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 adm. jakarta barat,
Dki jakarta
INDONESIA
Lingua Cultura
Published by Universitas Bina Nusantara
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 814 Documents
 57   58   59   60   61 
Representation of Gender Ideology in Indonesia Novels: A Study of The Reformation Era Novel Yulianeta Yulianeta; Siti Chamamah Soeratno; Juliasih Kusharyanto
Lingua Cultura Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v10i1.845

Abstract

This research was based on a phenomenon that gender ideology practiced by a society might be reflected in the production of literary work. Thus, even though a novel is known as an imaginative work, its content and gender ideology could not be detached from social reality. The aims of this research were describing the role and gender identity, the types of gender ideology, and the gender relationship issues in the Indonesia novel written during reformation era. Gramsci’s theory of hegemony and gender perspective helped to describe the problems presented in this article. The formal object of this research was elaborating gender ideology presented in four novels written by Indonesian authors during reformation era, namely Saman by Ayu Utami, GeniJora by Abidah El Khalieqy, Nayla by Djenar Maesa Ayu, and Tanah Tabu by Anindita S. Tayf. The research method implemented was library research. This research showed the variety of ideologies that occupy literature as the site of struggle among ideologies. The results of the research are the four novels represent the patriarchal ideology, familialism ideology, ibuism ideology, and general gender ideology. The four gender ideologies create domestication of the position and the role of women. The existence and the organization of the gender ideology are supported by masculine hegemony in Indonesian culture.
The Form and Function of Local Language in Directive Speech Act at A University in Central Sulawesi kundharu saddhono; Fatma Kasim
Lingua Cultura Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v10i1.848

Abstract

The aim of this research was to describe the local language form, function, and typical of it in the directive act at the university in Central Sulawesi. The method used in this research was descriptive qualitative in socio-pragmatics approach. The source of the data was gained from lecturers and students utterances in discourse lecture. The data collection used note taking. Meanwhile, the techniques of analyzing data were the interactive analysis that consisted of four steps, namely data collection, data reduction, data analysis, and verification or drawing the conclusion. The result of the research shows that the local language form in directive act consisted of imperative, interrogative, and declarative. The functions of local language in directive acts are the prohibitive function, suggestive function, requestive, and permissive function. The typical local language that used is characterized by regional language and its dialect.
The Effectiveness of Positive Feedback in Teaching Speaking Skill Arief Muhsin
Lingua Cultura Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v10i1.873

Abstract

The research was aimed at finding out the students’ responses and perceptions toward the corrective feedback given in teaching speaking activity. The research applied quantitative methods by sending questionnaires to 70 students. The students’ responses and perceptions for teacher’s corrective feedback indicated that students think their spoken error should be corrected. In addition, the students want their teacher focus more on. They also agree if their friends should correct their error. The most popular corrective feedbacks in teaching speaking are the explicit correction, elicitation, and repetition. They have an effective function in detecting the students’ mispronunciation and low accuracy and fluency. The other corrective feedback like implicit correction, recast, clarification request, and metalinguistic feedback are not favored because the percentage is lower than other corrective feedback. It indicates that not all of corrective feedback is effectively used in speaking.
A Study on The Completeness, Finite Verb Tense, and Voice of Coconut Research Abstracts muhartoyo muhartoyo
Lingua Cultura Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v10i1.879

Abstract

Abstract is a secondary source of scientific information which can help scientists to get the gist of relevant information needed for their study. Scientific article usually provides informative abstracts to facilitate readers to know the essential content of the article. The quality of an abstract depends on the accuracy and completeness of abstract components or elements. This research was intended to find out the completeness of abstract elements, finite verb tenses, and the voice of coconut research abstracts. A total of 34 abstracts from the last three-year issues of CORD journal were analyzed. The result of the analysis showed that there were two categories i.e. indicative abstracts (21%) and comprehensives abstracts (79%). The most complete informative abstracts consisting of 5 elements accounted for 23%, the informative abstracts with four elements had the highest amount which was 41%, and the informative/comprehensive abstracts with three elements had the least amount which is 15%. It can be concluded that most informative/ comprehensive abstracts contain four elements which are background (introduction), objectives, methodology, and result. Four tenses are usually used in abstract writing; they are simple present, simple past, present and past perfect tense. Both active and passive voices are used in writing abstracts.
Comparative Study on the Structures of Chinese and Korean Compound Words Zhai Xun; Yoo Eun Hee
Lingua Cultura Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v10i1.884

