OKARA: Jurnal Bahasa dan Sastra
The journal publishes research papers in the field of linguistics, literature, and language teaching, such as fundamentals of ELT, the sound of the word of the language, structure, meaning, language and gender, sociolinguistic, language philosophy, history of linguistic, origin/evolution, experimental linguistics, phonology, syntax, endangered minority language, language and nature, the communicative strategy of teaching, linguistic anthropology, the psychology of language, field methods in linguistic, interactive of language teaching.
Articles
264 Documents
<![CDATA[DEVELOPING STUDENT’S WRITING ABILITY BY OFFERING VARIOUS TECHNIQUES ]]>
<![CDATA[Siti Azizah]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 7 No. 2 (2013): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v7i2.445
<![CDATA[Teaching writing is not only giving a topic, asking the students to write, and correcting the students’ tasks but it also means teaching students how to develop ideas and how to make improvements in the drafts in order to produce readable and understandable text for the readers. In other words, students’ writing ability is very much influenced by teacher’s role in class. Therefore, teachers should use purposeful and meaningful teaching strategy to help their students in developing their writing ability. This article describes the role of teacher and the use of various techniques in the process of students’writing.]]>
<![CDATA[THE EFFECTIVE TEACHING GRAMMAR ACTIVITIES WITH NO RESOURCES ]]>
<![CDATA[S. Sumihatul Ummah MS]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 7 No. 2 (2013): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v7i2.446
<![CDATA[Teaching grammar with no resources to be great challenge for many teachers because it is so difficult to be conducted. But there are many ways can be done by the teacher to teach grammar although resources unavailable. This article would like to explain kinds of effective activities in the teaching grammar with no resources. It can help the teachers who will teach grammar by using no resources. Besides that, it also proposes the procedure and variations of theme. Each activity is completed by level, language context of grammar, and age of the learners.]]>
<![CDATA[ANOTHER ALTERNATIVE IN TEACHING ENGLISH: A Theoretical Perspective ]]>
<![CDATA[Abd. Ghofur]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 7 No. 2 (2013): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v7i2.447
<![CDATA[The objective of this written, actually, going to show that literature is a good way to deliver a language learning, in this case leaners could comprehend the language itself by literature as medias of teaching. In this case, of one the literature that could use as a technique to teach language, especially English is drama. Drama can foster skills such as reading, writing, speaking and listening by creating a suitable context. Drama is a powerfull language teaching tool that involves all of the students interactively all of the class period. Drama can also provide the means for connecting students’ emotions and cognition as it enables students to take risk with language and experience the connection between thought and action. Teaching English as a foreign language inevitably involves a balance between receptive and productive skills; here drama can effectively deal with this requirement. Through drama, a class will address, practice and integrate reading, writing, speaking and listening. Drama also fosters and maintains students’ motivation, by providing an atmosphere which is full of fun and entertainment. In so doing, it engages feelings and attention and enriches the learners' experience of the language.]]>
<![CDATA[HOW TO DISCLOSE POWER IN TEACHER TALK (A Critical Approach) ]]>
<![CDATA[- Aswandi]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 7 No. 2 (2013): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v7i2.448
<![CDATA[Cara untuk mengungkap kekuasaan (potensi untuk mengendalikan orang lain) seorang guru dalam kelas dilakukan dengan menganalisis percakapan guru dalam proses belajar mengajar. Model pendekatan yang bisa digunakan adalah dengan menerapkan pendekatan analisis wacana kritis, model kognisi social yang dikemukakan oleh van Dijk. Tulisan ini bertujuan untuk mendiskripsikan cara melakukan penelitian model kognisi social tersebut, untuk mengungkap kekuasaan yang terkandung dalam percakapan (wacana) guru di dalam kegiatan pembelajaran di kelas. Untuk menerapkan model ini peneliti menggunakan tiga demensi, yakni dimensi teks, dimensi kognisi sosial dan dimensi konteks sosial. Dalam dimensi teks terdapat tiga struktur teks yang analisis yaitu macrostructure (makna global teks atau topik), superstructure (kerangka teks) dan microstructure (makna local teks). Untuk kognisis sosial yang dianalis adalah kondisi mental dari pembuat teks tersebut. Analisis ini dilakukan dengan menganalisis pengetahuan, sikap dan ideology guru. Dalam konteks sosial yang dianalisis adalah kekuasan yang tercermin dalam jenis kekuasaan dan akses yang dimiliki oleh guru.]]>
<![CDATA[PENELITIAN PENGEMBANGAN DALAM PEMBELAJARAN BAHASA ARABi ]]>
<![CDATA[Moh. Ainin]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 7 No. 2 (2013): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v7i2.449
<![CDATA[Tulisan ini akan membahas tentang bagaimana model penelitian pengembangan dalam pembelajaran bahasa Arab. Selain membedakan penelitian dan penelitian pengembangan pendidikan, penulis juga menguraikan urgensi penerapan model penelitian ini dalam pembelajaran bahasa Arab. Dengan jenis produk yang berupa alat peraga, media pembelajaran elektronik, bahan ajar, model pembelajaran, instrumen assessment, dan produk pembelajaran berbasis komputer, ada usaha untuk membangkitkan minat para peneliti muda untuk melakukan model penelitian ini dan mengembangkan temuan atau produknya demi kemajuan pembelajaran bahasa Arab ke depan.]]>
<![CDATA[سيكولوجية تدريس مهارة الكلام ]]>
<![CDATA[- Roviandri]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 7 No. 2 (2013): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v7i2.450
