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THE USE OF DISCOURSE MARKERS AS AN INTERACTIVE FEATURE IN SCIENCE LECTURE DISCOURSE IN L2 SETTING Akhyar Rido
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract: The objective of this research is to investigate the function of discourse markers as an interpersonal-interactive feature in a science lecture in second language (L2) setting in Malaysia. This research employs qualitative method while the data are gathered through non-participant observation and video-recording. From the findings, there are various discourse markers found. Macro markers signal the transition of the moves and indicate a shift of one topic/sub-topic to another topic/sub-topic. Meanwhile, micro markers signal the internal or ideational relations within sentences. In conclusion, the use of discourse markers will help students to comprehend a lecture.
CHARACTERISTICS OF CLASSROOM INTERACTION OF ENGLISH LANGUAGE TEACHERS IN INDONESIA AND MALAYSIA Rido, Akhyar; Sari, Fatimah Mulya
International Journal of Language Education Vol. 2, No. 1, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (689.861 KB) | DOI: 10.26858/ijole.v2i1.5246

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This study investigates characteristics of classroom interaction of English language teachers in Indonesia and Malaysia, focusing on language accuracy and classroom discourse. A qualitative method was employed in this study while the data was gathered through observation of six teaching sessions of English language teaching in secondary schools, involving three selected Indonesian teachers and three selected Malaysian teachers. The findings reveal that all teachers performed two characteristics of classroom interaction namely language accuracy and classroom discourse. In teachers’ language accuracy, the Indonesian and Malaysian teachers delivered pronunciation, vocabulary, instructions, questions, explanations, eliciting information, use of L1, and correction of language errors. They also applied monologue, dialogue, restructure discourse, fill gaps for students lack of language, use of L1/L2 both teachers and students, accepting incomplete answers from students, and accepting one word answers. These categories improved the quality of teacher-student and student-student interaction. Therefore, the findings might be implemented more widely to enrich both Indonesian and Malaysian English language teachers.
Why They Act The Way They Do?: Pedagogical Practices of Experienced Vocational English Language Teachers in Indonesia Rido, Akhyar
International Journal of Language Education Vol. 4, No. 1, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (596.476 KB) | DOI: 10.26858/ijole.v4i2.9935

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This study was aimed at revealing pedagogical practices of experienced vocational English language teachers, focusing on their lesson planning as well as teaching and classroom management practices, and to understand why they act the way they do. Data were collected through interviews with 5 selected experienced vocational English language teachers and 28 sessions of observations. The results indicated that, in terms of lesson planning practices, they designed potential lesson content from various sources, identified specific linguistic goals, and made appropriate decisions about time sequencing. In terms of teaching practices, they employed a wide variety of techniques (scaffolding, discussion, games, presentation, writing/drawing, and individual task), focused on speaking skills, used handouts, and utilized colourful markers and whiteboard. In terms of classroom management practices, they organized students into groups/pairs, moved around the classroom, arranged classroom in traditional way, addressed misbehaviour, and gave reward and punishment. The pedagogical practices were able to promote effective learning and give positive impact on the students’ behaviour. The results of this study can be used by relevant stakeholders as one of the platforms to understand the current pedagogical practices of experienced vocational English language teachers in Indonesia.
WHAT IS NEWTON’S LAW OF INERTIA?: THE USE OF QUESTIONS IN SCIENCE LECTURES Akhyar Rido
LITERA Vol 18, No 2: LITERA JULI 2019
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v18i2.21948

