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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching BAHASA DAN SASTRA Primary: Jurnal Pendidikan Guru Sekolah Dasar JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AL-ISHLAH: Jurnal Pendidikan Register Journal INOVISH JOURNAL COUNS-EDU: The International Journal of Counseling and Education Jurnal Cendekia : Jurnal Pendidikan Matematika International Journal of Educational Dynamics (IJEDS) Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Global Conference Index ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Journal of English Education and Teaching (JEET) Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya JELITA: Journal of Education, Language Innovation, and Applied Linguistics INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Yenni Rozimela
Universitas Negeri Padang
Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Journal : Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

 1 
FROM RECOUNT TO NARRATIVE: DEVELOPING WRITING SKILLS AND GAINING CONFIDENCE Rozimela, Yenni
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.991 KB) | DOI: 10.24036/ld.v10i2.7446

Abstract

DARI TEKS RECOUNT KE NARATIF: MENGEMBANGKAN KETERAMPILAN MENULIS DAN MENINGKATKAN KEPERCAYAAN DIRIAbstractThis article seeks to explain the use of recount text to help students develop their narrative text. The idea was induced by students’ common problems in writing a narrative and teachers’ difficulties in scaffolding their students to write that genre. As recount and narrative genres share similar features, it is argued that using a recount as a basis, students will be able to produce a narrative more easily. Three main topics addressed here include a brief theoretical synthesis of narrative and recount, the procedures of teaching to write narrative from recount, and a brief report of a classroom-based study using the strategy. The result of the study shows that the strategy could help the students produce their narratives well. In fact, they could produce stories of various themes, interesting conflicts, and ending. In addition, their language became more descriptive which made their description more vivid. Step by step teaching procedure is explained in details and is coupled with examples. It is expected that steps can be easily understood and applied by teachers.Keywords: Recount, Narrative, Writing, Confidence AbstrakArtikel ini menjelaskan penggunaan teks recount untuk membantu siswa dalam mengembangkan teks naratif mereka. Gagasan itu diinduksi oleh masalah umum siswa dalam menulis sebuah narasi dan kesulitan guru dalam perancah siswa mereka untuk menulis genre tersebut. Karena genre recount dan naratif memiliki fitur serupa, sehingga dapat dipahami bahwa menggunakan teks recount memungkinkan sebagai dasar bagi siswa untuk menghasilkan teks narasi dengan lebih mudah. Tiga topik utama yang dibahas di sini mencakup sintesis teoretis narasi dan teks recount, prosedur pengajaran untuk menulis narasi dari teks recount, dan laporan singkat sebuah studi berbasis kelas dengan menggunakan strategi tersebut. Hasil penelitian menunjukkan bahwa strategi tersebut dapat membantu siswa menghasilkan narasi mereka dengan baik. Buktinya, mereka bisa menghasilkan cerita dari berbagai tema, konflik menarik, dan penutup. Selain itu, bahasa mereka menjadi lebih deskriptif yang membuat deskripsi mereka lebih jelas. Langkah demi langkah prosedur mengajar dijelaskan secara rinci dan digabungkan dengan contoh. Diharapkan langkah-langkah tersebut dapat dengan mudah dipahami dan diterapkan oleh guru.Kata Kunci: Recount, Narrative, Writing, Confidence
PERAN PEMBACA DALAM MENULIS Rozimela, Yenni
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 (191.631 KB) | DOI: 10.24036/ld.v1i1.7351

Abstract

This article explores the role of audience in developing one’s writing. There are three main issues discussed here: 1) Writing English as a foreign language, 2) considering audience in writing, and 3) acting as audience in writing. A brief of the nature of writing in English as a foreign language is intended to provide an understanding difficulties faced by the students in writing. The second issue deals with theories and research findings showing the importance of considering audience in writing. The last part of this article presents an example of how to take audience into consideration as a strategy to help students develop their writing. 
THE USE OF SCAFFOLDING BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL IN WEST SUMATERA Hamzah, Hamzah; Rozimela, Yenni
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 12, No 1 (2018)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (242.556 KB) | DOI: 10.24036/ld.v12i1.10195

