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Daerah istimewa yogyakarta
INDONESIA
LingTera
Published by Universitas Negeri Yogyakarta
ISSN : 24069213     EISSN : 24771961     DOI : 10.21831
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 11 No. 1 (2024)" : 5 Documents clear
Ideologies in outdoor public signs in Bali: A critical pragmatic and linguistic landscape study Widiatmika, Putu Wahyu; Sosiowati, I Gusti Ayu Gde
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.68427

Abstract

Outdoor public signs found in Bali contain ideologies and messages that can be mistakenly understood, potentially triggering conflicts.  This study aims to identify and analyze the underlying ideology and the language functions in outdoor public signs found in Bali from the perspective of critical pragmatics and linguistic landscape. The data of this study were outdoor public signs that contain power relation from government and private stakeholders. The data were collected through observation and photography. The data were analyzed through referential and pragmatic identity methods with descriptive-qualitative approach. The theories applied were Halliday's context of situation, Yule's speech act, Fairclough's critical discourse analysis, and Saussure's signifier and signified. The results show that outdoor public signs in Bali have underlying ideologies, such as ethnocentrism, xenocentrism, and ecologism. The language functions are directive, commisive, and expressive.  The ideologies represented by the language used can potentially cause conflicts as they may be sensitive to certain ethnic groups.  The findings highlight the significance of critically examining public signage to understand its influence in shaping social dynamics and potential for unintended consequences.
Constructivism-based pathways: Revolutionizing EFL writing instruction for adult learners Fitrianingsih, Ihtiara
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.70575

Abstract

In the ongoing pursuit of continuous pedagogical improvement, eclectic teachers find themselves inundated with a multitude of engaging approaches, methods, and techniques. The selection of these should ideally be based on informed pedagogy, with due consideration given to the particular needs of the learners. Through reflective self-inquiry , this paper aims to reveal how a thoughtful teacher reflects on her  everyday teaching practices in order to transform them into a more constructivist model of instruction by the stages of initiation, focus on the self, data collection, taking accountability, iterative reflection, and information generation. A description is provided of how the EFL writing classes taught by the author at Universitas Negeri Yogyakarta were managed. This is then confronted with some literature about andragogy and constructivist learning, providing a proposed model for improving future constructivist-based EFL writing instruction for adult learners. The constructivist approach to EFL writing proposed involves several key steps, from conditioning, collaborative inquiry, engaging feedback, work display, to reflective exam, all of which become comprehensive stages within one semester learning in writing courses.
Linguistics incivility in student: Lecturer communication on WhatsApp Rohali, Rohali; Tobing, Roswita Lumban; Perdi Rahayu, Siti
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.71319

Abstract

This research aims to identify (1) strategies of linguistic incivility used in student-lecturer communication, and (2) the aspects of speech acts used that represent linguistic incivility. The research analyzed data from six WhatsApp groups that include students and lecturers. The distributional method was used to analyze linguistic incivility representations and the identity method to analyze linguistic incivility strategies. The results demonstrated that the incivility strategies used include (1) respecting other people's time (34%), (2) asserting oneself (19%), (3) refraining from idle complaints (16%), (4) speaking kindly (9%), (5) listening (6%), (6) respecting even a subtle "no" (6%), (7) respecting others' opinions (6%), and (8) not shifting responsibility and blame (3%). Furthermore, students violated the rules of linguistic civility by these actions: initiating conversations without greetings, using excessive words, expressing personal complaints, conveying opinions impolitely, and shifting blame. Recognizing the importance of linguistic civility in student-lecturer communication is crucial for fostering respectful and productive interactions.
Students' preparation in IELTS Writing Task 1: How to write a summary of visual information Fitria, Tira Nur
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.59520

Abstract

The International English Language Testing System (IELTS) Writing Task  1 is used to test participants' ability to select and report main ideas, describe and compare data, identify trends in factual information, or describe a process. This research describes the types of questions in IELTS Writing Task 1 and how to write a summary of visual information usually in the form of a graph, chart, or diagram in IELTS Writing Task 1.  This research uses a descriptive qualitative approach. The analysis shows that IELTS Academic Writing Task 1 emphasizes graph interpretation and analysis. In this activity, verbal proficiency must be multiplied by the ability to comprehend and represent information as graphs (graphicacy). The provided information may be directly reflective of what we see (as in pictures or drawings) or more abstract, such as spatial (maps, plans, and diagrams) or numerical (charts, graphs, and tables) information (as in tables and graphs. There are several types of IELTS Writing Task 1, for example, pie charts, bar charts, bar graphs, line graphs, tables, maps, diagram processes, line and bar charts, also pie and bar charts. Each form of data visualization has its way of describing it.  To complete the IELTS Writing Task 1, participants are required to write a minimum of 150 words of writing or an essay. We can divide the number of words into 3 paragraphs (introduction, body, and conclusion) to make it easier to write an essay according to the data presented. The IELTS Writing Task 1 can be fairly challenging, particularly if we have not prepared. Overcoming these challenges requires good preparation, consistent practice, and a deep understanding of the IELTS format, structure, and requirements.
Examining lexical density of Bahasa Indonesia for foreign language learners (BIPA) textbook Putra, Rizky Anugrah; Aziz, Muhammad Fahruddin; Syamsuddin, Syamsuddin
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.67363

Abstract

Lexical density is often overlooked by authors of textbooks for foreign learners of the Indonesian language. However, the level of lexical density significantly influences the accessibility of reading materials for their intended audience. As developers of language teaching materials, particularly for the Indonesian language, lexical density must be considered to ensure the appropriateness of instructional materials at the appropriate level. Taking this issue into account, this study aims to evaluate the extent of lexical density in the instructional materials designed for teaching Indonesian to foreign learners, developed by the APPBIPA Central Sulawesi, at the BIPA 1 level or equivalent to CEFR level A1. To address this question, descriptive research with content analysis was conducted by analyzing the reading texts found in the textbook using the lexical density formula developed by Ure, and identifying the content word classes and their functions. Among the ten units analyzed, there were 36 reading texts that indicated that the ongoing development of this book still maintains a high level of lexical density, reaching 64.13%. This high lexical density is attributed to the differences in linguistic systems and the content of the instructional materials, which generally have a density in the range of 50-60%. This research shows that Indonesian language textbooks for non-native speakers still have high lexical density for beginner levels. Therefore, adjustments are needed based on the level and learning goals of the current BIPA curriculum.

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