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Lingua Pedagogia

lingua-pedagogia
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Published by Universitas Negeri Yogyakarta

ISSN : - EISSN : 26852969 DOI : https://doi.org/10.21831/lingped

Core Subject : Education,

Languange, Linguistic, Communication & Media

Lingua Pedagogia adalah jurnal peer-review yang bertujuan untuk memajukan pengetahuan dan praktik di semua bidang pengajaran English as Foreign Language (EFL). Jurnal ini menerbitkan artikel dan ulasan buku empiris, teoretis, metodologis, dan berorientasi pada praktik yang mencakup topik-topik yang relevan dengan pengajaran EFL dua kali setahun. Pertimbangan khusus diberikan pada artikel empiris (berbasis penelitian) yang menggunakan metodologi kuantitatif, kualitatif, dan campuran.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 9 Documents

Search results for , issue "Vol 1, No 1 (2019): MARCH" : 9 Documents clear

Language Learning Strategies in English Language Learning: A Survey Study Astri Hapsari
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study

Developing a Framework of Media-Aided Descending-Ascending Repetition of Vocabulary Learning Suwarsih Madya
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Foreign language basic vocabulary learning for teenagers mostly belongs to verbal information learning, involving a lot of memorization and thus, necessary repetition. However, EFL teachers, particularly in the school observed, fail to pay attention to vocabulary learning at this stage due to limited time, which has resulted in low learning achievement. This action research was focused on developing a framework of media-aided fading repetition of vocabulary learning for purposes of mastery improvement. The research participants were two English language teachers, one teacher educator, and 32 students in a state junior secondary school of a medium ranking and size in Sleman District, Yogyakarta Special Territory, Indonesia. This school was selected considering the transferability of the findings. The study was conducted from January-May 2017 in three planning-action-observation-reflection cycles of repeating the learning of the target vocabulary in the process of developing an appropriate framework of media-aided fading repetition in the existing curriculum implementation. Data were collected through observation and testing. The results were of two types: (1) the intended framework, and (2) improvement in the following aspects: the increasing classroom atmosphere liveliness, students’ greater participation, students’ increasing scores, and the teacher’s awareness of the importance of repetition and variations of activities in vocabulary learning. Keywords: vocabulary, EFL, media-aided descending-ascending repetition

Syntactical Errors in Students’ Writing: A case study of multilingual classrooms in India Devi Hellystia
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

English is widely used as a tool for academic interaction in multilingual countries like India, however teaching English becomes very challenging particularly writing. Teachers have to face a heterogeneous group of students with a multilingual and multicultural background and they tend to bring their local languages and cultures which may affect their ability in English writing. There is an indication that the students insert patterns in their mother tongues when they are involved in writing activities. This paper deals with the syntactical errors found among multilingual learners from an Engineering college in Bhubaneswar, India. The tests were conducted for the undergraduate students who belonged to the 2nd and 4th semester. Written tests were conducted for 130 students in the form of passage and a written essay. The research finding showed that misordering is the highest error rate committed by students with a total percentage of 48%. It is followed by other findings they are, 24% of misformation, 8,2% of omission, and 20% of addition. Keywords: syntactical error, multilingual classrooms, multicultural

Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials Ella Wulandari
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.Keywords: curriculum, materials development, teacher’s knowledge

The Influence of Teachers’ Teaching Skills and School Organizational Culture on Students’Achievement Anisah Anisah; Agus Widyantoro
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

This research aims to investigate the effect of the teachers’ teaching skills and school organizational culture on the students’ learning achievement in English. The research was ex-post facto quantitative. The population comprised all Year VIII students of six SMPN’s in the District of Sintang. A sample of 260 students from six schools based on Krejcie and Morgan formula was established using the cluster sampling technique. The data were collected through Likert-scale questionnaires. The validity of the instrument was assessed in terms of content validity. The data were analyzed using the multiple linier regression analysis with two independent variables, anova test, and test of multiple linier regression analysis prerequisites (test of multicolinearity, heteroscedasticity, normality, and linierity). The results of the regression testing on the variable of teachers’ teaching skills show the coefficient β = 0.030, p 0.0001 (significant). The variable of school organizational culture shows the coefficient β = 0.014, p 0.0001 (significant). The effect of these two variables together showsR² = 0.155, Ftest = 23.593, p 0.0001 (significant). It is concluded that both teachers’ teaching skills and school organizational culture collectively have a significant effect on the English learning achievement. Keywords: teachers’ teaching skills, school organizational culture, English learning achievement

Education, Pedagogy, and Identity: The notion of historical, political, and sociopolitical experiences of Indonesia in educational research Wipsar Siwi Dona Ikasari
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Schooling and education are situated contexts to understand issues of identity, culture, representation, and agency (Giroux, 1996). Schools are shaped by specific cultural practices and values which reflect the norms of a particular society for which they have been developed (Hollins, 1996). For example, education and schooling in Indonesia is one of the situated contexts to scrutinize the concept of ‘Indonesian young girls’ and ‘Indonesian schoolgirls’ (Muthali’in, 2001; Blackburn, 2004; Smith-Hefner, 2005). Using the conceptual frameworks of gender, identity and schooling, the schoolgirls identify themselves of being Indonesian girls shaped by their ethnic and religious affiliations. The inextricable link between ethnicity and religion in Indonesia has been continuously shaped within the historical, cultural politics in Indonesia, from the ancient time, the Old Order, New Order, Reformation and Post-Reformation Era. Within the Indonesian context, religious values and social norms hold by the society is important because cultural development contributes to the image of Indonesia as a country (Junarsin, 2009). Keywords: Indonesian schoolgirls, academic achievement, identity, education

