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Nila Kurnia Sari
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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 2, No 1 (2020): MARCH" : 5 Documents clear
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (788.027 KB) | DOI: 10.21831/lingped.v2i1.23751

Abstract

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.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (911.683 KB) | DOI: 10.21831/lingped.v2i1.23754

Abstract

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
Developing an Interactive HTML5-Based Game for Tenses Learning for Senior High School Students Faza Hannan Purinanda
Lingua Pedagogia Vol 2, No 1 (2020): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (738.789 KB) | DOI: 10.21831/lingped.v2i1.32881

Abstract

This research study aims at developing an interactive HTML5-based game to facilitate senior high school students in learning tenses. This research is a research and development study. The development of the game is carried out through several steps, which are needs analysis, outline of materials design, product development, expert judgement, product revision, and final product development. The result of this study is a web-based game titled The Time Traveller. Based on the results of expert judgement, the game is appropriate for senior high school students based on the mean scores of 3.52, which is in the range of 3.25 ≤ x ≤ 4 and falls into the category of “Very Good.”
DEVELOPING GRADED READING MATERIALS TO ENHANCE EXTENSIVE READING FOR STUDENTS OF SENIOR HIGH SCHOOL Muhammad Fauzi Al-Baihaqi
Lingua Pedagogia Vol 2, No 1 (2020): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1016.249 KB) | DOI: 10.21831/lingped.v2i1.32966

Abstract

Improving literacy and a reading habit remains a major challenge to the Indonesian education system. To achieve maximum fluency in reading, the students should not only rely on classroom activities. They need a considerable amount of exposure. Therefore, there is a need to develop self-access learning materials to enhance independent learning through extensive reading. The objectives of this research were to identify the students’ target needs, identify the learning needs, and develop self-access graded reading materials to enhance extensive reading. The study employed the procedure of materials development by Jolly and Bolitho (2011) with some adaptations. There are originally 7 main stages, however, the steps were adapted and reduced into 5 stages.  The adapted stages include needs analysis, syllabus planning, materials production, materials evaluation, and revision for the final draft. The data of this research were collected by using questionnaires and interviews. The developed materials employ three levels of difficulty based on the number of headwords and readability ease. The materials were evaluated in terms of content, language, presentation, and layout appropriateness. The results of the materials evaluation showed a good outcome according to the expert judgment results.
Improving students’ reading comprehension ability using task based language teaching Ruslina Tri Astuti
Lingua Pedagogia Vol 2, No 1 (2020): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (938.492 KB) | DOI: 10.21831/lingped.v2i1.28023

Abstract

This study was conducted in response to the fact that the students’ reading comprehension ability was much lower than they should have achieved. It was caused by several reasons, one of themwas related to the poor teaching learning process. In this study, Task-based Language Teaching (TBLT) was used to improve the teaching learning process and the students’ reading comprehension ability. This research was a Classroom Action Research (CAR) study and it was done in two cycles. Observation and interviews were used to collect data which were then analyzed qualitatively. Students’ achievement of daily-test, the students’ self reflection in the form of rating format and the students’ achievement of post-tests were used in order to support the data collected. The results of this study indicate that TBLT can improve not only the teaching learning process but also the class 8D of MTsN Yogyakarta II students’ reading comprehension ability in recount text.  It is shown that the students are interested to learn reading and they enjoy the reading teaching learning process using TBLT. The students’ average score before the action is 62.81. In the first cycle the mean score is 72.03, meanwhile the mean score in the second cycle is 79.06. It means that there is an improvement of students’ scores from cycle to cycle.

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