<![CDATA[Berbicara dalam Bahasa Arab pada semua tingkatan sekolah. Secara jelas diakui bahwa keterampilan menyimak ( الاستماع ) menempati urutan awal menurut prioritas, disusul oleh keterampilan berbicara ( , ( الكلام / المحادثة kemudianmembaca ( القراءة ) dan terakhir menulis ( الكتابة ). Makalah ini juga menginformasikan sistimatika psikologi pengajaran keterampilan berbicara dalam bahasa Arab yang diawali proses dari sebuah ketrampilan berbicara, jenis-jenis kegiatan pembelajaran keterampilan berbicara, hal penting yang harus diperhatikan dalam proses pembelajaran keterampilan berbicara. Kesalahan-kesalahan yang terjadi pada pembelajaran keterampilan berbicara serta cara menanggulangi beberapa kesalahan tersebut. Informasi pada makalah ini diharapkan dapat menjadi bahan perbandingan terhadap apa yang telah dilaksanakan atau sementara dilaksanakan pada pengajaran keterampilan berbicara dalam bahasa Arab.]]>
<![CDATA[TEACHING READING USING MAGAZINE ]]>
<![CDATA[Henny Uswatun Hasanah]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 7 No. 2 (2013): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v7i2.451
<![CDATA[Teaching is a process of communication. It has to be created through the way of teaching and exchanging the message or information by every teacher and student. The message can be knowledge, skills, ideas, experiences, and many others. Through the process of communication, the people can receive the message or information. To avoid misunderstanding in the process of communication, media are needed in the process of teaching. Magazine can be other alternative as reading material in the classroom. Magazine as reading material has appeal for the students. To make the students get information from magazine, the teacher can ask the students to observe table of content and giving the students training to use it. Like, what is done on text book. Distinguishing informative reading material with fictive reading, important to know students in reading magazine. Like analyzing advertisements to detect propaganda.]]>
<![CDATA[A STUDY OF SIGNS: The Political Advertisements in Presidential Election Campaign of Indonesia 2014 based on the Peirce’s Theory ]]>
<![CDATA[Henny Uswatun Hasanah]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 8 No. 1 (2014): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v8i1.452
<![CDATA[In general election especially presidential election, it will have a special thing like in using advertisements for doing a campaign. In 2014, Indonesia has two candidates for becoming the first position as president and vice president. It is interested in analyzing the signs of advertisements that becomes their personal branding using semiotics analysis. This paper focuses on Peirce’s theory that is related to the signs which are able to be defined as three categories; Icon, Index and Symbol. There are many signs in personal branding of each candidate such as Prabowo-Hatta has a nationalist enthusiasm for Indonesia. Then, Jokowi-JK has an eternal spirit for working. Of course, the analysis is interested in analyzing to know more the meaning of signs because it is able to be an effective to use in campaign for getting many voters in a polling day. Therefore, as society has to be critical in this thing for choosing the right man as president and vice president of Indonesia.]]>
<![CDATA[ظاهرة النحت في اللغة العربية قديماً وحديثاً ]]>
<![CDATA[Iswah Adriana]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 8 No. 1 (2014): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v8i1.453
<![CDATA[Setiap bahasa mempunyai hubungan yang sangat erat dengan penuturnya. Begitu pula yang terjadi dalam perkembangan bahasa Arab. Teori perkembangan bahasa menganggap bahwa perkembangan bahasa sangat terpengaruh oleh lingkungan di mana bahasa berkembang. Interaksi suatu bahasa dengan bahasa lain dapat melahirkan wujud baru yang tidak ditemukan sebelumnya. Demikian pula yang terjadi dalam An-naht ini. An-naht merupakan cabang isytiqaq dalam pembentukan kata baru untuk makna yang baru pula. Tuntutan membuat An-Naht di zaman modern semakin meningkat, khususnya setelah bangsa Arab mulai mentrasfer sejumlah ilmu pengetahuan ke dalam bahasa Arab. An-Naht merupakan langkah kreatif meringkas dan mempermudah pengucapan serangkaian kata. Bentuk an-Naht secara sepintas mempunyai kemiripan penyingkatan dalam bahasa Indonesia (Akronim). Makalah ini akan mengungkap fenomena pembentukan kata dengan menggunakan an-Naht sebagai bagian dari isytiqaq , baik itu dilihat dari definisi, tujuan, cara pembentukan, dan macam-macamnya pada masa kuno dan modern.]]>
<![CDATA[A STUDY OF ERROR ON ENGLISH SPEECH USED BY THE RADIO ANNOUNCER AT BRASS FM KEDIRI ]]>
<![CDATA[Rino Sardanto]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 8 No. 1 (2014): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v8i1.454
<![CDATA[Error is violation from the rule of English grammar. The purpose of this study is to describe the kinds of errors and to calculate the frequency of occurrences of the types of errors made by the announcer at Brass FM Kediri. The data in this study were obtained from the English conversation program at Brass FM Kediri. The data was collected by doing 2 week observation to investigate the process of English conversation between announcer and participants of Brass FM in English Corner program. The researcher used the recording to know the errors of English speaking made by the announcer. The errors found were analyzed using Surface Strategy Taxonomy from Dulay (1982) and were classified into errors of omission, errors of addition, errors of misformation, and errors of disordering. Based on the analysis, it is show that highest frequency of occurrence of the types of errors is misformation with the percentage 47.92 %, omission with the percentage 33.33 % then followed by addition with the percentage of 16.67%, and the last percentage disordering 2.08%. From the data above that the announcer still makes errors in using grammar especially in the use of plural –s/-es, pronoun and to be. Based on the result of the study, it can be concluded that the announcer of radio Brass FM in English Corner still has many problems in using grammar in conversation on English broadcast. It suggests that the language learner must study more about English grammar and not forget to pay attention the punctuation, conjunction, preposition and any kinds of tenses to make of English grammar mastery.]]>