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An inability to recognize discourse structure is seen by applied linguists as one of the main problems of non-native speaker students in understanding science lectures in English. In this circumstance, the use of interactive discourse structure like questions is salient as it is likely to aid comprehension. This research investigated the use of questions in science lectures in English in a university in Malaysia. By using conversation analysis (CA), a science lecturer was selected, video-recorded, and interviewed during two formal teaching hours. The findings show that the lecturer used a large quantity of display and referential questions. Display questions, comprising questions with ‘do’, ‘have’ and to be ‘is’ and ‘are,’ were posed to encourage participation and check students’ understanding toward the materials at hand. Meanwhile, referential questions, mostly started with ‘what’ or ‘what do you think’, ‘how’, ‘when’ and ‘where’, were employed to guide the students to understand science concept and stimulate critical thinking skills. This research, thus, suggested science lecturers to use questions in various types and ways to foster learning.Keywords: questions, types, functions, science lecture APAKAH HUKUM INERSIA NEWTON?:PENGGUNAAN PERTANYAAN DALAM PERKULIAHAN SAINS AbstrakKetidakmampuan dalam mengenali struktur wacana dilihat oleh ahli linguistik terapan sebagai salah satu masalah utama mahasiswa bukan penutur asli dalam memahami perkuliahan sains dalam bahasa Inggris. Dalam keadaan ini, penggunaan struktur wacana interaktif seperti pertanyaan sangat penting karena akan membantu memahami perkuliahan. Penelitian ini mengkaji penggunaan pertanyaan dalam perkuliahan sains dalam bahasa Inggris di satu universitas di Malaysia. Dengan menggunakan analisis percakapan (CA), seorang dosen sains dipilih, direkam, dan diwawancara selama dua perkuliahan formal. Hasil penelitian menunjukkan bahwa dosen banyak menggunakan jenis pertanyaan display dan referensial. Pertanyaan display, yang terdiri dari pertanyaan dengan ‘do’, ‘have’, dan ‘is’ serta ‘are,’ berfungsi untuk mendorong partisipasi dan memeriksa pemahaman mahasiswa terhadap materi yang disampaikan. Sementara itu, pertanyaan referensial, dimulai dengan ‘what’ atau ‘what do you think’, ‘how’, ‘when’ dan ‘where’, digunakan untuk memandu mahasiswa memahami konsep sains dan merangsang keterampilan berpikir kritis. Oleh karena itu, hasil penelitian ini dapat menjadi pertimbangan para dosen sains untuk menggunakan berbagai jenis pertanyaan dengan berbagai cara untuk membantu memahami perkuliahan.Kata kunci: pertanyaan, jenis, fungsi, perkuliahan sains
Process Types of Transitivity System in Engineering Lecture Introduction: A Pedagogic Discourse Heri Kuswoyo; Akhyar Rido
Jurnal Bahasa dan Sastra Vol 19, No 2 (2019)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract: This study is aimed at investigating the transitivity process types constructed in a pedagogical discourse of engineering lecture introduction in a university in the Netherlands, where English is used as the medium of instruction. The pedagogic discourse theory and tran- sitivity analysis were employed to analyze the data. A qualitative approach was applied in this study while the data were collected from Cosmolearning Corpus’s 7 engineering lectures. The findings showed that all transitivity processes appeared in engineering lecture introduction. Material process, relational process, mental process, verbal process, behavioral process, and existential process were identified. It was also revealed that the most dominant process used by the lecturers in engineering lecture was material process. This indicated that the engineering lecturers in lecture introduction have succeeded at reaching the level of material process. In oth- er words, they were aware of realization aspect of the students’ behavior because all of them di- rected toward the goals of the teaching-learning activity. To sum up, at the engineering lectures introduction, the regulative register which was related to the goals, purposes, and directions of the teaching-learning activity became very important. Keywords: process types of transitivity system, engineering lecture, pedagogic discourse, sys- temic functional linguistics Abstrak: Penelitian ini bertujuan untuk menyelidiki jenis proses transitivitas yang dibangun dalam wacana pedagogis perkuliahan pembuka kelas teknik di satu universitas di Belanda yang menggunakan bahasa Inggris sebagai bahasa pengantar. Teori wacana pedagogis dan analisisis transitivitas digunakan untuk menganalisis data. Pendekatan kualitatif diterapkan pada pene- litian ini sedangkan data diambil dari 7 sesi perkuliahan teknik di TU Delft, Belanda pada Korpus Cosmolearning. Temuan menunjukkan bahwa semua proses transitivitas muncul dalam perkuliahan pembuka kelas teknik. Proses material, proses relasional, proses mental, proses verbal, proses perilaku, dan proses eksistensial teridentifikasi. Temuan juga mengungkapkan bahwa proses yang paling dominan digunakan oleh dosen dalam perkuliahan pembuka kelas teknik adalah proses material. Ini menunjukkan bahwa perkuliahan pembuka kelas teknik telah berhasil mencapai tingkat proses material. Dengan kata lain, dosen menyadari aspek realisa-  si dari perilaku mahasiswa karena itu semuanya menunjukan tujuan langsung dari kegiatan belajar-mengajar. Sebagai kesimpulan, dalam perkuliahan pembuka kelas teknik, regulative register yang berkaitan dengan target, tujuan dan arah dari kegiatan pengajaran-pembelajaran menjadi hal yang sangat penting. Kata- kata Kunci: jenis proses sistem transitivitas, perkuliahan teknik, wacana pedagogis, linguistik sistemik fungsional
Optimalisasi Pemanfaatan Google Apps untuk Peningkatan Kinerja Perangkat Desa Margosari, Kecamatan Metro Kibang, Lampung Timur Heri Kuswoyo; Arief Budiman; Budi Eko Pranoto; Akhyar Rido; Citra Dewi; Sodikin Sodikin; M. Rizki Mulia
Journal Of Human And Education (JAHE) Vol. 2 No. 2 (2022): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (240.761 KB) | DOI: 10.31004/jh.v2i2.47