Abstract

The goal of the research was to compare the compound words in Chinese, an isolated language, and Korean, an agglutinative language. This research used library research. The researchers found that the main characteristics of the formation of Korean compound words were that the latter element was the central word. The method of word formation decided its lexical category. Moreover, most of the internal relationships of the compound words were connection and modification. While in Chinese, the endocentric compound noun decided the part of speech of the compound word, and could be the proceeding element or the latter element. Furthermore, Chinese contained no complicated morphological changes. It is concluded that Korean is a Subject–Object–Verb (SOV) language, where verb elements demonstrate a central feature of the compound verb are always a trailing part. Thus, there is no exocentric compound verb in Korean. By contrast, Chinese is a typical SVO language. When constituting the compound verbs, nouns or adjectives can function as the structural elements. Therefore, there is no permanent position for head words.
Adopting Intercultural Communication Issue in Teaching English Hussain Ahmed Liton
Lingua Cultura Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v10i1.910

Abstract

Cultural assimilation and intercultural awareness has been an important hub of modern language and communication studies, underlining a shift that reflects a greater significance of the inseparability of language and culture, and the need to prepare students for effective intercultural communication to thrive in a global work environment. A thriving global workplace requires effective communication skill across cultures in this era of globalization and mass migration. Under the tutelage of such backdrop, this article addresses the terrain of adopting intercultural awareness in EFL classroom teaching/learning and aims at linking culture with language in pursuit of excellence in borderless effective communication. The study, in other words, investigated the linguistic aspects that could be affected by certain cultural dimensions (e.g., beliefs, traditions, taboo words, habits, and norms, religion, social factors, etc.) in intercultural communication. This paper uses a questionnaire device to receive some university teachers’ self-reported feedback. This article maintains qualitative and quantitative research methodology. The analytical research result shows that in teaching English, it is necessary to incorporate and develop aspects of cross-cultural awareness as a part of course curriculum to immerse students in effective intercultural communicative competence (ICC).
The Assessment of English Teachers’ Ability to Write A Scientific Article in English Ardi Marwan
Lingua Cultura Vol. 11 No. 2 (2017): Lingua Cultura Vol. 11 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v11i2.915

Abstract

This article presented results of a study investigating several English teachers’ ability to write a scientific article. This was a qualitative research seeking to assess the scientific articles written by many English teachers. 25 English teachers who were currently pursuing the masters of education study at a university in Kalimantan were invited to become the research participants. The data were collected through the analysis of teachers’ articles and interviews with some of the teachers. The results reveal majority of the English teachers experienced difficulties producing articles ready to be published in good scholarly journals. Lack of scientific article writing experiences or practices and teachers’ English writing competence have been the major contributors of their inability to write good articles. This study, therefore, recommends the provision of relevant professional developments for English teachers to further improve their scientific article writing competence.
Increasing Students’ Reading Comprehension through Cognitive Strategies of Senior High School of Sidenreng Rappang Regency elihami elihami
Lingua Cultura Vol. 11 No. 2 (2017): Lingua Cultura Vol. 11 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v11i2.921

Abstract

This research was a quasi-experimental research at the objective of finding the increasing students’ reading comprehension achievement through cognitive strategies (rehearsal, organization, and elaboration). It also aimed to find the extent to which these cognitive strategies influence the students’ reading comprehension achievement. The subject of the research was the Senior High School of Sidenreng Rappang Regency consisting of 50 respondents of two classes from 11 schools in Sidenreng Rappang. Each class consisted of 25 respondents; one class was the control and another class the tentative one. The data were collected through the reading comprehension test in pretest and posttest, and the observation checklist during the teaching and learning process. The test consisted of 45 items of the test from three kinds of text (news item, descriptive, and narrative). The observation checklist consisted of four statements for rehearsal strategies, three statements for organization strategies, and one statement for elaboration strategy. The research findings show that the students’ reading comprehension is increased for both groups from pretest to posttest. The experimental group is higher than the control one (60,6 > 50,1) and the t-test is greater than the P-Value (0,05 > 0,007), which means that there is a significant difference after giving treatment to the experimental group. The application of cognitive strategies also positively influences the increasing students’ reading comprehension achievement. Thus, it is concluded that the use of cognitive strategies is useful to increase students’ reading comprehension in teaching and learning words.
The Effects of Multimedia Learning and Vocabulary Mastery on Students’ Japanese Reading Skills Haryono Haryono
Lingua Cultura Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v10i1.922

