Cordova Jurnal
Cordova Journal ISSN (P) 2302-3155, (e) 2714-5808 is a scientific journal published by UPT. UIN Mataram Language Development Center (P2B) which is focused on the realm of language and culture studies. Language studies include studies and research results in Indonesian, English, Arabic, and Sasak. Cultural studies include arts and culture and local wisdom.
Articles
111 Documents
<![CDATA[Tajribah al-Jami’ah al-Islamiyah al-Alamiyah fi Malayziya Fi Ta’Lim al-Lughah al-‘Arabiyah li al-Natiqin bi Gayriha ]]>
<![CDATA[Rahmah binti Ahmad H. Osman]]>;
<![CDATA[Adham Muhammad Ali Hamawiya]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 8 No. 2 (2018): Desember 2018 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v8i2.1607
<![CDATA[???????? ?? ??????? ??????? ??????? ?? ??? ?????????? ???????????? ???????? ??????? ?? ??????? ?????????? ???? ???????? ???????? ???????? ????????? ?? ??????? ???????? ?????????. ????? ????? ??????? ???? ?? ??????? ?? ????? ???? ???????. ?? ????? ?????? ?????? ???????? ?????? ?? ????? ?????? ??????? ??????? ???????? ???? ????? ?? ?????? ??? ??? ???? ????? ?????? ???????? ?? ???? ??????? ??? ????? ????? ??????? ?????? ??????? ?? ??? ??????? ????? ?? ??????? ???????? ??? ?? ??? ??????? ????????? ?? ???????? ??? ?? ???? ?? ?????? ????????? ?? ????? ??????? ?? ???????? ????? ??????? ???????????. ???? ?? ?? ??? ?? ????? ???? ??? ???? ??????? ?? ??????? ????? ??????? ??? ??????? ??????? ?????? ?????? ??????? ???? ?????? ????? ????? ????????? ?????? ??? ??????? ????????? ?????? ???????? ???? ??? ??? ????? ????? ????? ????????? ????? ????????? ??????? ????? ???????? ????????? ???? ???? ??????? ?????? – ????? ???????? ????????? ????????? – ?????? ?? ?????? ??????? ???????? ?? ????? ???????? ????????? ???? ??? ????? ?????? ??? – ?????? ?? ???? ???? – ??????? ????? ???? ??????? ??? ???? ???? ??????? ??? ???? ?????? ????? ???? ?? ??????????? ??? ???? ?? ???? ??????? ????? ????? ? ??? ?? ??????? ?????? ???????? ??????? ?? ??????? ??????????? ???? ?????? ???? ????? ??? ??????? ???? ?? ?? ??? ????? ?? ??? ??? ???? ????? ???? ??? ????? ?????? ?? ????????? ??? ?????? ??? ???????? ??????????? ?? ???? ??????? ???????? ??????? ???????? ???????????? ??? ?????? ?? ?????? ??????? ???? ???? ????.]]>
<![CDATA[Ta’lim al-Lughah al-‘Arabiyah fi Indunisiya: Al-Waqi’ wa al-Mustaqbal ]]>
<![CDATA[Lalu Ahmad Busyairi]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 8 No. 2 (2018): Desember 2018 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v8i2.1608
<![CDATA[???? ????? ??????? ?? ????????? ???????? ???????? ?????????? ??? ?? "????????" (Pesantren) ??? ???? ???? ?????? ???? ????? ?????? ???????. ??? ???? ??? ????? ????? ??? ??????? ?? ????? ????? ?????? ??????? ???? ?? ???? ??? "????? ?? ???? ????" ?????? ?? "????????" ?? ????? ????? ?????? ??? ?? ???? ????? ??????? ?? ?????? ??????? ??????? ??? ????? ?? ????? ????? ???????? ????? ???? ?? "????????" ??? "????????" ???? (???? ????) ?? ???? ?? "????????" ??????. ??? ????? ??????? ????????? ??????? (?????????????) ???? ???? ????? ???? ?????? ??????? ?? ????? ???? ??????? ??? ??????? ?? ????? ????????? ?? ????? ????? ??????? ?? ???? ??????? ??????? – ??? ???? ??????? ????????? – ?? ??????? ???????? ???????? ???????? ??????? ??????? ????? ??? ??????? ??????? ?? ???? ??????? ??? ????? ??????? ???????? ?????? ?? ????? ?????? ????? ???? ???????? ???????? ??????? ???????? ??? ???? ??? ?????? ??????? ????? ??? ??????? ????? ??????? ????? ??? ?????? ?? ??????? ???? ??????? ??? ?? ??? ????? ??????? ?? ????????? ????? ???????.]]>
<![CDATA[Al-Bayan ‘Inda al-Jahiz wa Murtakazatuhu al-Tadawuliyah ]]>
<![CDATA[Ouadeh Ahmed]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 8 No. 2 (2018): Desember 2018 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v8i2.1610
