Article Per Year (5 Year)
p-Index From 2019 - 2024
0
P-Index
This Author published in this journals
All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LEKSIKA Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni
Lely Refnita
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
THE EFFECTIVENESS OF AN INTEGRATED ASSESSMENT TO IMPROVE THE STUDENTS’ ENGLISH GRAMMAR ABILITY Refnita, Lely
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (111.133 KB) | DOI: 10.24036/ld.v6i1.7399

Abstract

This article is a part of the writer’s dissertation on the development of an integrated English grammar assessment. Although some say that English grammar is not needed when someone speaks and/or writes English, it was found that incorrect use of grammar disturbed the communication. It is also believed that having good English is a must when someone wants to be a model. Standing on this position, the writer had carried out an experiment on giving an integrated assessment to train her students who will be future English teachers to develop their English grammar ability. The research was carried out in the form of an experimental research by using a one-group pretest posttest design. The sample comprised all the first year students of English Department of Bung Hatta University, Padang, West Sumatera. The research result showed that the assessment did not only help the students write more sentences, but it also helped them write more number of grammatically correct sentences. The data analysis revealed that the students improve their achievement. It was shown by the increasing mean score from 26.43 in the pretest into 50.12 in the posttest. The analysis of significance also showed that the calculated-t value (18.9052) was much higher than the table-t value (1.9837). It indicated that the integrated assessment was effective to improve the students’ English grammar ability.
TEACHING ENGLISH GRAMMAR AT UNIVERSITY: A Pedagogical and Psychological Reflection Based on an Experimental Research at FKIP Universitas Bung Hatta Refnita, Lely
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 1, No 1 (2007)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (169.479 KB) | DOI: 10.24036/ld.v1i1.7349

Abstract

Grammar is one of important aspects of a language that makes the language learnable and teachable. The teaching of grammar, especially foreign language grammar, needs a serious attention from the teachers and related institutions. Specifically in universities, the teaching of English grammar should provide the students with theoretical concepts of the English grammar and opportunity to use the concepts in their communication. The grammar teaching should also offers suitable assignments by which they may test their language hypothesis. To establish and develop the students’ knowledge about the English grammar, the use of students’ mother tongue as an instructional language in the classroom was considered effective. However, an experimental research conducted by Refnita (2006) showed that the use of Bahasa Indonesia as an instructional language of Grammar I subject was not more effective than the use of English. It is true that bahasa Indonesia is not the students’ mother tongues, but they have mastered it as almost perfectly as their mother tongues. That’s why in her research bahasa Indonesia was considered similar with the students’ mother tongues.The rejection of the proposed research hypothesis implied that pedagogical and psychological factors should be taken into account in the teaching-learning process because the success of learning English grammar does not solely depend upon the instructional language. Further analysis of the research result reflected that the students’ motivation and learning readiness even more determined the success of learning Grammar I. In relation with this phenomenon, the present article, which is based on and developed from the research result, will discuss further the pedagogical and psychological reflections of grammar teaching that need to be considered in the teaching-learning process of English grammar at universities in addition to the use of instructional language.
THE CULTURAL-ACADEMIC GAPS FACED BY THE EFL LEARNERS IN UNDERSTANDING AND USING ENGLISH TENSES Jufrizal Jufrizal; Lely Refnita
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 7, No 1 (2013)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v7i1.111

Abstract

That there are many grammatical features of English which are different from those of bahasa Indonesia and of other local languages in Indonesia should be academically and culturally understood by EFL learners in Indonesia. Most EFL learners say that they have known grammatical features and functions concerning with the English tenses, but some facts tell that they fail to use the appropriate tenses in speaking and in writing short texts. This condition was found at the English Department of FKIP Universitas Bung Hatta, Padang. This paper discusses the cultural-academic gaps commonly faced by the EFL learners at the English Department of FKIP Universitas Bung Hatta, Padang. The discussion of this paper is based on the questions: (i) what are the grammatical problems made by the English Department students of FKIP Universitas Bung Hatta in writing essays concerning with the use of English tenses?; (ii) do they face cultural and academic gaps in understanding and using the English tenses appropriately?; and (iii) why do they face such cultural and academic gaps? The data and discussion presented in this paper are based on the results of pre-research conducted on January 2012, as a part of stages of a Research and Development (R & D) conducted at the English Department of FKIP Universitas Bung Hatta, Padang. Key words/phrases: English, grammar, tenses, EFL learners, cultural gaps, academic gaps
Micro and Macro Language Inputs In Children Language Acquisition:A Case of Alifia’s First Language Acquisition Lely Refnita
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 12, No 1 (2011)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (867.69 KB) | DOI: 10.24036/komposisi.v12i1.633

Abstract

Artikel ini didasarkan pada sebuah penelitian dan dimaksudkan untuk menjelaskan bagaimana masukan bahasa mikro dan makro berkontribusi dan berpengaruh terhadap pemerolehan bahasa pertama anak. Subyek penelitian adalah seorang bocah bernama Alifia dan data yang disajikan di dalam artikel ini direkam dan dicatat sejak dia berusia 2 – 3,5 tahun. Data dikumpulkan melalui interaksi verbal langsung, perekaman, dan pencatatan. Menjelang Alfia berusia dua setengah tahun, masukan bahasa yang diberikan oleh anggota keluraga inti sangat menentukan bahasa pertama yang diperoleh si anak. Karena keluarga inti menggunakan bahasa Indonesia dengan si anak, maka anak tersebut juga merespon dengan bahasa Indonesia. Dengan kata lain, pada usia ini masukan bahasa mikro berkontribusi banyak terhadap pemerolehan bahasa pertama si anak. Ketika si anak sudah berusia tiga tahun dan bergaul dengan teman sebaya dan orang lain yang menggunakan bahasa Minangkabau, maka bahasa Indonesia si anak mulai bercampur dengan bahasa Minangkabau. Dia mulai menggunakan campur kode walaupun bahasa utamanya tetap bahasa Indonesia. Pada usia ini masukan bahasa makro memberikan kontribusi yang berarti terhadap perkembangan bahasa si anak. Berdasarkan penelitian ini dapat disimpulkan bahwa perkembangan bahasa pertama anak dipengaruhi oleh masukan bahasa yang dia terima. Kata kunci: masukan bahasa mikro, masukan bahasa makro, pemerolehan bahasa pertama
Co-Authors Jufrizal Jufrizal