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Pemanfaatan aplikasi Google Apps banyak digunakan dalam pengajaran dan pembelajaran. Namun, penggunaan aplikasi tersebut belum banyak digunakan dalam peningkatan kinerja perangkat desa. Kegiatan PKM ini bertujuan untuk memberikan pemahaman terkait dengan pemanfaatan Google apps pada perangkat desa di desa Margosari, Kecamatan Metro Kibang, Kabupaten Lampung Timur untuk meningkatkan kinerjanya. Kegiatan PKM ini diikuti oleh anggota karang taruna dan perangkat desa setempat. Metode yang digunakan dalam kegiatan PKM ini adalah 1) metode ceramah, 2) metode tanya jawab, dan 3) metode praktik (latihan). Hasil dari kegiatan pengabdian pada masyarakat ini adalah seluruh anggota perangkat desa dan karang taruna dapat mengoptimalisasikan dalam penggunaan Google Apps seperti Google Forms, Google Docs, Google Drives, dan Google Sheets dengan baik untuk keperluan pelayanan administrasi. Keterampilan yang telah didapat oleh peserta diharapkan bukan hanya dapat meningkatkan kinerja perangkat desa dan karang taruna dalam hal administrasi saja namun juga dapat digunakan dalam kegiatan lainnya seprti kegiatan survey.
DISCOURSE STRUCTURE OF LECTURE IN L2 IN THE INDONESIAN TERTIARY CONTEXT Akhyar Rido; Fatimah Mulya Sari; Ria Augie Mayang Suri; Hady Duantoro
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

