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Lingua Pedagogia

lingua-pedagogia
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Published by Universitas Negeri Yogyakarta

ISSN : - EISSN : 26852969 DOI : https://doi.org/10.21831/lingped

Core Subject : Education,

Languange, Linguistic, Communication & Media

Lingua Pedagogia adalah jurnal peer-review yang bertujuan untuk memajukan pengetahuan dan praktik di semua bidang pengajaran English as Foreign Language (EFL). Jurnal ini menerbitkan artikel dan ulasan buku empiris, teoretis, metodologis, dan berorientasi pada praktik yang mencakup topik-topik yang relevan dengan pengajaran EFL dua kali setahun. Pertimbangan khusus diberikan pada artikel empiris (berbasis penelitian) yang menggunakan metodologi kuantitatif, kualitatif, dan campuran.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 29 Documents

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ENGLISH LANGUAGE ACQUISITION VIA DUOLINGO APPLICATION: EFFECTIVITY AND CHALLENGES Liann Camille Davalos Perez
Lingua Pedagogia Vol 2, No 2 (2020): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

English Language acquisition is significant as education enters globalization. English is the world’s lingua franca which enables speakers with different language backgrounds to communicate effectively. In order to successfully teach the language, teachers use different tools and approaches. 21st-century education opens a new effective way of conducting the learning process. It upgrades from a conventional type into ICT (Information and Communication Technology) integrated one which might accommodate full-online English Learning. Duolingo is a language-learning application wherein students can learn English from a series of activities like Translation, Matching, Dictation, Fill-in-the-blank, Speaking, Listening, Multiple Choice, and Competition. Thus, this paper discussed the use of Duolingo in language learning and its capacity to accommodate full English acquisition. Various challenges arose about its usage like - Unavailability of Devices, Internet Access, Students’ Behavior while using Phones, and Activity problems in Duolingo - unnatural sentences, lack of grammar guide, weak translations, pronunciation errors, and annoying advertisements which made Duolingo’s effectiveness questionable. As a result, this paper found out that Duolingo may just be a supporting tool in teaching the basics, and it is not enough to accommodate full-English language learning. However, as the application upgrades, further researches must be conducted to gather changes.

Intensive reading and extensive reading in teaching reading comprehension Naely Muchtar
Lingua Pedagogia Vol 1, No 2 (2019): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

The research investigated the implementation of Intensive Reading (IR) and Extensive Reading (ER) that is suitable for English class in Polytechnic that focuses on the ability of English practice. This research is a Classroom Action Research (CAR), which consists of three stages, namely pretest, treatment, and posttest. Based on the results of the pretest, it can be concluded that reading skill of the second semester students from Computer and Networking Engineering study program before the implementation of IR and ER method were still relatively low, in the classification of poor (25%) represented by 11 students and in very poor classification (18.2%) achieved by 8 students. After three times treatment by using three different articles for English reading text, the reading skill of students increased significantly in the presence of 2 students (4.5%) in the classification of very good and there were only 6 students were in poor and very poor classification. Based on posttest result, reading skill of students enhance significantly with 5 students (11.4%) were in very good classification.

Language Learning Strategies in English Language Learning: A Survey Study Astri Hapsari
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study

Improving the speaking learning process to the students of grade VIII through games Chatarina Heny Eka Purnamu; Joko Priyana
Lingua Pedagogia Vol 2, No 1 (2020): MARCH
Publisher : Universitas Negeri Yogyakarta

This study was aimed at improving the speaking learning process to the students of grade VIII at SMPN 3 Cilacap through games in the academic year of 2013/2014. This classroom action research was carried out in two cycles. The cyclical design consisted of four main steps: (1) planning, (2) action, (3) observation, and (4) reflection. Various games with some supporting activities were implemented in this study. The data were gathered through observations, interview, rating, video/audio recording, and performance tests. The data were analyzed using the interactive qualitative data analysis and descriptive statistics. The findings show that games which are set up properly involved preliminary activities, game play and closure, together with some supporting activities are able to improve the speaking learning process. The implementation of games is effective to lessen the interference of the native language, lessen the students’ domination in the class, encourage the students’ initiation to speak English, give the students plenty of opportunities to speak as often as possible and encourage the students to focus on fluency rather than accuracy, encourage the students’ confidence, and increase the students’ involvement in the learning process. These improvements lead to the improvements of the students’ speaking skills. The students’ average score in performance test before implementing the actions is 63,39 while after implementing the actions is 81,64. It shows that it increases about 28,77%. It can be inferred that the students’ speaking skills improved after the implementation of the games.

Developing a Framework of Media-Aided Descending-Ascending Repetition of Vocabulary Learning Suwarsih Madya
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Foreign language basic vocabulary learning for teenagers mostly belongs to verbal information learning, involving a lot of memorization and thus, necessary repetition. However, EFL teachers, particularly in the school observed, fail to pay attention to vocabulary learning at this stage due to limited time, which has resulted in low learning achievement. This action research was focused on developing a framework of media-aided fading repetition of vocabulary learning for purposes of mastery improvement. The research participants were two English language teachers, one teacher educator, and 32 students in a state junior secondary school of a medium ranking and size in Sleman District, Yogyakarta Special Territory, Indonesia. This school was selected considering the transferability of the findings. The study was conducted from January-May 2017 in three planning-action-observation-reflection cycles of repeating the learning of the target vocabulary in the process of developing an appropriate framework of media-aided fading repetition in the existing curriculum implementation. Data were collected through observation and testing. The results were of two types: (1) the intended framework, and (2) improvement in the following aspects: the increasing classroom atmosphere liveliness, students’ greater participation, students’ increasing scores, and the teacher’s awareness of the importance of repetition and variations of activities in vocabulary learning. Keywords: vocabulary, EFL, media-aided descending-ascending repetition

