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INDONESIA
LEKSIKA
Published by Universitas Muhammadiyah Purwokerto
ISSN : 19781695     EISSN : 26204037     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Leksika is a journal on language, literature and language teaching. It is published by Faculty of Letters, Universitas Muhammadiyah Purwokerto, Central Java, Indonesia. Its issues are published twice a year in February and August. Leksika has been indexed in Google Scholar, Academia edu, Base, Portal Garuda, i-Future and Sinta e-ISSN : 2620-4037 p-ISSN : 1978-1695.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 4, No 2 (2010)" : 8 Documents clear
ENHANCING LANGUAGE AWARENESS IN MULTILINGUAL EFL CLASSES Tri Rina Budiwati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2219

Abstract

The fact that any language has its set of varieties serves to emphasisethat it is important to have the right attitude and possess sufficientknowledge of the language to function in a multilingual society.Living in such a society, Indonesians must realize that an awarenessneeds to be created amongst EFL learners in the country aboutpossessing the right attitude and knowledge of English, and this canonly be done through the education system. This paper explores theconcept of language awareness and links this specifically to methods ofdeveloping EFL awareness among multilingual students at theAhmad Dahlan University in Yogyakarta, Indonesia. The study isgrounded in Hawkins’ and Fairclough’s concepts of Critical LanguageAwareness, and its development and application by other experts.These basic concepts are employed to understand the significance oflanguage awareness and the implications on EFL teachingmethodology. The study reveals that Language Awarenessundoubtedly has great significance for both EFL teachers andstudents. This paper proposes some ways to enhance students’language awareness that could be applied in multilingual EFL classes.
SIMPLE WAYS TO IMPROVE ENGLISH SPEAKING IN TEACHING AND LEARNING MAM Socheath
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2224

Abstract

Most learners of English as Foreign Language find it difficult to dealwith English Productive Skills–Speaking and Writing in effectiveways. Because of the poor level ability in speaking and writing,students are failed to make an effective communication in Englishlanguage. Some learners feel shy, even shameful, to speak in Englishas they are afraid of making mistakes. Instead, they usually use theirown language while working in pair or group. It is noticed thatmany learners lack the confidence to speak in English, so we need tofind ways of developing their communicative competence andmotivate them through fun, stimulating, non-threatening activities.English Speaking is not too easy, not really difficult though. Thispaper will present some effective ways to help learners either buildthe better ability in English speaking or lead themselves towardbetter communication skills in English language. Additionally, thepaper will demonstrate some funny and interesting speakingactivities related to daily life communication as well as classroomactivities. That will be helpful for both learners and teachers ofEnglish as Foreign Language.
CONTEXTUALISING FORM AND FUNCTION FOR THE SAKE OF THE LEARNERS IN CLT Fuad Arif Fudyartanto
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2220

Abstract

Arguments that the ultimate purpose of L2 acquisition and learning isto communicate have been widely accepted. To get a better result, acombination of instruction and opportunities to practice incommunication is necessary. Instruction can provide learners withcommunicative competence, and practice can improve the automaticprocessing of this competence to communicate (Brown, 2001). CLTinstruction should therefore equip L2 learners with both formal andfunctional aspects of the language. Depending on the context of thelearners, focus on form and function are here viewed as a continuumand complementary to each other. By doing so, it is expected that L2learners are well provided with ability to perceive not only the wholepicture (in this case to communicate) but also small pieces (ofgrammar, form). It is believed that SLTL with activities that focus onboth form (grammar) and function (communication) tends to producelearners with greater accuracy and fluency.
SHARING THE READING SECRET: USING THINK-ALOUD TO IMPROVE READING COMPREHENSION OF L2 TEXTS Hamed Barjesteh
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2221

Abstract

This study investigates the effects of thinking-aloud on L2 reading inrelation with the type of task Iranian EFL readers engage in whilereading activity. In so doing, 360 students were selected and assignedto experimental and comparison groups. The subjects in experimentalgroups were instructed to verbalize whatever they were thinking astheir thought naturally came to mind while reading and doing theassigned tasks. The results indicated that the instructional procedurehad contributed to the improvement of the EFL students’ readingcomprehension. By and large, the analysis of think-aloud protocol canprovide language learners with a means for monitoring their readingprocess. Moreover, it gives an opportunity for language teachers tobecome more sensitized to various comprehension problems thatstudents encounter and offers clues to understand potential weaknessthat students may have in their L2 reading.
LAMENTING LANGUAGE COURSES IN THE UNDERGRADUATE CURRICULUM A Chaedar Alwasilah
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2213

