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Dhinuk Puspita Kirana, Dhinuk Puspita
Jurusan Tarbiyah STAIN Ponorogo
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AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO Kirana, Dhinuk Puspita
Kodifikasia Vol 7, No 1 (2013)
Publisher : Kodifikasia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

It is widely believed that English Foreign Language (EFL) learners need todevelop their language proficiency by getting so much input. Moreover, studentsneed to be familiarized with the real English usage where real forms ofcommunication and cultural knowledge are crucially exposed. Teaching throughauthentic materials will make the learners feel that they are learning a reallanguage which is used by the real native speakers for real communication.incorporating authentic materials helps students acquire an effectivecommunicative competence in the language focus. The research intended todescribe the implementation of authentic materials in extensive reading class, theproblems arise and the students’ responses toward the authentic materials inextensive reading class. The design of the research was Descriptive Qualitativemethod and the research subject was the lecturer of Extensive Reading class and33 students in B class of the fourth semester of STAIN Ponorogo who tookExtensive Reading subject. The instruments used were in the form of observationsheet, interview guideline and questionnaire. The implementation of authenticmaterials in extensive reading class covered some procedures into three mainphases namely (1) Pre-Activity, (2) Main-Activity and (3) Post-Activity. Theactivities in main activity are as follows: (a) Pre-Activity; (b) Whilst-Activity; and(3) The language focus stage. There were problems arose during theimplementation in terms of complicated planning, more time allocation and somedisinterested students. Finally, the students showed significantly positive attitudetoward the implementation of authentic materials in extensive reading class.
DISCOURSE ANALYSIS OF UTTERANCES USED IN NEWSPAPER Kirana, Dhinuk Puspita
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL. 9. NO. 2 TAHUN 2011
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v9i2.874

Abstract

Salah satu media massa yang secara luas digunakan dalam masyarakat kita di samping televisi dan internet adalah surat kabar. Surat kabar terdiri dari berita faktual dan aktual dari pelosok negeri. Ucapan-ucapan yang digunakan di koran kadang menyesatkan jika para pembaca tidak memahami wacana berita. Dengan demikian, Analisis Wacana sangat penting untuk mengenali wacana dan makna yang dimaksudkan dari ucapan-ucapan yang dimuat di koran. Wacana menekankan pada studi tentang bahasa dalam konteks sosial, sementara Analisis Wacana adalah analisa untuk mencari apa yang memberi koherensi wacana, kualitas yang bermakna dan terpadu. Analisis wacana digunakan untuk mengungkapkan makna yang dimaksud (lisan/tertulis) yang digunakan untuk komunikasi sosial dengan menganalisis konteks situasi dan references/acuan yang dipakai. Fokus utama Analisis Wacana ialah mempelajari hubungan antara bahasa dan realitas serta fungsi/peran bahasa dalam membangun dan menjaga realitas sosial. كانت الجرائد احدى الوسائل الاجتماعية التي يكثر استفادتها لدى المجتمع سوى التلفاز والانترنت. وتتركب مواد الجرائد من الأخبار الحالية من أنحاء الدولة. وقد تكون تعبيرات الجرائد مضلّةً إذا كان القارئ لا يفهم نصّ الأخبار. بهذا، كان تحليل النصوص مهمّا جدّا للتعرف على مضمون النص في الجرائد. اهتم النص بدراسة اللغة في موقف اجتماعيّ، غير أن تحليل النص هو تحليل للبحث عن وحدة الأفكار في النص وجودتها و ترابطها. استُخدم هذا التحليل لاستخراج المعنى المقصود (نطقا وكتابة) المستخدَم للاتصال الاجتماعي لتحليل الموقف والمعنى المستخدم. يركّز هذا التحليل على دراسة العلاقة بين اللغة والواقع الاجتماعي ثمّ دورها في بناء الواقع الاجتماعي والحفاظ عليه
AUTHENTIC MATERIALS IN EFL CLASSROOMS Kirana, Dhinuk Puspita
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 12 NO 2 TAHUN 2014
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v12i2.233