<![CDATA[?? ?? ?? ??????? ?????? ???????? ?????? ??? ????? ?????? ?????? ??? ????? ????? ??????? ?????? ??????? ??????? ???? ??????? ?????? ??? ?????? ?????? ?? ???????? ???????? ???? ????? ?????? ??? ??????? ????????? ???????? ???? ??????? ????? ???????? ???????? ????? ???? ???? ???????? ?? ?? ??? ????? ??? ???????? ???? ???? ?? ??? ??????? ??????? ?? ??? ??????? ?????????? ???????? ??????? ?????? ?????????? ????????? ??? ?????? ??? ??? ??????? ???????? ???? ?? ????? ??? ???? ????? ?????? ???? ??? ????? ????? ??????? ?????? ?????? ???????? ???????? ???? ??????? ???????? ???? ??????? ??? ?????? ?? ??????? ??????? ?? ????? ??????????? ???????? ????????? (competence pragmatique) ????????? ?????? (presupposition) ????? ????? (contexte) ??????? (I’ argumentation) ???? ??? ?? ???????? ????????????? ???? ????? ???.]]>
<![CDATA[THE OBSTACLES AND STUDENTS’ NEEDS: THE ANALYSIS IN LEARNING LISTENING FOR BEGINNER STUDENTS OF ENGLISH DEPARTMENT ]]>
<![CDATA[Arin Arianti]]>;
<![CDATA[Nurna ningsih]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 9 No. 2 (2019): Desember 2019 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v9i2.1483
<![CDATA[Listening is one of English skills that require attention and understanding. It uses our ears to receive sounds and our brain to convert idea into meaningful messages. It is essential for lecturers to have overall understanding on what listening is, why it becomes difficult for foreign language learners. This study aims to describe the students’ needs based on the obstacles faced by students in learning literal listening. Qualitative method was used in the study. The subjects of this study were first semester students of English Department in Veteran Bangun Nusantara University of Sukoharjo. The data was taken by observation, interview, and questionnaire. The findings show that beginner students need to enrich various listening texts in different context to gain information from many kinds of genres. It was related to listening problems faced by students. Lack of vocabulary and how words pronounced and also recognizing main points become obstacles for students in listening activities. Moreover, the ways of teacher to handle those needs must be more creative in providing materials and utilizing the technology equipment.]]>
<![CDATA[VISUAL GAME NOVEL ON READING CLASS: ENHANCEMENT OR USELESS WHEN IT USES IN THE EFL OF ESP CLASSROOMS ]]>
<![CDATA[Eny Kusumawati]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 9 No. 2 (2019): Desember 2019 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v9i2.1484
<![CDATA[Visual Games Novel (VGN) is effectively seen as a digital evolution books, with music, pictures, and occasionally even voice acting or movies. VGN mostly do not have a game play nor interaction outside of continuing the dialogue with a button press or make a decision even though the typical game drive the user do a lot. This activity applied in EFL reading class to enhance the students’ reading comprehension. Explicit instruction strategy is used to conduct this study, the aim of this qualitative study is to find out the students expressed and their perception toward VGN after being treated with an explicit strategy using VGN in one semester with 8 meetings. An -10 item with open-ended questionnaire which was followed by an in-depth interview. The data were obtained from examining the students’ perceptions towards the use of VGN in reading class. A total of 54 sophomore majoring in Mechatronics and Industrial Electronics Departmentsof an Indonesia state polytechnic (PoliteknikElektronikaNegeri Surabaya). The result showed that mostly students have positive attitudes respond towards VGN and they developed their integrative and instrumental motivation during the treatment.The pedagogy is that combining betweennatural and explicit vocabulary instruction is more effective in promoting reading comprehension to support the VGN. The language practitioners can rely on teaching reading, especially in ESP context, to help improve students’ comprehension in reading.]]>
<![CDATA[SIMBOL WALASUJI DALAM PESTA ADAT PERKAWINAN MASYARAKAT BUGIS DI SULAWESI SELATAN: KAJIAN SEMIOTIKA ]]>