Abstract

The objective of this research was to determine the effects of multimedia learning and vocabulary mastery on students’ Japanese Reading skills which used two-way treatment experiment design. This research was conducted at The Japanese Language Program, Faculty of Humanities – UNSOED with 48 students as the sample. The method used in this study was an experimental method with treatment by level 2 x 2 design. The formulation of this research was the effect of Rosetta Stone and Tell Me More Japanese multimedia learning against Japanese reading skill and the effect of vocabulary (high and low) to the Japanese reading skills. The results of this study are students’ Japanese reading skills presented by “Rosetta Stone” is better than those presented by “Tell Me More Japanese”. There are any effects of interaction among multimedia learning and vocabulary mastery on students’ Japanese Reading skills. Besides that, students’ Japanese Reading skills who have high-level vocabulary mastery and presented by “Rosetta Stone” is better than those presented by “Tell Me More Japanese”. Then, students’ Japanese Reading skills who have low-level vocabulary mastery and presented by “Tell Me More Japanese” is better than those presented by “Rosetta Stone”.
Inaccuracy in Indonesian Subtitles of The King’s Speech Movie (2010) Dessy Burliani; Menik Winiharti
Lingua Cultura Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v10i1.923

Abstract

Movie subtitles is a product of translations, so the rules of translations must be followed. The research explored how translation mistakes in Indonesian subtitles of “The King’s Speech” Movie (2010) and distort the meaning of the original utterances. The data were the dialogues in English and their Indonesian translations. Qualitative method was applied in this research. The analysis was done by comparing the meaning of the original utterances and their Indonesian subtitles. It is found that the types of mistakes that mostly occurred in the Indonesian subtitles of the movie were ambiguity and omission mistakes. To avoid these mistakes, the context of the original utterance must be considered. In general, it can be concluded that accuracy in subtitling should be taken into account.

