Kata Kita: Journal of Language, Literature, and Teaching
Kata Kita is a journal dedicated to the publication of students research in the areas of literature, language, and teaching. In the study of language, it covers issues in applied linguistics such as sociolinguistics, discourse analysis, critical discourse analysis, pragmatics, sylistics, corpus linguistics and others. In the area of literature, it covers modern and contemporary literature in English in the forms of printed, screened, aired or performed texts. In the field of teaching, it covers teaching materials and practices, especially those related to English Language Teaching.
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<![CDATA[The Second Language Classroom Modes by Senior English Teacher at XYZ English Course in Surabaya ]]>
<![CDATA[Vinna Veronica Yauwangsa]]>;
<![CDATA[Henny PS Wijaya]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.18-26
<![CDATA[This study is intended to find out the pedagogic goals, interactional features, and L2 classroom modes appeared in the fourth graders’ English classroom taught by senior English teacher. Conducting this study, I apply Walsh’s (2006, 2011) SETT (Self-Evaluation of Teacher Talk) framework. The data was collected for two meetings. The findings of this study show that among 18 pedagogic goals, 16 of them appeared. Moreover, all of 14 interactional features and all of four modes appeared in this study.Among the four modes, managerial mode was the most frequent mode (54.54%). In conclusion, the teacher could make the class interactive because she allowed learners to formulate responses for seconds so that learners could contribute more. Moreover, the teacher rarely completed learners’ contribution and corrected learners’ mistakes directly so that the learners might feel confident to contribute in the activities.]]>
<![CDATA[COMMON ERRORS FOUND IN THE USE OF SENTENCE STRUCTURE: A CASE STUDY ]]>
<![CDATA[Desy Chandra]]>;
<![CDATA[Henny PS Wijaya]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.13-17
<![CDATA[This study is done to find out: (1) the common errors in the use of sentence structure and (2) the similarities and differences on the types of errors in the use of sentence structure between original draft in the first topic, second topic, and third topic of Written English 4B class English Department in Petra Christian University. The writer chooses the theory of common errors in the use of sentence structure as proposed by Ho (2005). The findings of this study show that there are seven (7) out of eight (8) types of errors that occur in the students’ drafts. Fragmented Sentence is the most common error made by the students in their drafts. In addition, there were similarities and differences on the types of errors and the frequency of occurrences of errors among the students. In conclusion, most of the students have understood about the use of sentence structure.]]>
<![CDATA[THE COMMUNICATIVE CRITERIA FOUND IN 10TH YEAR OF PUBLIC SENIOR HIGH SCHOOL ENGLISH COURSEBOOKS ]]>
<![CDATA[Jessica Gunawan]]>;
<![CDATA[Julia Eka Rini]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.27-32
<![CDATA[This thesis is a materials evaluation using communicative criteria. This topic is chosen considering that coursebooks are important teaching tools and communication ability is now a standard in pedagogical field. It aims to find the communicative criteria applied in the coursebooks. The writer attempts to find the criteria application and finds that the materials in the coursebooks apply to some extent the communicative criteria concerning the language knowledge, interaction, and language practice and use. The materials in the coursebooks are analyzed with constructed communicative criteria from Communicative Language Teaching principles by Larsen-Freeman and Anderson (2011). This study method is qualitative. The data are taken from English coursebooks for 10th Year of Public Senior High Schools in Indonesia. In conclusion, the coursebooks are fairly communicative because most materials apply one or more communicative criteria, except for materials in Vocabulary and Pronunciation sections. Further studies can be conducted on the materials suitability with students’ needs, the language skills and components and communicative competence taught.]]>
<![CDATA[SUPPLEMENTARY MATERIALS FOR ENGLISH LESSON GRADE SEVEN IN ELIA CHRISTIAN MIDDLE SCHOOL ]]>
<![CDATA[Ezra Christian Angkajaya]]>;
<![CDATA[Josefa Mardijono]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.33-37
<![CDATA[This project is based on the writer’s internship in Elia Christian Junior High School from April, 7 to June, 5 2015 The writer thought that it was a good thing to make supplementary materials as a final project because of some problems the writer faced earlier during the internship. There was not sufficient interesting material in the textbook and lack of students’ participation in the classroom. The writer wrote some suggested supplementary materials that he thought was good according to the analysis of the textbook to supplement the material written in the KTSP curriculum textbook. By having some creative activities during the lessons, hopefully they can change the habit of their English learning, to be more actively participated in every English class.]]>
<![CDATA[COGNITIVE DOMAINS FOUND ON SPEAKING SKILL QUESTIONS USED IN ENGLISH LANGUAGE TEXTBOOK ]]>
<![CDATA[Agustien Raquela]]>;
<![CDATA[Julia Eka Rini]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.38-42