<![CDATA[Firman Saleh]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 9 No. 2 (2019): Desember 2019 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v9i2.1565
<![CDATA[Walasuji memiliki simbol yang mengikat jalannya prosesi, masing-masing mempunyai makna yang tertanam dari simbol tersebut. Apabila kita memahami realita yang terjadi seperti sekarang ini pada masyarakat Bugis, pergeseran pemahaman makna walasuji telah menyebar secara meluas. Tentu saja gejala tersebut patut disayangkan terjadi, sehingga dibutuhkan pihak yang mampu mendorong pelaksanaan penelitian tentang pengungkapan makna simbolis yang terdapat dalam walasuji sebagai suatu tanda yang memiliki makna. Hal itu dianggap penting agar masyarakat tidak keliru dalam menjalankan adat perkawinan dengan menghadirkan pernak-pernik acara tanpa mengetahui maknanya. Hasil penelitian menunjukkan bahwa terdapat dua subtansi yang penting yakni dua ragam walasuji menurut sistem budaya perkawinan dalam masyarakat Bugis. Pertama yaitu walasuji Arung yang digunakan oleh kaum bangsawan, kemudian yang kedua yaitu walasuji sama yang digunakan oleh masyarakat pada umumnya atau non bangsawan. Walasuji beserta semua isinya secara semiotis memberikan makna perkawinan dalam masyarakat Bugis sebagai sebuah hubungan berupa ikatan perkawinan yang menyatukan dua keluarga sebagai tanggung jawab sosial berupa amanah sebagai umat manusia dalam melanjutkan regenerasi. Secara semiotik Walasuji mengandung nilai-nilai atau prinsip-prinsip hidup yang perlu ditanamkan dalam diri masyarakat, termasuk bagi yang melangsungkan perkawinan.]]>
<![CDATA[Contextual Teaching Learning (CTL) Approach towards Students’ Self Confidence in Learning English; does it have any Effect? ]]>
<![CDATA[Dedi Sumarsono1]]>;
<![CDATA[Saiful Amin]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 9 No. 2 (2019): Desember 2019 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v9i2.1576
<![CDATA[In teaching English Language, self-confidence is one psycological aspect that play crucial role for the students. Self-confidence is the positive power or willingness that has a good effect for students during conversation or discussion. Willingness is created when students clearly comprehend what to do and why. Optimism is a mental attitude, optimism is a form of positive thinking that includes the belief that you are responsible for your own happiness (Keller; 2010). To lift the students’ self-confidence in learning English, English language materials that based on the context or real world need to be used in the teaching and learning process. This paper is aimed at knowing the effect English language material which is based on contextual teaching learning towards students’ self confidence in learning English. To achieve this purpose, the students were taught using English language material which is based on contextual teaching learning before the speaking test was taken at the end. To analyze the data t-test was applied. The data analysis shows that students’ self confidence in learning English is improved but it doesn’t give significantly affect towards the students’ self-confidence.]]>
<![CDATA[HUBUNGAN BAHASA, SASTRA, DAN IDEOLOGI ]]>
<![CDATA[Ika Rama Suhandra]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 9 No. 2 (2019): Desember 2019 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v9i2.1613
<![CDATA[Bahasa, sastra, dan Ideologi adalah tiga terma yang tidak dipisahkan. Karya sastra apapun adalah merupakan produk bahasa. Sementara itu, di dalam setiap karya sastra terdapat ideologi. Di dalam ideologi terkonstruksi pandangan penulis yang mencakup pandangan hidup, nilai-nilai budaya, sosial, ekonomi, agama, dan lain sebagainya. Ideologi yang termuat dalam karya sastra memiliki tujuan diantaranya adalah menggugah pembaca agar mengikuti arah pikir penulis atau tendensi penulis. Inilah kemudian yang disebut dengan politik sastra atau proganda sastra. Dalam konteks disiplin ilmu, ideologi memang bukan istilah yang dimiliki oleh sastra namun lebih sering dipakai pada disiplin ilmu sosial dan politik serta diidentikkan dengan kekuasaan.]]>
