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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 29 Documents
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“Digging Deep”: Using the Task Involvement Load Hypothesis to analyse textbooks for vocabulary learning potential Rachael Ruegg; Cherie Brown
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (569.778 KB) | DOI: 10.21831/lingped.v1i1.18481

Abstract

In the process of vocabulary acquisition, the extent to which tasks require depth of processing, termed ‘task-induced involvement’ by Laufer and Hulstijn (2001), and the potential effects of this on subsequent vocabulary retention, deserve greater attention. Laufer and Hulstijn (2001) claim that when ‘need’, ‘search’ and ‘evaluation’ are required in order to complete a task, learners engage with words more deeply, thus optimizing potential for successful vocabulary retention. This study was designed to ascertain the extent to which tasks, in commonly used reading textbooks and integrated skills course books, induce ‘deep’ involvement with vocabulary, thus facilitating vocabulary retention. Tasks in 10 reading textbooks and 10 integrated skills course books were analysed in terms of the elements identified by Laufer and Hulstijn (2001). The results were then compared between the two types of textbooks in order to determine whether one is more effective than the other for vocabulary retention.  The study found that the frequency of exposure to target vocabulary was insufficient for vocabulary acquisition. It was also found that many of the vocabulary activities investigated required little task-induced involvement, and more specifically, very few productive activities were found. Keywords: task-induced involvement, depth of processing, vocabulary acquisition, vocabulary retention, vocabulary learning
Corpora and Language Learning: Ways to Use Corpora in Classroom Alif Ilham Baiquni
Lingua Pedagogia Vol 2, No 2 (2020): SEPTEMBER
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (693.361 KB) | DOI: 10.21831/lingped.v2i2.38169

Abstract

Corpus-based studies usually involve the comparison of two corpora, in which translated texts are compared with either their source texts or with another corpus constructed according to similar design criteria, either in the same or in another language. The ability of using corpora for language teaching has been questioned from different perspectives. The skeptics have expressed reservations about the ability of corpora to capture language use in providing a model for teaching. However, due to corpus linguistics is based on the theory that language varies according to context, its potential for finding out new facts about language is infinite. This includes designing them for teaching and learning in the classroom which can be applied indirectly and directly. In this paper, the writer proposes ways of using corpora in the classroom by considering how best corpora can aid language learning and teaching and how to deal with the theoretical and practical implications of the body of work dealing with corpora in the classroom.Keywords: corpora, language learning, classroom.
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.
An Analysis on Reading Strategies based on Metacognitive Awareness and Gender Chandra Fauzi; Ashadi Ashadi
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (856.459 KB) | DOI: 10.21831/lingped.v1i1.23912

Abstract

This article is based on survey research which sought to identify the reading strategies used by the first-semester graduate students and to reveal the most dominant strategies used by stu­dents of different gender. The participants of this study were first-semester graduate students (N = 43) of a state teacher college. A five-point Likert Scale questionnaire named SORS (Sur­vey of Reading Strategies) was deployed to collect the data concerning the use of reading strate­gies. The findings demonstrated that the first-semester students were greatly conversant in reading strategies with overall mean score of 3.82 which means a high level of awareness. The first-semester students consecutively preferred Problem Solving Strategies to Global Read­ing Strategies or Support Reading Strategies eventhough all of these three subscales fell into highly-used strategy. Female students were found to use the strategies more frequently that their male counterparts did. Also, the results of individual reading strategies use revealed that both genders tended to reread the text and to circle or underline information in the text to help them understand what they read. However, pedagogical implications on the use of metacogni­tive strategies that would help students activate their higher order thinking skills in reading needs to be given attention. Keywords: reading strategies, metacognitive awareness, gender
How English Language Teachers' Expectation Affects Students' English Learning Motivation Aulia Citra Ramadhani; Ari Purnawan
Lingua Pedagogia Vol 5, No 1 (2023): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lingped.v5i1.48594

Abstract

To master English, students are expected to be eager enough to learn on their own. It is generally assumed that English teachers' expectations of their students affect students' willingness to learn English by themselves. According to their expectation, teachers tend to behave unconsciously differently toward their students (Sarah et al., 2020). These different behaviors could inflict how the students feel about the learning activity which results in students' eagerness to learn about a certain topic. (Ruesch et al, 2012). This study aims to look into how English Teachers' expectation towards their students' ability affects students' motivation to develop their English skills, especially in Indonesia EFL context. This study result in conclusion Indonesian students' varied characteristics may obstruct their teachers' low or high expectation. There is a possibility that teachers' different expectation affects how they behave towards their students. Therefore, teachers' different behaviors toward their students may affect students' motivation during English learning activities in the classroom. To avoid the possibility of this issue, teachers are advised to help students to reach their optimum potentials, be more sensitive toward their students' emotions, and maintain their rapport during
Examining Students' Test Anxiety at Yogyakarta State University Dwiki Rahardian; Nur Hidayanto P.S.P
Lingua Pedagogia Vol 5, No 1 (2023): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lingped.v5i1.48597

