; assertive speech act; politeness maxims; dialogueKESANTUNAN TINDAK TUTUR ASERTIF: MENSINERGIKAN PENANDA-PENANDA SANTUN LINGUISTIK DALAM KOMUNIKASI KONFLIK RESOLUSI AbstrakArtikel ini mengkaji realisasi kesantunan tindak tutur asertif pada dialog lintas agama dan cendikiawan Religious Freedom Project (RFP) di Universitas Georgetown, Amerika Serikat (A.S).Sumber data utama dalam penelitian ini berbentuk data tertulis (dokumen), yaitu teks transkripsi dari video percakapan dan sumber data pendukung yaitu yang berbentuk video rekaman tuturan dialog lintas agama, Religious Freedom Project (RFP) diakses melalui situs portal YouTube. Kesantunan pragmatic dalam kajian ini merangkum pembahasan tentang penerapan maksim/bildal-bidal kesantunan Leech (1983) sebagai konsekuensi penggunaan tindak tutur (TT) asertif beserta indikator perangkat-perangkat santunnya (House & Kasper, 1981). Dalam dialog RFP ditemukan penggunaan enam jenis-jenis TT asertif dominan yang merefleksikan PS-Leech, yakni TT sub-mengakui, menginformasikan, meyakinkan, mengargumentasikan, mengafirmasi, danmelaporkan. Berdasarkan temuan data dapat disimpulkan bahwa dalam dialog RFP perangkat-perangkat santun diklasifikasi menjadi delapan jenis (mengacu taksonomi House & Kasper, 1981), yaitu perangkat berpagar (hedging), pengecil (understaters), penurun (downtowner), perujukdiri (committers, peningkat dan penurun komitmen diri), penghindaran (agent-avoiders), penguat tingkat rasa (intensifiers), dan pengujaran berlebihan (overstaters), perangkat santun (politeness markers). Perangkat santun sebagai elemen linguistic berpengaruh besar terhadap daya tutur dalam komunikasi dialog RFP, kesemuanya secara dominan diarahkan pada tuturan-tuturan mengkritisi.Kata Kunci/frase:  Penanda-penanda kesantunan; tindak tutur asertif; maksim kesantunan; dialog
PENINGKATAN KEMAMPUAN SPEAKING MELALUI MODEL “TRIPLE P” Ernati, Ernati
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 (216.676 KB) | DOI: 10.24036/ld.v2i2.3525

Abstract

This article aims at describing the improving of students’ speaking skills trough PPP model (Triple P model). This model can encourage the students to speak English in the teaching learning process especially in speaking class. This is indicated by the improvement of students’ creativity on teaching learning process in speaking class, their ability to express their own ideas, and their ability to interact or communicate with their friends.  This model covers three activities; presentation, practice and production. So, it is wise for the English teachers/lectures to consider implementing this “Triple P” model in teaching speaking. Key words/ Phrases: speaking, triple P model, English, presentation, practice, production
EDUCATIONAL VALUES IN TEXT STORIES RANDAI "MALANGGA SUMPAH" WORKSHOP BUSTAMI GROUP RANDAI BINTANG TAMPALO KENAGARIAN PADANG LAWEH DISTRICT SIJUNJUNG Syuriadi, Helki; Hasanuddin, Hasanuddin; Manaf, Ngusman Abdul
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 8, No 1 (2014)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (718.437 KB) | DOI: 10.24036/ld.v8i1.10342

Abstract

The pourpuse this study were to describe the values of education in Story script of Randai titled “Malangga Sumpah” written by Lukman Bustami. The research data was collected by qualitative data, The result of this study is four values of education values in randai script ”Malangga Sumpah” in  by Lukman Bustami there are believe and religious, integrity, caring, and honesty
CULTURE, ITS DIMENSIONS AND IMPLICATIONS TO THE TEACHING OF ENGLISH Rusdi, Rusdi
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 (250.987 KB) | DOI: 10.24036/ld.v10i1.6331

Abstract

Culture is an important aspect in learning a foreign language. This paper discusses three main conceptual issues: the concept of culture, its dimensions, and its implication to the teaching of English. In a broader sense, culture umbrellas arts, music, literary works, scientific findings, and other human beings’ creations. In a narrower sense, culture covers habits, customs, and social behaviours of a society. Four cultural dimensions: individualism, collectivism, high-context, and low-context are discussed. Deductive and inductive methods of reasoning are also discussed. In context of the teaching of English, culture is classified into local culture, foreign culture, and academic culture. Local culture refers to values and norms shared by the students who learn English as a foreign language. Foreign culture is the beliefs, norms, and values of the target language. Academic culture is the norms and values practiced in academic life. This paper strongly argues that the teaching of English as a foreign language should be based on local cultural values and norms. Language functions to express thoughts and culture. Therefore, English is used as an instrument to express thoughts and culture of learners who learn English. Keyword: culture, English language teaching, academic culture.

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