<![CDATA[Id?rotu Tanf?dz al-Manhaj 2013 ‘Ala Ta’l?mi al-Lughah al-‘Arab?yat Bil-Madrasah Atsanawiyah al-Hukumiyah 1 Junghat Lumbuk al-Wustho ]]>
<![CDATA[Abdul Azis]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 9 No. 2 (2019): Desember 2019 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v9i2.1662
<![CDATA[???? ??????? ??? ?????? ?? ???????. ??????? ?? ?????? ?? ???? ??????? ?? ??? ???????? ??? ?????? ?? ????? ???? ?? ??????. ?? ????? ??????? ???????? ????????? ???????? ?? ?????? ??????? ?????? ??????? ????????? ???????. ???? ????? ??????? ???????? ???? ??? ?? ?? ??????? ????? ???????????? ??????? ????????? ?????????? ?? ???????. ?????? ??????? ??????? ??????? ????? ????????? ?????? ???????? ?????? ?????? ?????? ???????? ????????. ??? ??? ???? ?? ??? ?????? ??????? 2013 ?? ????? ?????? ?? ??? ??????? ???????. ????? ?????? ??????? ?? ?? ??? ??? ?????? ????? ??? ???? ????? ????????? ???? ???? ??? ?????. ?????? 2013 ??? ?????? ?????? ???? ?? ??? ??????? ??? ?? ??? 2013. ??? ?????? ?? ??? ????? ???? ???? ??? ?? ?????????? ???? ?? ??? ?????? ????.??? ??????? ?? ??? ?????? ???? ????? ????? ?? ??? ????? ? ????? ????? ? ?????? ?????? 2013 ??? ????? ????? ??????? ?? ???????? ???????? ???????? 1 ?????? ?????? ??????. ?????? ?????? ?? ??? ????? ??? ??????? ???????. ???? ???????? ?????? ???????? ????????? ????????? ??? ??????? ???????? ???????? ????? ?? ????? ????? ?????? 2013 ??? ????? ????? ??????? ?? ???????? ???????? ???????? 1 ?????? ?????? ??????. ??? ??? ????? ??? ????? ?? (1) ???? ????? ??????? ??? ?? ??? ????? ???????? (2) ??? ?? ?????? ?? ???????? ?? ?????? ?????? ??? ??? ??? ????????? (3) ??????? ????????? ??? ????? ?? ????? ??????? ????? ??????? ??? ???? 2013? (4) ??? ????? ?? ????? ????? ???????.]]>
<![CDATA[THE USAGE OF YOUTUBE VIDEO IN TEACHING ENGLISH FOR YOUNG LEARNER (TEYL) FOR SIXTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT ]]>
<![CDATA[Nurna ningsih]]>;
<![CDATA[Arin Arianti]]>
<![CDATA[ Cordova Journal : languages and culture studies Vol. 9 No. 1 (2019): Juni 2019 ]]>
Publisher : <![CDATA[The Center for Language Development, Mataram State Islamic University. ]]>
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DOI: 10.20414/cordova.v9i1.1773
<![CDATA[The objective of the research is to know the student’s mastery in using YouTube as teaching media while the students learn to be a peer teacher in TEYL. TEYL is Teaching English for Young Learner is one of the subjects that is taught for sixth semester students of English Department in Veteran Bangun Nusantara University of Sukoharjo. Students learnt to teach their friends as if their friends were young learner students by using many kinds of teaching Medias. Youtube video is the most favorite teaching media because it is easy to get by downloading it or just see it. Qualitative method was used in the study. The subject of the study was 6th semester students of English Department. The collecting data of the study were used observation, interview, and documentation. The observation was used in order to know students’ teaching mastery about YouTube as a teaching media. The interview used to know the students feel, inspiration of using YouTube, and the application of YouTube in class. The documentation itself were divided into three. First was video recording, second was note taking and third was pictures. While the data of the research was the script based on the video recording. Based on the research, the students used YouTube as teaching media with different treatment. 1. Collecting some videos in a PowerPoint the way to serve it to the other students, 2. YouTube video was combined with some written explanation in a PowerPoint, 3. the other students only used a video then played it as a teaching medium, 4. Students downloaded songs video from YouTube but it does not play in class but the students use the song by changing the lyric. Then the students sang it with the variation lyric they already made.]]>