The Effectiveness of Using CIRC and CTL in Teaching and Learning Reading Comprehension Dian Ismawati; Sugirin Sugirin
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Teaching reading in secondary level is aimed at teaching for comprehension. Comprehension occurs when the reader extracts and integrates various information from the text and combines it with what is already known. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. When a person reads a text, he engages in a complex array of cognitive processes. In the teaching and learning process in SMP Negeri 1 Pecangaan, the teachers still dominate the activities. It emphasis on reading the text and then answers the questions based on the text and discussion to determine the correct answer. This is known as “Baca-Soal-Diskusi” technique (BSD). Concerned about the technique, the researcher thinks that the technique is not good enough. It can be seen that the students’ ability in understanding the text is not satisfactory enough. This research was aimed at describing(1) the difference of effectiveness between CIRC, CTLand conventional techniques and (2) which one is the most effective technique – CIRC, CTL, or conventional – in teaching and learning reading comprehension of grade VIII students of SMPN 1 Pecangaan.. This quasi experimental research used pretest posttest nonequivalent group design with teaching techniques as the independent variable and students’ reading comprehension as the dependent variable. The population of the research was the students of grade VIII of SMPN 1 Pecangaan in the academic year 2013/2014 with three classes were randomly chosen as the research sample. The data were gathered through pretest and posttest of students’ reading comprehension which were analyzed using Ancova continued by Scheffe test with the significance level of 0.05. The research results show that (1) There is a significant difference in the reading comprehension of the students taught using CIRC, that of those taught using the CTL, and that of those taught using the conventional technique with F = 3.68 and p = 0.03 (2) CIRC is the most effective technique among them with the sequence of effectiveness is CIRC followed by CTL and conventional technique. Keywords: CIRC technique, CTL technique, reading comprehension

“Digging Deep”: Using the Task Involvement Load Hypothesis to analyse textbooks for vocabulary learning potential Rachael Ruegg; Cherie Brown
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

In the process of vocabulary acquisition, the extent to which tasks require depth of processing, termed ‘task-induced involvement’ by Laufer and Hulstijn (2001), and the potential effects of this on subsequent vocabulary retention, deserve greater attention. Laufer and Hulstijn (2001) claim that when ‘need’, ‘search’ and ‘evaluation’ are required in order to complete a task, learners engage with words more deeply, thus optimizing potential for successful vocabulary retention. This study was designed to ascertain the extent to which tasks, in commonly used reading textbooks and integrated skills course books, induce ‘deep’ involvement with vocabulary, thus facilitating vocabulary retention. Tasks in 10 reading textbooks and 10 integrated skills course books were analysed in terms of the elements identified by Laufer and Hulstijn (2001). The results were then compared between the two types of textbooks in order to determine whether one is more effective than the other for vocabulary retention. The study found that the frequency of exposure to target vocabulary was insufficient for vocabulary acquisition. It was also found that many of the vocabulary activities investigated required little task-induced involvement, and more specifically, very few productive activities were found. Keywords: task-induced involvement, depth of processing, vocabulary acquisition, vocabulary retention, vocabulary learning

An Analysis on Reading Strategies based on Metacognitive Awareness and Gender Chandra Fauzi; Ashadi Ashadi
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

This article is based on survey research which sought to identify the reading strategies used by the first-semester graduate students and to reveal the most dominant strategies used by students of different gender. The participants of this study were first-semester graduate students (N = 43) of a state teacher college. A five-point Likert Scale questionnaire named SORS (Survey of Reading Strategies) was deployed to collect the data concerning the use of reading strategies. The findings demonstrated that the first-semester students were greatly conversant in reading strategies with overall mean score of 3.82 which means a high level of awareness. The first-semester students consecutively preferred Problem Solving Strategies to Global Reading Strategies or Support Reading Strategies eventhough all of these three subscales fell into highly-used strategy. Female students were found to use the strategies more frequently that their male counterparts did. Also, the results of individual reading strategies use revealed that both genders tended to reread the text and to circle or underline information in the text to help them understand what they read. However, pedagogical implications on the use of metacognitive strategies that would help students activate their higher order thinking skills in reading needs to be given attention. Keywords: reading strategies, metacognitive awareness, gender

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Nila Kurnia Sari

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+628112555976

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lingua.pedagogia@uny.ac.id

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Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta Jl. Colombo No.1 Kampus Karangmalang Yogyakarta 55281

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Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Nila Kurnia Sari

Contact Email nilakurniasari@uny.ac.id

Phone +628112555976

Journal Mail Official lingua.pedagogia@uny.ac.id

Editorial Address Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta Jl. Colombo No.1 Kampus Karangmalang Yogyakarta 55281

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Nila Kurnia Sari

Contact Email
nilakurniasari@uny.ac.id

Phone
+628112555976

Journal Mail Official
lingua.pedagogia@uny.ac.id

Editorial Address
Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta Jl. Colombo No.1 Kampus Karangmalang Yogyakarta 55281

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA