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Nila Kurnia Sari
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Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta Jl. Colombo No.1 Kampus Karangmalang Yogyakarta 55281
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Lingua Pedagogia
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 5 Documents
 1 
Search results for , issue "Vol 1, No 2 (2019): SEPTEMBER" : 5 Documents clear
Intensive reading and extensive reading in teaching reading comprehension Naely Muchtar
Lingua Pedagogia Vol 1, No 2 (2019): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (672.255 KB) | DOI: 10.21831/lingped.v1i2.18687

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1111.439 KB) | DOI: 10.21831/lingped.v1i2.18541

Abstract

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.
Incorporating Cultural Exposure into Teaching Practices: Native Speaker Teacher vs Indonesian EFL Teacher Rima Purwita Sari
Lingua Pedagogia Vol 1, No 2 (2019): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (870.179 KB) | DOI: 10.21831/lingped.v1i2.19896

Abstract

As English language teacher, both Native English Speaker Teacher (NEST) and Indonesian EFL Teacher own professional competence as well their perception, assumption, beliefs and values that are shaped by their social and cultural interaction. They bring with them their personal and professional attributes into the classroom. As language and cultural aspects are interrelated, particularly since English is now a lingua franca, thus exploring how the different professional and personal background of English language teachers relates to their teaching becomes essential. The purpose of this study is to examine how teachers’ cultural exposure of the target language is incorporated and affects their teaching.  This study is qualitative in nature, aiming to describe how the cultural exposures of three different types of teachers are reflected in their teaching practices. Data collection is done through semi-structured interview, class observation and document analysis. The finding shows that teacher’s cultural exposure affects their teaching philosophy and attitude considerably large, particularly in their perspective towards student-teacher rapport. The incorporation of the cultural exposure is done through content of teaching materials and instruction in the classroom. The three types of teacher demonstrate a similar approach and methods when teaching the language, despite the differences in their cultural exposure of the target language.
The Effects of Parents' Attention and Learning Discipline on the English Learning Achievement in Junior High Schools Sukhadman Sukhadman; Pujiati Suyata
Lingua Pedagogia Vol 1, No 2 (2019): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1132.655 KB) | DOI: 10.21831/lingped.v1i2.23757

Abstract

This research aimed to desribe the effects of parents’ attention and learning discipline on the English learning achievement and  the correlation between parents’ attention and learning discipline and the English learning achievement at grade 9th in Junior High School. This research was an expost facto research. The population was 2.716 students. A sample of 337 students was established using  the proportional stratified random sampling technique. The techniques of data collection were the questionnaries and the document of students’ English learning achievement in the even of year 8 in 2012/2013. The instrument valididty was assessed in terms of the content validity using Factor Analysis. The reliabilty of the instrument was assessed using Cronbach Alpha. The data were analyzed using the Multiple Regression and partial correlation analysis. Multiple Regression test results show that parents’ attention and learning discipline simultaneously affect the English learning achivement with the value of F = 43.311 and p ≤ 0.05. Adjusted R² value = 0.197 means that the variant of the English learning achivement variable could be predicted by parents’ attention and learning discipline 19.7%. Meanwhile, according to the partial correlation analysis, parents’ attention correlates with English learning achievement (r = 0.385 and p ≤ 0.05).  Learning discipline correlates with the English learning achievement (r = 0.182 and p ≤ 0.05). Keywords: parents’ attention, learning discipline, and English learning achievement.
Design approach to blended learning in teaching EFL for Indonesian university students Nila Kurnia Sari
Lingua Pedagogia Vol 1, No 2 (2019): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1103.04 KB) | DOI: 10.21831/lingped.v1i2.27434

Abstract

With the rapidly increasing involvement of technology in the teaching and learning process in higher education, lecturers are constantly on the lookout for better ways to integrate technology into their classes. Blended learning emerged in 2000 and has been one of the most popular approaches to teaching EFL. Despite having been around for years, not many people fully understand the principle behind it and how to design an effective blended course. Such is the case in most higher education institutions in Indonesia. This article reports on the result of a survey-based research in which the aim was to investigate how EFL lecturers in Yogyakarta State University, Indonesia design their blended courses. As many as 9 lecturers were involved as respondents in an online survey, an interview, and documents inspection. The data from the survey were then analyzed using two major theories of blended learning design approach by Lai, M., Lam, K. M., Lim, C. P. (2016) and Alammary, Sheard, and Carbone (2014). The findings revealed that EFL lecturers designed their blended learning based on the principle of extension by Lai, M., Lam, K. M., Lim, C. P. (2016) and the low-impact model Alammary, Sheard, and Carbone (2014) was preferred to the other models.

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