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All Journal Jurnal Bahana Manajemen Pendidikan Langkawi: Journal of The Association for Arabic and English Indonesian Journal of English Language Teaching and Applied Linguistics Journal of Educational Research and Evaluation Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Journal of English Language Teaching and Linguistics Islamika: Jurnal Keislaman dan Ilmu Pendidikan Ta'dib
Rita Erlinda
UIN Mahmud Yunus Batusangkar
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Developing Students’ Language Awareness through Discovery Learning in English Language Teaching Meiva Mutia Rahmi; Rita Erlinda
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

Language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person’s sensitivity to and conscious awareness of language and its role in human life. It deals with explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes the knowledge about language, a conscious understanding of how languages work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it is also used to deliver norm through language, meanwhile in Indonesia, most of student is multilingual where they have already acquired languages, including their mother tongue and their national language, the students’ awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students’ language awareness is through discovery learning. It is an inquiry-based theory which encourages students to be active agents in their own learning process, including in language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in English language teaching to develop student language awareness.
SURE: Developing Learners’ Language Awareness through Pragmatics Instruction in the EFL Classroom Rita Erlinda
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

A large number of English language learners in Indonesia tend to be recognised as ‘fluent fools’ learners. They can make all correct sentences following the grammar rules but cannot communicate in appropriate manner. The phenomenon of this ‘incompetent learners’ has been observed as a result of the absence of learners’ language awareness. Activities aimed at raising learners’ pragmatic competence and activies offering opportunities for communicative practice can be used as a way out of this faulty. The goal of this paper is to discuss activities utilized in pragmatic instruction. It has acronym name—SURE (See, Use, Review and Expeprience). Hopefully, this strategy will enable learners gradually to gain how language works and how to use language appropriate to a variety of communicative settings.
Building Students’ Learning Autonomy through Collaborative Learning to Develop Their Language Awareness Zefki Okta Feri; Rita Erlinda
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

Language awareness is defined as a person’s sensitivity to and conscious awareness of the nature of language and its role in human life. It refers to the development in learners of enhancing consciousness and sensitivity to the form and function of the language itself. Students’ language awareness is very important to be developed as it contributes much towards students on how they should learn the language, being well-motivated and how they come into language comprehensively. The activity of students’ learning in the classroom typically seems to concern with learning which they need to learn for achievement of life goals than being aware of what they learn. This is exactly what happened in learning English as a foreign language for Indonesian students. They seem to not have any responsibility for their own learning. This paradigm makes students become more less-motivated and increase their passivity. Students need to develop their own learning strategies so that as far as possible to be autonomous learners. Students having learning autonomy tend to be more competitive in learning because they have a capacity for detachment, critical reflection, decision making and independent actions. This autonomy enables students to develop their own potential. The widespread of autonomy provides an environment which stimulates students’ critical self-awareness. It also supports awareness-raising about the nature of languages, cultures and language learning. Collaborative learning seems to be one effective teaching technique to foster learners’ autonomy. This paper aims to promote the idea of how to build students’ learning autonomy though collaborative learning to develop their language awareness.
TEACHERS’ ROLE IN BUILDING STUDENTS’ CHARACTER THROUGH ENGLISH LANGUAGE TEACHING CLASSROOM Meiva Mutia Rahmi; Rita Erlinda
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Abstract

Teacher plays an essential role in education process. The success of a learning process in changing students behavior depends on how well the teacher treat the students. The teachers also have to be a good model for the student in every classroom interaction. Teaching English will be meaningful when the teacher can integrate the teaching process into the development of students’ character. When the students behave with proper manner in society, the education process can be said meet the goal of education. Any subject matter in education needs to concern about this issue, especially in English language teaching. The students are not only taught about the linguistic structure of the language but also how their character can be built through the classroom interaction. This paper aims to give an overview about the teachers’ role in building student’s character through English language teaching classroom. It is dealing with what is the nature of character and its importance in education. It also describes the roles of teacher as character educator and how to integrate character education into English language teaching which can be done through some way, such as habituation, integrating character education into English material, cooperative learning in English teaching classroom and Instructional Media of English Teaching.   Keywords: Classroom Activities, Character, Character Building, English Language   Teaching.“Character isn’t inherited. One builds its daily by the way one thinks and acts, thought by thought, actions by actions (Helen G. Douglas)”
Students’ Views on the Use of WhatsApp during Covid-19 Pandemic: A Study at IAIN Batusangkar Sirajul Munir; Rita Erlinda; Hanif Afrinursalim
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.740