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Discourse structure is an important issue in academic spoken discourse in L2 settings. An inability to recognize discourse structure is seen as one of main problems in understanding lecture in L2 as it aids to comprehension. It is therefore imperative to examine how lecturers are helping their students to cope with the lecture and become critical thinking individuals. This study aims at discovering the macro-discourse structure of literature lectures conducted in English in the Indonesian tertiary context. This study was conducted in a private higher learning institution in Lampung province, Indonesia and involved 2 selected literature lecturers. Usinga qualitative research design, observations and video-recordings of prose and drama lectures were carried out for a total of 4 sessions and 8 teaching hours. The findings demonstrate that all lectures were delivered in three phases namely introductory, main, and end parts. The specific episodes used were topic introduction, review, concept introduction and development, discussion, and summarization. Negotiation of meaning also took place during the lectures; in addition, highly interactive lectures were emphasized as both lecturers and students exchanged a large series of open and follow-up questions which indicated that lectures explored critical and logical thinking skills of the students. The results of this study can be used as a platform for lecturers and teachers to organize their literature lecture in a well-structured and an optimally effective way.
Interaction Management Strategies in English Literature Lectures in Indonesian University Setting Akhyar Rido; Heri Kuswoyo; Rameliya Ayu
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 5(2), November 2020
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.373 KB) | DOI: 10.21462/ijefl.v5i2.286

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Interaction management strategies are increasingly set to become a vital factor in fostering active participants in university lectures. Following Rido, Ibrahim & Nambiar’s (2015) framework, this study investigated interaction management strategies used in English literature lectures in a university setting in Indonesia. This study employed a qualitative method and the data were gathered through video recordings. The findings showed that all literature lecturers employed three kinds of interaction management strategies such as code strategies, emotional strategies, and managing strategies. In code strategies, the lecturers used English during the entire class for clarity in opening, explanation, example, and closing. Meanwhile, in emotional strategies, the lecturers shared common strategies namely using non-verbal gestures and using humours or jokes in order to invite participation, to increase student’s motivation, and to create conducive learning environment. Then, in terms of managing strategies, the lecturers decided topic, controlled or switched the topic of discussion, decided who speaks, gave direction or commanded the students, gave extended wait time, and offered opportunity for student to speak in order to enable the students express their ideas and engage with the lectures. It is hoped that insights gleamed from this study will assist such lecturers to successfully manage their lectures and navigate the distribution of participation as well as content of the lesson.
PERCEPTUALS LEARNING STYLES PREFERENCES OF INTERNATIONAL MASTER'S STUDENTS IN MALAYSIA Achmad Yudi Wahyudin; Akhyar Rido
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol 19 No 1 (2020): Bahtera: Jurnal Pendidikan Bahasa dan Sastra, Volume 19 Nomor 1 Januari 2020
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.191.10

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It has been a consensus that learning styles have been a predominant factor of success in master's degree program. Since the preferences of learning styles are affected by students' cultural background, this study was carried out to explore the perceptual learning style preferences of international Master’s students in a Malaysian university. Sixty students consisting of Indonesian, Iranian, and Libyan were involved in the present study. The findings reveal that Indonesian and Libyan students tended to be more kinesthetic/tactile learners while Iranian tended to be more visual learners. This study suggested practitioners use various learning strategies to cater the learning style preferences of the students.
Representation of People with HIV/AIDS in The Jakarta Post and Jakarta Globe: A Critical Discourse Analysis Gigit Eklesia; Akhyar Rido
TEKNOSASTIK Vol 18, No 2 (2020): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v18i2.778

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This study aims to understand representational meanings from the transitivity choices used by news reports from The Jakarta Post and Jakarta Globe in reporting people with HIV-positive cases and exposing the underlying ideology behind the representation. Fairclough’s three-dimensional concept in Critical Discourse Analysis (CDA) was applied in this study. The study also relied on Halliday’s systemic functional grammar, particularly in the transitivity analysis. Two selected articles were collected from The Jakarta Post and Jakarta Globe newspapers. The findings revealed that both news media dominantly report people with HIV/AIDS through material process, then followed by verbal process and relational process. Next, the study found that people with HIV/AIDS are represented as discriminated and threatened group in The Jakarta Post; meanwhile, they are represented as a mistreated group in Jakarta Globe. Last, the study found that The Jakarta Post attempts to construct that people with HIV/AIDS need to be more accepted and protected; meanwhile, Jakarta Globe attempts to construct an idea that people with HIV/AIDS need to be given more attention. To sum up, the combination of the both theories is substantially advantageous in the discourse to expose ideology.