ENHANCING GRADE VIII STUDENTS’ ENGLISH SPEAKING SKILLS THROUGH ROLE PLAY Jelita Dian Pertiwi Panjaitan
Lingua Pedagogia Vol 2, No 2 (2020): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

This action research was aimed to enhance the speaking skills of grade VIII students at a junior public school in Yogyakarta through the role play in the academic year of 2020/2021. The research was conducted in two cycles with three meetings in each cycle. The research subjects were 34 students of grade VIII D of the school. The steps in this research were reconnaissance, planning, action and observation, and reflection. The data were collected through observation, interviews, a pre-test, a progress test, and post-test. The results of the research showed that there was an enhancement of the students’ speaking skills through the use of the role play. Besides, they also enhanced their confidence to speak in English since they had a lot of chances to practice role play. The analysis of the qualitative data, the enhancement can be seen from the students’ pronunciation, grammar, vocabulary, and fluency and there are improvement of students’ confidence and enthusiasm. Meanwhile, the analysis of the quantitative data, the enhancements could be seen from the scores of pre-test and post-test. The result showed that the mean score of the students’ speaking performance increased from 60.55 to 79.11 in the post test. The gain score of the students’ speaking skills was 1.9. The use of role play technique in enhancing English speaking skills proved that an opportunity to more practice is the key of role play which influenced in the enhancement of the students’ English speaking skills.

The Impacts of Integrative and Instrumental Motivation for Indonesian Learners Syafrizal Syafrizal
Lingua Pedagogia Vol 1, No 2 (2019): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

Motivation plays an important role in foreign language learning. This paper discusses the definition of motivation, types of motivation; the factors influencing motivation in learning English, and Gardner’s socioeducational model. The purpose of the study was to find out the the impact of integrative and instrumental motivation in learning English. This study applied descriptive quantitative method. Using a purposive sampling technique, obtained the 20 respondents who met the requirements. The subjects in this study were seventh grade students of SMPIT Putri Al-Hanif. The writer designed a questionnaire of motivation by using likert scale. To achieve the goal, Gardner and Lambert's model were taken into consideration. They were distributed among students by simply evaluating 20 statements. Results indicated that seventh grade students of SMPIT Putri Al-Hanif have stronger integrative motivation than instrumental motivation.

Syntactical Errors in Students’ Writing: A case study of multilingual classrooms in India Devi Hellystia
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

English is widely used as a tool for academic interaction in multilingual countries like India, however teaching English becomes very challenging particularly writing. Teachers have to face a heterogeneous group of students with a multilingual and multicultural background and they tend to bring their local languages and cultures which may affect their ability in English writing. There is an indication that the students insert patterns in their mother tongues when they are involved in writing activities. This paper deals with the syntactical errors found among multilingual learners from an Engineering college in Bhubaneswar, India. The tests were conducted for the undergraduate students who belonged to the 2nd and 4th semester. Written tests were conducted for 130 students in the form of passage and a written essay. The research finding showed that misordering is the highest error rate committed by students with a total percentage of 48%. It is followed by other findings they are, 24% of misformation, 8,2% of omission, and 20% of addition. Keywords: syntactical error, multilingual classrooms, multicultural

The Effect of GIR on Motivation, Vocabulary Mastery, and Reading Comprehension Ability Rochana Purba Nurfauzi; Joko Priyana
Lingua Pedagogia Vol 2, No 1 (2020): MARCH
Publisher : Universitas Negeri Yogyakarta

This research aims to: (1) describe the effect of GIR as a part of extensive reading; (2) compare the effectiveness between GIR and conventional learning; and (3) compare the effectiveness between GIR variation 1 and 2 on motivation, vocabulary knowledge and reading comprehension ability. The data were analyzed using: (1) the one sample t-test to investigate the effect of GIR; (2) the Helmert Contrast to investigate the difference in the effectiveness of GIR as well as the conventional technique; (3) the post-hoc test involving the Tukey to analyze which was more effective between GIR and conventional technique in students’ motivation, vocabulary knowledge and reading comprehension ability. The results of the study show that: (1) GIR has a significant effect on all dependent variables; (2) GIR is more effective than the control group in improving all dependent variables, except GIR variation 1 in reading comprehension ability has equal effect with conventional technique; (3) there is no difference in the effectiveness of GIR variation 1 and 2 in terms of improving students’ motivation, vocabulary knowledge, and reading comprehension skills. Key words: GIR, extensive reading, motivation, vocabulary knowledge, reading comprehension ability

Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials Ella Wulandari
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.Keywords: curriculum, materials development, teacher’s knowledge

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Nila Kurnia Sari

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lingua.pedagogia@uny.ac.id

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Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta Jl. Colombo No.1 Kampus Karangmalang Yogyakarta 55281

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Daerah istimewa yogyakarta

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Nila Kurnia Sari

Contact Email nilakurniasari@uny.ac.id

Phone +628112555976

Journal Mail Official lingua.pedagogia@uny.ac.id

Editorial Address Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta Jl. Colombo No.1 Kampus Karangmalang Yogyakarta 55281

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Nila Kurnia Sari

Contact Email
nilakurniasari@uny.ac.id

Phone
+628112555976

Journal Mail Official
lingua.pedagogia@uny.ac.id

Editorial Address
Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta Jl. Colombo No.1 Kampus Karangmalang Yogyakarta 55281

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA