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INDONESIA
LINGUA: Jurnal Bahasa dan Sastra
Published by Universitas Sriwijaya
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue " Vol 15, No 1 (2014)" : 8 Documents clear
Developing Interactive Multimedia with Local-Content-Based Narrative Texts for Grade Eight Pitaloka, Nova Lingga
LINGUA: Jurnal Bahasa dan Sastra Vol 15, No 1 (2014)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

Visually literate persons are able to understand, to create and to use images as a means of expression and communication. Understanding the elements, the meanings, and the natures of visual images may lead visually literate persons to be able to use the images for the purpose of teaching English. Integrating the visualimages in the steps of teaching learning process may create better learning atmosphere that trigger the students higher achievement. This paper is aimed to elaborate the nature of visual literacy and the integration of visual literacy component in teaching English.
Entertaining Impoliteness in Indonesia Lawak Klub: A Metaphor of Sport Games Murni, Sri Minda
LINGUA: Jurnal Bahasa dan Sastra Vol 15, No 1 (2014)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

Studies have shown that impolite utterances are very often used by a speaker to get power over his/her addressee. They also have proved that impoliteness is used by a speaker to entertain his/her addressee. These studies have found out that power and entertainment serve as two distinct effects in linguistic impolitenessstudies. This article presents a simultaneous effects of power and entertainment through the use of impolite utterances in Indonesia Lawak Klub (ILK). The finding shows that impolite utterances are used by comedians to get power over another (comedians) in their goal to entertain the audience. It implies that power and entertainment can be targetted at the same time through impolite utterances.
An Analysis of Local and Target Culture Integration in English Textbooks Sorongan, Dian Anggraini; Susanti, Rini; Syahri, Indawan
LINGUA: Jurnal Bahasa dan Sastra Vol 15, No 1 (2014)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

This study aimed to find out the percentage of local culture integration and target culture integration in the selected English textbooks for senior high school “English Zone” and ”Interlanguage”. This research design was a content analysis with 1487 paragraphs and 638 pictures as the study data. The procedure of analyzing the data started by classifying the data into local or target culture division then it was analyzed based on Byrams cultural content checklist (1993) while the pictures were simply classified into local culture or target culture. The result of the analysis was made in the form of percentage. The results show that for analysis of the paragraph, the percentage of local culture integration in English Zone is 31,23 % and in Interlanguage is 9,6 % meanwhile the percentage of target culture integration in English Zone is 10,17% and in Interlanguage is 11,02%. For the picture analysis, the percentage of local culture integration in English Zone is 6,43 % and in Interlanguage is 18,2% meanwhile the percentage of target culture integration in English Zone is 12,41% and in Interlanguage is 20 %.
How Can Visual Literacy Support English Language Teaching? Suryanto, S.
LINGUA: Jurnal Bahasa dan Sastra Vol 15, No 1 (2014)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

Visually literate persons are able to understand, to create and to use images as a means of expression and communication. Understanding the elements, the meanings, and the natures of visual images may lead visually literate persons to be able to use the images for the purpose of teaching English. Integrating the visual images in the steps of teaching learning process may create better learning atmosphere that trigger the students higher achievement. This paper is aimed to elaborate the nature of visual literacy and the integration of visual literacy component in teaching English.
Pengembangan Modul Pembelajaran Menulis Puisi Berdasarkan Pendekatan Stilistik untuk Siswa SMA Roselina, R.
LINGUA: Jurnal Bahasa dan Sastra Vol 15, No 1 (2014)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

Penelitian ini bertujuan untuk mengembangkan produk bahan ajar yang berbentuk modul, yaitu Modul Pembelajaran Menulis Puisi Berdasarkan Pendekatan Stilistik untuk Siswa Kelas X SMA. Penelitian ini menggunakan metode research and development dengan mengadaptasi model pengembangan Jolly dan Bolitho. Untuk kelayakan bahan ajar, dilakukan validasi ahli dan uji lapangan terbatas. Validasi dilakukan terhadap kelayakan penyajian, materi, kebahasaan, dan kegrafikaan oleh dosen dari Prodi Pendidikan Bahasa Indonesia PPS Unsri. Data dalam uji lapangan terbatas diperoleh melalui tes tertulis, yaitu tes berbentuk pilihan ganda dan tes menulis puisi. Subjek dalam uji lapangan ini terdiri atas 30 orang siswa kelas X SMA Negeri 7 Palembang. Hasil tes mengidentifikasi unsur bentuk puisi memperlihatkan peningkatan dari nilai rata-rata 55,00 menjadi 81,50 (selisih 26,50). Hasil tes menulis puisi juga menunjukkan peningkatan dari nilai rata-rata 64,60 menjadi 80,90 (selisih 16,30). Dengan demikian, modul hasil pengembangan peneliti layak digunakan untuk siswa kelas X SMA Negeri 7 Palembang.
Students Reading Habit, Writing Interest, and Translation Ability on Indonesian Contextual Phrases Ridhwan, Moehamad
LINGUA: Jurnal Bahasa dan Sastra Vol 15, No 1 (2014)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