Abstract

The current research has general aims to examine the anxiety level of students based on their gender and proficiency concerning English proficiency test at Yogyakarta State University. More specifically, this research tries to discover whether or not there is a significant differences in test anxiety levels between students' gender and proficiency score and to seek the interaction between these two variables on test anxiety. This study employed quantitative method by using survey research design. A sample of 229 students (64 males and 165 females) was subjected to Test Anxiety Inventory questionnaire from Spielberger (1980). Then, the data were analysed by using descriptive and inferential statistical analysis. As a way to find out the significant differences and interaction in students gender and proficiency on test anxiety, Two Way Anova was applied as hypothesis testing tools.
A Transitivity Analysis of Reading Passages in The Textbook Bahasa Inggris for Grade XI Ariany Restu Kurnia Santi; Siti Mukminatun
Lingua Pedagogia Vol 5, No 1 (2023): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lingped.v5i1.48615

Abstract

This research aimed to analyze the experiential meaning in reading passages found in the Bahasa Inggris for Grade 11 textbook in Indonesia. The research based its analyses on theory of Transitivity System. This research has two objectives, namely, 1) to describe the process types, participants and circumstances dominantly used in each clause within the texts existed in the Bahasa Inggris, and 2) to identify whether the processes reflect the linguistic feature choices of genre provided in textbook Bahasa Inggris. In conducting this research, a qualitative content analysis method was employed. Two data sheets were used as the main instrument. The data were from seven reading passages in the textbook. They were then broken down into clauses. In collecting the data, this research applied document analysis. The data analysis was done in three phases; data reduction (data condensation), data display and conclusion drawing/verifying. There are six process types found in 639 clauses in seven reading passages in the Bahasa Inggris textbook. The findings show the frequency and percentage of each process type as follows: Material Process was 331 (49%), Mental Process was 73 (11%), Relational Process was 149 (22%), Behavioral Process 37 (5%), Verbal Process was 77 (11%), and Existential Process was 15 (2%). It is found that the most dominant used is Material Process which reflects the idea that clauses through which experiences and phenomenon are represented are dominated by entities of actions or something that happened physically. While, the least used is Existential Process. The findings indicate that the processes have reflected the linguistic feature choices of genre in the Bahasa Inggris textbook.
Critical discourse analysis of Donald Trump’s tweets: An authentic teaching material for critical reading Rahma Fitriana
Lingua Pedagogia Vol 5, No 1 (2023): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lingped.v5i1.59935

Abstract

EFL learners need to develop their critical literacy when they are dealing with texts. By looking at the texts critically, students did not only comprehend the content of the text but also could train their language sensitivity, which examines whether the use of language is appropriate for the intended purposes, and could enhance their higher-order thinking capacity. Learners can practice their critical thinking by immersing themselves with Critical Discourse Analysis (CDA) activities, which enable the learners to examine linguistic units, social contexts, and the writer’s ideology behind the texts. The study attempts to analyze the ideology and framing strategy in a series of tweets posted by the former President of the United States of America, Donald Trump (@realDonalTrump) on the issue of immigrants, national security, and travel ban. It employed a textual analysis using Huckin’s framework (1989) model of CDA and collected the tweets from @realDonaldTrump account, which talked about, or had direct relations with, those three interrelated issues. The findings showed that most of his tweets framed certain groups of people badly using provocative words, images, and videos. A critical reading task is possible to do by adopting critical analysis of these Twitter posts, where EFL readers are trained to be aware of the linguistic and multimodal elements in the tweets and make a link of those elements with textual features and the broader social contexts.
Students’ perceptions on the implementation of ELT in a language center to their multicultural background Amrih Bekti Utami
Lingua Pedagogia Vol 5, No 1 (2023): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lingped.v5i1.60074

Abstract

This study is aimed at finding out the extent to which students’ perceptions towards the roles of language centers in higher education context clearly stated the implication of further better services and management of the language center. The study explores how students perceive the function of a language center in relation to their improvement of their language competence and performance. By using a set of well-developed questionnaires, researchers conducted the study and collected the data from 303 participants of higher education students with multicultural background. The results demonstrate that a language center in a higher education context need to provide diversification as well as standardization, particularly, on language services offered to all of university stakeholders, especially, the students taking parts as active users of the language center. The reported results have shown a special role of a language center and the opportunity of further language policy maker in a university level to illuminate the roles of the language center as an intermediatory between students and academic language services.  

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