Abstract

This study was aimed at investigating how the English teacher used scaffolding in their daily classroom routines and whether they used the scaffolding differently. The data were collected from 20Senior High School English teachers in West Sumatera by recording their full teaching sessions. The records were transcribed orthographically from which the scaffolding strategies were identified. The findings revealed that the English teachers used 10 types of scaffoldings in their teaching with different varieties in the proportions. The experience interms of length of service did not contribute to the scaffolding choices. The experienced male teachers tended to use traditional scaffolding strategies markedly higher than novice male English teachers. The difference of the use of scaffolding strategies by the experienced female English teachers and novice was not marked, with the tendency for novice female teacher used higher propostion in traditional scaffolding. Thus, it is safe to draw a conclusion that the level of experience does not contribute to their scaffolding choices.Key words/phrases: scaffolding, classroom interaction, teacher talkPENGGUNAAN PENYANGGA PEMBELAJARAN OLEH GURU SEKOLAH MENENGAH ATAS DI SUMATERA BARAT AbstrakPenelitian ini ditujukan untuk menginvestigasi cara guru menggunakan penyangga pembelajaran di dalam kelas dan membandingkan penggunaan penyangga oleh guru yang berpengalaman dan pemula. Data dikumpulkan dari 20 guru Sekolah Menengah Atas di Sumatera Barat denga cara perekaman interaksi yang terjadi antara guru dan siswa. Rekaman tersebut dibuatkan transkrip ortografis yang menjadi sumber data tempat mengidentifikasi penyangga yang digunakan. Temuan penelitian menunjukkan bahwa guru menggunakan 10 tipe penyangga dengan variatas penggunaan yang berbeda-beda. Guru laki-laki berpengalaman, yang didasarkan pada lamanya menjadi guru, lebih banyak menggunakan penyangga tradisional dari guru pemula. Sementara, pilihan penyangga oleh guru perempuan berpengalaman tidak berbeda secara signifikan dari pilihan guru pemula. Pada kelompok guru ini, ada kecenderungan guru pemula lebih banyak menggunakan penyangga tradisional. Dengan demikian, dapat disimpulkan bahwa pengalaman yang dilihat dari lama mengajar tidak memberi sumbangan terhadap pilihan penyangga yang digunakan.Kata Kunci: penyangga pembelajaran, interaksi kelas, ujaran guru
Encountering Prospective Teachers’ and Lecturers’ Lesson Study for Learning Community (LSLC) Experience in Microteaching Class Yuli Tiarina; Harwati Hashim; Yenni Rozimela; Aryuliva Adnan
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 15, No 2 (2021)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v15i2.115230

Abstract

Considering the effectiveness of Lesson Study as a continue teacher development, this study was conducted to explore prospective teachers’ and lecturers’ experience in implementing Lesson Study in Microteaching class. Quantitative research approach was employed where a total of 49 prospective teachers and 2 Microteaching lecturers at English Department of Universitas Negeri Padang were involved as the participants. The data were gathered through questionnaires with 1-5 Likert scales consisting of four sessions. The results indicate that prospective teachers and lecturers have positive experience in implementing lesson study for learning community with the mean score 3.75 and 4.08 out of 5. It is supported by the Mann Whitney U test where the value with 1-tailed (.358) was bigger than level of probability α (0.05). They perceived that LSLC promotes to improve the ability of collaboration between members of the learning community and facilitates the process of teaching and learning in Microteaching classes in preparing teaching material and teaching strategies for teaching in microteaching class. Therefore, it is suggested that LSLC must be implemented continuously to improve teachers’ pedagogical competency and collaboration skills.   
Co-Authors A.A. Ketut Agung Cahyawan W Addinna, Ainul Ana Safara Anamaryanti Anamaryanti Ari Ervansyah Aryuliva Adnan Atmazaki Atmazaki Danisa Warni Delvi Wahyuni Desvaini Anwar Desvalini Anwar Dewi Sari Wahyuni Disran Disran Don Narius Doris Sukma Efriyenty Efriyenty Elfira Elfira Febrina Fitri Fitrawati Fitrawati Hamzah Hamzah Harwati Hashim Havid Ardi Hermawati Syarif Ildi Kurniawan Ilham Ferdias Indria Merdeka Wati Intan Husniah Jamaris Jamaris Jufrizal Jufrizal Jufrizal Jufrizal Lafziatul Hilmi M. Zaim M. Zaim Mahyuddin, Nenny Meisya Alfino Rosa Melia Nesti Ayu Muhammad Indra Gunawan Muhammad Zaim Mukhaiyar . Mukhaiyar Mukhaiyar Mukhaiyar Mukhaiyar Nora Fudhla Nurul Afifah Ramadhana Pingky Rahayu Putri Pipit Rahayu Ratmanida - Refnaldi Refnaldi Reni Astanti RIFA'ATUL MAHMUDAH Ririn Ovilia Rita Endriyani Salendra Ahmad Saunir Saun Saunir Saun Sitti Fatimah Sufyarma Marsidin Syafni Gustina Sari Syamsuarni Syamsuarni Syamwil, Syamwil T. Sy. Eiva Fatdha Tesha Fersty Fadhilah Tri Handayani Ulfa Vazariah Utari Novialita Zulkarnaen Yaswinda Yaswinda Yerizon Yerizon Yerizon Yerizon Yeski Putri Utami Yosa Novia Yosa Novia Dewi Yuli Tiarina Yulia Dewi Suryani Yulia Rizki Ramadhani Ziamalina Ziamalina