Page 59 of 82 | Total Record : 814

 57   58   59   60   61 

Filter by Year

2007 2025


Reset
Filter By Issues
All Issue Vol. 19 No. 2 (2025): Lingua Cultura (In Press) Vol. 19 No. 1 (2025): Lingua Cultura (In Press) Vol. 18 No. 2 (2024): Lingua Cultura (In Press) Vol. 18 No. 1 (2024): Lingua Cultura Vol. 17 No. 2 (2023): Lingua Cultura Vol. 17 No. 1 (2023): Lingua Cultura (In Press) Vol. 17 No. 1 (2023): Lingua Cultura Vol. 16 No. 2 (2022): Lingua Cultura Vol. 16 No. 1 (2022): Lingua Cultura Vol. 15 No. 2 (2021): Lingua Cultura Vol. 15 No. 1 (2021): Lingua Cultura Vol. 14 No. 2 (2020): Lingua Cultura Vol. 14 No. 1 (2020): Lingua Cultura Vol 14, No 1 (2020): Lingua Cultura (In Press) Vol. 13 No. 4 (2019): Lingua Cultura Vol 13, No 4 (2019): Lingua Cultura Vol 13, No 3 (2019): Lingua Cultura Vol. 13 No. 3 (2019): Lingua Cultura Vol. 13 No. 2 (2019): Lingua Cultura Vol 13, No 2 (2019): Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura Vol 13, No 1 (2019): Lingua Cultura Vol 13, No 1 (2019): Lingua Cultura Vol 12, No 4 (2018): Lingua Cultura vol. 12 No. 4 Vol. 12 No. 4 (2018): Lingua Cultura vol. 12 No. 4 Vol 12, No 4 (2018): Lingua Cultura vol. 12 No. 4 Vol 12, No 3 (2018): Lingua Cultura Vol. 12 No. 3 Vol 12, No 3 (2018): Lingua Cultura Vol. 12 No. 3 Vol. 12 No. 3 (2018): Lingua Cultura Vol. 12 No. 3 Vol. 12 No. 2 (2018): Lingua Cultura Vol. 12 No. 2 Vol 12, No 2 (2018): Lingua Cultura Vol. 12 No. 2 Vol 12, No 2 (2018): Lingua Cultura Vol. 12 No. 2 Vol 12, No 1 (2018): Lingua Cultura Vol. 12 No. 1 Vol. 12 No. 1 (2018): Lingua Cultura Vol. 12 No. 1 Vol 12, No 1 (2018): Lingua Cultura Vol. 12 No. 1 Vol 11, No 2 (2017): Lingua Cultura Vol. 11 No. 2 Vol. 11 No. 2 (2017): Lingua Cultura Vol. 11 No. 2 Vol. 11 No. 1 (2017): Lingua Cultura Vol. 11 No. 1 Vol 11, No 1 (2017): Lingua Cultura Vol. 11 No. 1 Vol 11, No 1 (2017): Lingua Cultura Vol. 11 No. 1 Vol 10, No 2 (2016): Lingua Cultura Vol. 10 No. 2 Vol. 10 No. 2 (2016): Lingua Cultura Vol. 10 No. 2 Vol 10, No 2 (2016): Lingua Cultura Vol. 10 No. 2 Vol 10, No 1 (2016): Lingua Cultura Vol. 10 No. 1 Vol. 10 No. 1 (2016): Lingua Cultura Vol. 10 No. 1 Vol 9, No 2 (2015): Lingua Cultura Vol. 9 No. 2 Vol. 9 No. 2 (2015): Lingua Cultura Vol. 9 No. 2 Vol. 9 No. 1 (2015): Lingua Cultura Vol. 9 No. 1 Vol 9, No 1 (2015): Lingua Cultura Vol. 9 No. 1 Vol 8, No 2 (2014): Lingua Cultura Vol. 8 No. 2 Vol. 8 No. 2 (2014): Lingua Cultura Vol. 8 No. 2 Vol. 8 No. 1 (2014): Lingua Cultura Vol. 8 No. 1 Vol 8, No 1 (2014): Lingua Cultura Vol. 8 No. 1 Vol 7, No 2 (2013): Lingua Cultura Vol. 7 No. 2 Vol. 7 No. 2 (2013): Lingua Cultura Vol. 7 No. 2 Vol. 7 No. 1 (2013): Lingua Cultura Vol. 7 No. 1 Vol 7, No 1 (2013): Lingua Cultura Vol. 7 No. 1 Vol 6, No 2 (2012): Lingua Cultura Vol. 6 No. 2 Vol. 6 No. 2 (2012): Lingua Cultura Vol. 6 No. 2 Vol 6, No 1 (2012): Lingua Cultura Vol. 6 No. 1 Vol. 6 No. 1 (2012): Lingua Cultura Vol. 6 No. 1 Vol. 5 No. 2 (2011): Lingua Cultura Vol. 5 No. 2 Vol 5, No 2 (2011): Lingua Cultura Vol. 5 No. 2 Vol 5, No 1 (2011): Lingua Cultura Vol. 5 No. 1 Vol. 5 No. 1 (2011): Lingua Cultura Vol. 5 No. 1 Vol 4, No 2 (2010): Lingua Cultura Vol. 4 No. 2 Vol. 4 No. 2 (2010): Lingua Cultura Vol. 4 No. 2 Vol 4, No 1 (2010): Lingua Cultura Vol. 4 No. 1 Vol. 4 No. 1 (2010): Lingua Cultura Vol. 4 No. 1 Vol 3, No 2 (2009): Lingua Cultura Vol. 3 No. 2 Vol. 3 No. 2 (2009): Lingua Cultura Vol. 3 No. 2 Vol 3, No 1 (2009): Lingua Cultura Vol. 3 No. 1 Vol. 3 No. 1 (2009): Lingua Cultura Vol. 3 No. 1 Vol 2, No 2 (2008): Lingua Cultura Vol. 2 No. 2 Vol. 2 No. 2 (2008): Lingua Cultura Vol. 2 No. 2 Vol. 2 No. 1 (2008): Lingua Cultura Vol. 2 No. 1 Vol 2, No 1 (2008): Lingua Cultura Vol. 2 No. 1 Vol. 1 No. 2 (2007): Lingua Cultura Vol. 1 No. 2 Vol 1, No 2 (2007): Lingua Cultura Vol. 1 No. 2 Vol 1, No 1 (2007): Lingua Cultura Vol. 1 No. 1 Vol. 1 No. 1 (2007): Lingua Cultura More Issue