Abstract

Abstrak; Banyak guru bahasa yang akhir-akhir ini membahas tentang pentingnya penggunaan materi otentik dalam kelas Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language-EFL). Pendapat persuasif para ahli Pengajaran Bahasa Inggris sebagai Bahasa Asing juga bersikeras bahwa bahasa Inggris yang ditampilkan di dalam kelas EFL seharusnya materi otentik agar siswa benar-benar masuk dalam penggunaan bahasa Inggris di kehidupan nyata. Secara umum, sebagian besar guru-guru EFL setuju bahwa materi otentik bermanfaat dalam proses belajar mengajar, terutama bagi siswa. Yang sangat penting tentang penggunaan materi otentik dalam kelas EFL adalah tentang kapan materi tersebut diperkenalkan kepada siswa dan bagaimana menggunakannya. Artikel ini menyajikan definisi dari materi otentik, kemudian diikuti dengan eksplorasi keunggulan dan kelemahan dalam pelaksanaannya di kelas EFL. Kemudian beberapa pertimbangan tentang penggunaan materi otentik di kelas EFL juga dibahas. Yang terakhir adalah beberapa contoh tugas dan kegiatan kelas yang menggunakan materi otentik ditampilkan sebagai contoh penerapannya secara praktis di kelas EFL. الإنجليزية الدراسية الفصول في أصلية مواد استخدام أهمية على مؤخرا ناقش الذي اللغة معلمي من العديد تدريس خبراء من مقنعة الرأي أجنبية. أصر كلغة الإنجليزية اللغة ،أجنبية كلغة ةيزيلنجلإا أجنبية كلغة أصلية EFL مواد الدراسية الفصول في عرضها يتم الإنجليزية اللغة أن أيضا أجنبية كلغة الإنجليزية اللغة ةيبلاغ نإف ،عام بشكل .الحقيقية الحياة في الإنجليزية اللغة استخدام في حقا الحصول الطلاب أن يفترض على جدا مهم أمر وهو .للطلاب ةصاخو ،التعلم عملية في مفيدة أصلية مواد أن على EFL تتفق المعلمين ةيفيكو  للطلاب المواد إدخال يتم  عندما  EFL حوالي الدراسية الفصول في الحجية ذات مواد استخدام الفصول في التنفيذ في والضعف القوة نقاط استكشاف اهيلت ،الأصيلة المواد تعريف المقالة هذه تقدم .اهمادختسا كلغة الإنجليزية اللغة فصول في أصلية مواد استخدام حول الاعتبارات بعض أيضا تناقش EFL. ثم الدراسية كمثال أصلية مواد تستخدم التي ةيفصلا تاطاشنلاو المهام من الأمثلة بعض ويرد هي الأخيرة أجنبية. هذه.EFL الدراسية الفصول في العملي التطبيق على
LEV VYGOTSKY’S SOCIOCULTURAL APPROACH AND AUTHENTIC MATERIALS IN EFL CLASSROOMS Kirana, Dhinuk Puspita
Jurnal Bahasa Lingua Scientia Vol 6, No 2 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.2.181-190

Abstract

There are barriers in teaching and learning foreign language but there are always ways in overcoming the problems. One of the most challenging tasks faced by (English as a Foreign Language)  EFL teachers is how to elicit the students’ interest so that they will be more motivated to learn and successfully develop their English proficiency. Educational psychology theories developed by Russian psychologist, Lev Vygotsky have been recognized as having great contribution to language education and teacher training. Education experts also insisted that in order to motivate the students, English which is presented in EFL classrooms should be authentic in order to immerse students into the real usage of English communication. This article discusses Vygotsky’s sociocultural approach and the authentic materials used in the classroom to develop students’ English proficiency.
AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO Kirana, Dhinuk Puspita
Kodifikasia Vol 7, No 1 (2013)
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.014 KB) | DOI: 10.21154/kodifikasia.v7i1.775

Abstract

It is widely believed that English Foreign Language (EFL) learners need to develop their language proficiency by getting so much input. Moreover, students need to be familiarized with the real English us­age where real forms of communication and cultural knowledge are crucially exposed. Teaching through authentic materials will make the learners feel that they are learning a real language which is used by the real native speakers for real communication. incorporating au­thentic materials helps students acquire an effective communicative competence in the language focus. The research intended to describe the implementation of authentic materials in extensive reading class, the problems arise and the students? responses toward the authen­tic materials in extensive reading class. The design of the research was Descriptive Qualitative method and the research subject was the lecturer of Extensive Reading class and 33 students in B class of the fourth semester of STAIN Ponorogo who took Extensive Read­ing subject. The instruments used were in the form of observation sheet, interview guideline and questionnaire. The implementation of authentic materials in extensive reading class covered some procedures into three main phases namely (1) Pre­ Activity, (2) Main­ Activity and (3) Post­Activity. The activities in main activity are as follows: (a) Pre­ Activity; (b) Whilst ­Activity; and (3) The language focus stage. There were problems arose during the implementation in terms of complicated planning, more time allocation and some disinterested students. Finally, the students showed significantly positive attitude toward the implementation of authentic materials in extensive reading class.
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