<![CDATA[This is a qualitative study of cognitive domains of speaking skill questions used in Interlanguage: English for Third Grade Senior High School. In this study, the writer observed the six categories of cognitive domains and the dominant order thinking skill applied in the questions on speaking skill. In order, to know the position of the student’s proficiency in the speaking skill questions used in this textbook. The data were collected from the textbook. The theory used was from Anderson and Krathwohl (2001) about Revised Bloom’s Taxonomy. This study showed that there were five from six categories of the cognitive domains applied in the questions on speaking skills used in the textbook, the dominant category was ‘remembering’ because in speaking skill students need to remember what they want to say and what people said. The writer found that the questions on speaking skill in this textbook belongs to lower order thinking skill because it was important for the students to master the lower order thinking skill before they achieve the higher order thinking.]]>
<![CDATA[THE REPRESENTATION OF CULTURAL CONTENT IN GLOBAL ELEMENTARY COURSEBOOK ]]>
<![CDATA[Stefania Supangat]]>;
<![CDATA[Flora Debora Floris]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.1-6
<![CDATA[This study was to find out the types of cultural content source found in the reading and listening texts presented in Global elementary coursebook (2012) and the similarities and differences of the types of cultural content source found in those texts. The data were analyzed using the theory of types of cultural content source proposed by Matsuda (2012). The findings of this study showed that the reading texts met 54.9% of global culture, 35.3% of target culture, and 9.8% of local culture while the listening texts met 72.5% of global culture, 25% of target culture, and 2.5% of local culture. All in all, as proposed by Matsuda (2012), a good coursebook is the one that has multiple sources of cultural content; and Global elementary coursebook fulfills this criterion as it has three types of cultural content source.]]>
<![CDATA[THE APPROACH AND TECHNIQUES USED BY THE TEACHER IN TEACHING GRAMMAR IN THE TENTH GRADE ]]>
<![CDATA[Melvina JC]]>;
<![CDATA[Josefa Mardijono]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.43-48
<![CDATA[This thesis aimed to find out the approach and techniques used by the teacher in teaching in the tenth grade of Senior High School in Grammar class. The participants in this study were one English teacher and seventeen students in the tenth grade. The theory applied was the theory of Approach in teaching grammar by Thornburry (1999) and the techniques in teaching grammar by Thornburry (2002). The approach used is qualitative approach. The source of data was collected by video recording. The data were the teacher’s utterances in the classroom which are related to the topics discussed in the class which is simple past tense. The finding revealed that the teacher used deductive approach. There were five techniques used by the teacher, namely providing input, facilitating interaction, providing output opportunities, providing feedback and motivating learners. However, there was one technique that was not used, namely facilitating item learning.]]>
<![CDATA[COMMUNICATION STRATEGIES OF HIGH AND LOW ACHIEVERS: A CASE STUDY ]]>
<![CDATA[Melissa Mel]]>;
<![CDATA[Julia Eka Rini]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.7-12
<![CDATA[This study is about communication strategies used by high and low achievers when they were doing the role plays in X elementary school. This study is to find out two research questions about the types of communication strategies and the differences and similarities in their use by high and low achievers. In order to answer the research questions, the writer uses Brown’s communication strategies (2007) as the main theory and Littlewood’s (1984) as the supporting theory. There are three findings: First, the high achievers used nine types of communication strategies and the low achievers used seven types of communication strategies. Second, the high achievers used a lot of different types of communication strategies, but their frequency of using them was lower than the low achievers. On the other hand, the low achievers used fewer types of communication strategies, but their frequency of using them was higher than the high achievers.]]>
<![CDATA[THE IMPLEMENTATION OF ONLINE FEATURES OF BLENDED LEARNING METHOD IN CRITICAL READING CLASS AT B UNIVERSITY ]]>
<![CDATA[Samuel Timotius Suhenri]]>;
<![CDATA[Herwindy Maria Tedjaatmadja]]>
<![CDATA[ Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Institute of Research and Community Outreach - Petra Christian University ]]>
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DOI: 10.9744/katakita.4.1.49-54
<![CDATA[This thesis is a study of the online aspects of Blended Learning Method implementation and the example implemented in the Critical Reading class in B University. The purposes of the study are to see the implementation of the online aspects of the blended learning criteria in the classroom and the example of its implementation. The theory used is the criteria of blended learning class from Thorne (2003). The finding revealed that most of the criteria are implemented. However, the findings only focused on online features, so there will be some points not implemented in the class, since it could be implemented in offline class. Some examples of the implementation were the usage of Moodle as a help to adapt to blended learning method, usage of wide range of option in giving task and assignments to students, and giving access to contact the most appropriate person in the class. ]]>