Abstract

This study aims to describe students’ views on the use of WhatsApp in English Teaching Department classes during the covid-19 pandemic. The impact of the Coronavirus disease 2019 (Covid-19) pandemic is now beginning to spread to the world of education. This condition makes the students and the lecturers used online media or online learning much longer than expected. In the online learning process, WhatsApp is one of the most used applications. This study used qualitative research. The research population was all 270 students of the English Teaching Department of IAIN Batusangkar. The sample involved 168 students by using stratified random sampling technique. Slovin’s formula was used to measure the sample. The research instrument was questionnaires. It was designed in the type of closed-ended and open-ended forms. The questionnaire consisted of 21 statements. Then, to analyze the data from a closed-ended questionnaire, the researchers used Guttman Scale. Meanwhile, to analyze the open-ended questionnaire, the researchers classified students’ responses and then described the results. The finding of the study indicated that students’ views on the use of WhatsApp (WA) in English Teaching Department classes during the covid-19 pandemic mostly positive (73.2%) and the negative responses only (26.8%). Furthermore, students’ views on the use of WA includes WA as media in doing online learning process; WA as an educational media; WA as an evaluation and assessment benchmarks; WA as an application of sharing information; WA as the application to do group discussion; and WA as media to increase literation and to share learning materials. This research implies that WA could be used to do the online learning process because it empirically helps the students to get enthusiastically involved in learning activities.
Undergraduate Students’ Difficulties in Mastering Research Methodology Course in Islamic Higher Education Rita Erlinda; Darmayenti; Merry Prima Dewi
Journal of Education Reseach and Evaluation Vol 6 No 4 (2022): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i4.48414

Abstract

In general, undergraduate students perceived Research Methodology course as a complex subject. The present study aims to find out undergraduate English Teaching Department students’ opinion on the implementation of Research Methodology course, students’ difficulties in mastering the topics of Research Methodology course, and factors affecting their difficulties in comprehending Research Methodology course in three State Islamic higher education in West Sumatera, Indonesia. The study was survey research with cross-sectional design. One hundred twenty-five active students enrolled in Research Methodology subjects participated in this study. Questionnaires were used to collect the data. The findings revealed that 66.65% students perceived that the Research Methodology course implemented properly; 67.74% students perceived that they comprehended quantitative research topics and 65.56% qualitative research topics; 75.30% students perceived that Research Methodology was a complex course; and dominant factor causing students’ difficulties in comprehending learning materials/topics was teaching and learning process (40.00%). It implies that a new and innovative teaching model should be developed by the lecturers in order to gain the aims of Research Methodology course and to help the students to be better in the learning engagement, critical thinking and research skills.
Teachers’ Impoliteness Strategies in Providing Feedback in a Microteaching Class Rita Erlinda
Langkawi: Journal of The Association for Arabic and English Vol 8, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.3936

Abstract

The study discusses the impoliteness strategies used by the lecturers when giving feedback to the student-teachers in Microteaching classes. This study adopted a qualitative approach with a documentary analysis design. Data were gathered through recorded classroom interaction from eight microteaching classes when the lecturers gave comments and feedback to the student-teachers. Data were analyzed by using the theory of linguistic impoliteness strategies proposed by Culpeper (2005, 2011). This study's findings show that the lecturers employed positive, negative, and off-record impoliteness strategies when they give comments and feedback on student-teachers’ teaching performances. The significant findings of this study show three types of impoliteness strategies employed by the lecturers. Firstly, a positive impoliteness strategy was manifested in three strategies: using inappropriate identity markers, seeking disagreement, and using a derogatory name to call the hearer’s name. Secondly, the negative impoliteness strategy was realized in three strategies, such as frightening-instill a belief that action detrimental to others will occur, condescending, scorn, or ridicule in three forms, by emphasizing power, using diminutive to hearer's position, and by belittling, and explicitly associating hearer with negative aspects. Lastly, off-record politeness was found in two different strategies: criticizing-dispraise hearer and hindering-deny turn. This study demonstrates that the lecturers need to consider their utterances in giving comments and feedback to student-teacher because they can impact unpleasant feelings on the lecturers personally and demotivate the students to gain teaching skills better.
Pengaruh Gaya Kepemimpinan Transformasional Kepala Sekolah dan Self Monitoring Guru Terhadap Kinerja Guru Pada SMA Negeri di Kabupaten Tanah Datar Wira Astuty; Hasan Zaini; Muhammad Fazis; Rita Erlinda; Demina Demina
Jurnal Bahana Manajemen Pendidikan Vol 12, No 1 (2023): Volume 12 Nomor 1 Tahun 2023
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbmp.v12i1.120243