This study was aimed to find out if the students reading habit and writing interest had a significant correlation as well as gave a significant contribution to their translation ability on Indonesian contextual phrases. One hundred and seventy students of Sriwijaya University, PGRI University and state polytechnic of Sriwijaya took part as the samples. To estimate the correlation among the variables, a quantitative research method including a Pearson Product-Moment Correlation and Multiple Regression were used. The result showed that the correlation between students reading habit and their translation ability on Indonesian contextual phrases was 0.082 with the significant level of 0.287 which meant no significant correlation. The correlation between students writing interest and their translation ability on Indonesian contextual phrases was 0.109 with the significant level of 0.159 indicating also no significant correlation. When both students reading habit and writing interest were combined, the contribution to their translation ability on Indonesian contextual phrases was only 1.4% (R2 0.014) which was too little to be considered significant. Some qualitative explanations for the unexpected results were offered and the implications of the findings were accounted for.
The Effects of Metacognitive Strategy Instruction and Self-efficacy on Students Listening Achievement Kurniawati, K.
LINGUA: Jurnal Bahasa dan Sastra Vol 15, No 1 (2014)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

Listening is a demanding skill for the EFL learners and it often demotivates them to learn English. Therefore, the writer was interested in doing an experimental research on listening. This study aimed at investigating (1) a significant interaction effect of Metacognitive Strategy Instruction (MSI) and self-efficacy (SE) on listening achievement (LA) of the students, (2) a significant difference in the students LA after being taught by using MSI, and (3) how much each aspect of listening contributed to the students LA. Purposive sampling technique was used to determine 50 samples from 100 students. The data were analyzed by using twoway anova, paired sample t-test, independent t-test and stepwise regression. The results showed that (1) there was no significant interaction effect of MSI and SE on LA of the students who were taught by using MSI, (2) there was a significant effect in LA of the students scores in pre- and posttest within group after being taught by using MSI. The independent t-test analyses resulted a significant mean difference of LA (14.400, t-value 6.707, (3) the aspects of Ability to Discriminate between Distinctive Sounds contributed 40%, Recognizing Keywords 21.6%, Main Ideas 13.3%, Inference 13.1%, and Identifying Details 12.1%, to the students LA. In conclusion, MSI significantly affected LA of the students without being moderated by SE.
Using Authentic and Simplified Texts with SQ3R in Teaching Vocabulary and Reading Soma, Robi
LINGUA: Jurnal Bahasa dan Sastra Vol 15, No 1 (2014)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract

The objectives of the study were to find out whether or not (1) there was a significant increase of students achievement in vocabulary and reading literacy after they were taught using SQ3R with authentic texts and simplified texts (2) there was any significant difference in the students achievement in vocabulary and reading literacy between the students who were taught using SQ3R with authentic texts and simplified texts, and (3) there was a significant interaction of authentic texts and simplified texts toward reading literacy and vocabulary mastery of the students who were high and low achievers. Factorial experimental design was used in this study because this study involved two parallel groups which became experimental group 1 and 2. The population of this study was 56 six semester students of Jambi University in the academic year 2012/2013. In selecting the sample, TOEFL ITP was administered to the population. The students were categorized into high and low achievers based on the score. 56 students from the two classes were selected as the sample; 16 students were high achievers and 40 students were low achievers which were distributed equally to the two experimental groups. In collecting the data, tests (pre and post-test) were used to both groups. The data of the test results were analyzed using t-test in SPSS 15. The result of independent sample t-test analysis showed that there was no significant difference in students achievement of vocabulary and reading literacy between both experimental groups as well as level of achievement for both high and low achievers.

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