Abstract

Pre-college education is mainly designed for character building, while college education is for profession building. However, on tertiary education levels students are still required to take mandatory subjects called Mata Kuliah Dasar Umum or General Education courses, whose function is to provide students with general knowledge—as opposed to specific knowledge or specialization—that will be useful for their career in the future. Students and professors are great admirers and promoters of their major or field of study, say English, but blind admiration may lead to myopic and prejudiced attitude. General education is created to counter fragmentation and specialization, which characterize advanced science and technology. General education, deliberately designed to facilitate inter-department interaction, will promote knowledge democratization among students.Among the problems faced by college students is the school college transition, namely a mismatch between faculty expectation and academic preparation of entering students. In most cases, the entering students lack the strong foundation for academic writing. This is telling enough that our basic education has failed to pave the way, namely basic literacy, for professional development. Indonesian as a general education course has been in the college curriculum since independence presumably to fix the mismatch.My survey on general education courses, however, shows that Indonesian is perceived the least important among the general education subjects. In other words, the Indonesian course has been a waste of time and energy. It is not an exaggeration, then, to hypothesize that university graduates in general lack the ability to express their ideas in academic writing in Indonesian, let alone in English. Many proposal submitted by faculty members are turn down simply because they do not know how write a good proposal. Reading their fellowship proposals, we could easily tell that their proposals lack convincing arguments.
EXPLICIT COMPARISONS IN DEVELOPING INTERCULTURAL COMPETENCE Indawan Syahri
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2222

Abstract

Since English is claimed as lingua franca among nations, interculturalcompetence (ICC, henceforth) becomes a new enterprise in EnglishLanguage Teaching (ELT). The teaching of English should putforward to capturing target culture, but unnecessarily neglect thelocal culture. It should embed not only the target culture, but alsoother non-native cultures of periphery nations. Responding to theemergence of non-native varieties of English and to the fact that peoplefrom non-native countries of English communicate in English,teaching-learning materials and activities should also cover the nonnativecultures of English. This paper attempts to offer an alternativemode to develop the learners’ ICC. The explicit comparisons, then,consequently comprise both cultures, i.e., learners’ cultures andcultures applied by other non-native speakers. Emphasizing ondeveloping learners’ ICC seems more promising than those ofdeveloping communicative competence (CC), though it is hard to putinto practice.
DEVELOPING LANGUAGE SCAFFOLDING MATERIALS FOR ARGUMENTATIVE WRITING: AN IDEA FOR TEACHING INTERMEDIATE WRITING SKILLS Refnaldi Refnaldi
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2214

Abstract

Materials are generally used to provide a stimulus to writing ordiscussion, as a starting point for language input and analysis, and asideas for organizing lesson activities. In EFL context, materials playparticular important roles because they may be the only contact thatlearners have with English and offer the only opportunities for them to study target texts. One of the important roles of instructionalmaterials is to provide the foundation for learners’ understandings ofwriting and language use. They are often used to present a focus forlanguage, such as to scaffold learners’ evolving control of differenttexts. Materials that assist learners toward producing clear andaccurate sentences and cohesive texts are obviously very importantwhen learning to write. This paper aims at discussing thedevelopment of language scaffolding materials in the writing activitywhich is based on the genre-based approach. “Scaffolding” in this case is the activity to provide any kind of support for students while they are establishing their understanding of a text and their linguistic competence to create the text. The materials provide input, tasks, and instruction that can be used to encourage and as well as to challenge students. The discussion will be focused on developing materials on four main steps of scaffolding for students of English Department. They are language familiarization, model analysis and manipulation, controlled composition, and guided composition.
DECLARATIVE AND PROCEDURAL KNOWLEDGE IN TEACHING GRAMMAR Bambang Suroso
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 4, No 2 (2010)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v4i2.2223

Abstract

When one has to teach a language, he should possess a vlew of whatlanguages. One possibility is to view language as a skill. Thereforelanguage learning is comparable to other types of cognitive skillacquisition. ln this case, there is a need for us to understand theconcept of declarative and procedural knowledge. This is similar tothat of knowledge about and knowledge how or knowledge and control(Bialystok, in Johnson, 1994), competence and performance, and usageand use. The first of those terms refers to factual knowledge of alanguage such as grammar, vocabulary, pronunciation etc., and thelatter to the actual use of the knowledge in real act of communicationsuch as in speaking, reading, listening and writing. The problem ishow these two knowledge can be developed. This paper is inspired byKeith Johnson whose Teaching Declarative and Procedural knowledgesuggest that the strategy to develop the knowledge correspond to whatis commonly called learning and acquisition.

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