Abstract

Penelitian ini bertujuan untuk mengungkapkan: 1) pengaruh signifikan gaya kepemimpinan transformasional kepala sekolah terhadap kinerja guru, 2) pengaruh signifikan self monitoring terhadap kinerja guru, dan 3) pengaruh signifikan gaya kepemimpinan transformasional kepala sekolah dan self monitoring secara simultan terhadap kinerja guru. Jenis penelitian ini adalah penelitian kuantitatif dengan metode ex post facto. Populasi adalah guru-guru pada semua SMA Negeri di Kabupaten Tanah Datar. Pengambilan sampel menggunakan teknik random sampling. Jumlah sampel adalah 208 orang. Instrumen adalah angket. Teknik pengumpulan data dilakukan dengan cara menyebarkan angket dengan menggunakan aplikasi google form dan link-nya dibagikan melalui whatapps. Teknik analisis data dilakukan dengan menggunakan analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa: 1) terdapat pengaruh signifikan antara gaya kepemimpinan transformasional kepala sekolah terhadap kinerja guru. Hal ini dibuktikan dari nilai t-hitung lebih besar dari pada t-tabel (4.149 > 1.984). 2) terdapat pengaruh signifikan antara self monitoring guru terhadap kinerja guru. Hal ini dibuktikan dari nilai t-hitung lebih besar dari pada t-tabel, (9.221 > 1.984). 3) terdapat pengaruh signifikan antara gaya kepemimpinan transformasional kepala sekolah dan self monitoring guru secara simultan terhadap kinerja guru. Hal ini dibuktikan dari nilai F-hitung lebih besar dari pada F-tabel, (254.573 > 3.00).
Problematika Guru Bahasa Inggris dalam Pelaksanaan Pembelajaran Berbasis Teknologi Informasi dan Komunikasi Ratna Dewi; Rita Erlinda; Muhammad Fazis; Annisaul Khairat
ISLAMIKA Vol 5 No 3 (2023): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v5i3.3500

Abstract

Currently it is very necessary and important to use Information and Communication Technology (ICT) in learning activities, especially by teachers during the learning process, but teachers still find it difficult and have problems in managing learning using ICT. So the purpose of this study was to find out the problems of teachers in implementing ICT-based learning in English subjects at MTsN Tanah Datar District. This type of research is phenomenology with a qualitative approach. The research locations were at MTsN Tanah Datar District, namely MTsN 1 Tanah Datar, MTsN 3 Tanah Datar, MTsN 6 Tanah Datar, MTsN 10 Tanah Datar, MTsN 12 Tanah Datar and MTsN 17 Tanah Datar. Informants in this study were English teachers at MTsN Tanah Datar District. The instrument in this study was an interview guide. Data collection techniques in this study were semi-structured interviews. The results showed that the teacher's problems in implementation were limited internet access/network, limited facilities/means, spending time preparing tools/means, not achieving learning targets.
The Positive Politeness Strategies Used in “English for Nusantara” Textbook Rita Erlinda; Herick Afrinursalim; Fadhil Dinarta
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(3), December 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i3.1158

Abstract

The integration of pragmatic competence and politeness is an essential focus in the development of English learning materials like textbooks. Using appropriate textbooks can help students develop communicative competence as the primary goal of English language teaching as a foreign language. This study discusses the positive politeness strategy in the textbook "English for Nusantara". The present study used a qualitative approach with a documentary analysis design. The data were collected by analyzing the dialogues contained in the textbook. The theory of positive politeness strategy, developed by Brown and Levinson (1987), was used to examine the data. The findings revealed that there are eight positive politeness strategies used in the dialogues of the English for Nusantara textbook, namely (1) exaggerating one’s interest in, approval of, and sympathy of the listener, (2) employing in-group markers of identity, (3) requesting agreement, (4) requesting & promising, (5) involving the speaker and the listener in action and (6) offering or asking for an explanation, (7) using inclusive “we” form, and (8) giving (or asking for) reasons. The most dominant positive politeness strategy was ‘exaggerating interest in, approval of or sympathy with the hearers.’ EFL learners’ pragmatic competence will be increased when pragmatic contents, like politeness, are integrated into the textbook as English learning materials used by teachers in the classroom.
Co-Authors Darmayenti Demina Demina Fadhil Dinarta Hanif Afrinursalim Hasan Zaini Herick Afrinursalim Khairat, Annisaul Meiva Mutia Rahmi Meiva Mutia Rahmi Merry Prima Dewi Muhammad Fazis Ratna Dewi Sari Rahma Dewi Sirajul Munir Wira Astuty Zefki Okta Feri