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Korean wave’s influences on Indonesian beauty standard depicted in skincare advertisements: Critical discourse analysis Santa Maya Pramusita
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.39548

This research aims to disclose the influence of the Korean wave toward the Indonesian beauty standards reflected in the skincare advertisements. A descriptive qualitative method with the approach of critical discourse analysis is employed to obtain the research objective. The media are Viva moisturizer advertisement appeared in the early 2000s, Wardah White Treatment Essence advertisement published in 2019, and Laneige BB Cushion Korean advertisement as a part of intertextuality. The 19 year-publication gaps is deliberately presented to show how the shift of beauty myth takes place. The data taken were in words, phrases, and sentences, which were then analyzed using Fairclough's three-dimensional approach. The results showed that Viva attracted consumers’ attention using similes, simple present tense, keywords repetition, and positive adjectives. On the other side, Wardah used hyperbole, possessive pronoun, and scientific terminology to convince the consumers of their product’s superiority, in line with Laneige's advertisement. Regarding the discursive features, these three advertisements were similar in that they used logos, flattery, puffery, and positive image representation. Lastly, the analysis of social practice indicated that the influence of the Korean wave was clearly seen on Wardah’s commercial, which portrayed beauty as Laneige did. They tried shaping consumers’ beliefs that beauty means having a white, flawless, and glowing face. Thus, the beauty myth had changed from the previous era. This resembles Bourdieu’s notion of field, capital, and Doxa.

Struktur wacana berita pendidikan dalam surat kabar Kompas Sri Handayani; Suhardi Suhardi
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.14905

Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan struktur tematik, skematik, semantik, sintaksis, dan stilistik berita pendidikan dalam surat kabar Kompas. Penelitian ini merupakan penelitian deskripsi kualitatif. Hasil penelitian ini adalah sebagai berikut. Pertama, tematik yang dikedepankan yaitu Kurikulum 2013 yang didukung topik dan tema. Kedua, skematik berita pendidikan disusun dengan skema summary yang mencakup judul dan lead, dan story yang berupa komentar narasumber serta kesimpulan wartawan berdasarkan pernyataan narasumber. Ketiga, semantik mencakup latar, detil, maksud, dan praanggapan. Elemen tersebut mengungkapkan makna yang ditekankan pada hal-hal atau peristiwa yang terjadi pada pelaksanaan Kurikulum 2013 selama tahun pelajaran 2014/2015. Keempat, sintaksis mencakup bentuk kalimat, kohesi, koherensi, dan kata ganti. Pada bentuk kalimat, Kompas menggunakan kalimat aktif dikarenakan untuk menonjolkan narasumber. Kohesi dan koherensi menunjukkan bahwa berita pendidikan sebagai wacana yang utuh, padu dan runtut. Kelima, stilistik berkaitan dengan pilihan kata (leksikon). Pilihan kata yang digunakan Kompas cenderung halus, sopan, dan universal. Hal tersebut menunjukkan kesan positif terhadap narasumber dan Kurikulum 2013. The discource structure of educational news in Kompas newspaper AbstractThis study is aimed at: describing and explaining thematic, schematic, semantic, syntactic, and stylistic structures of education news in Kompas newspaper. This research was a qualitative research. The study reveals five findings as follows. First, the main thematic is Curriculum 2013 which is supported by topics and themes. Second, the schematic of educational news is arranged by a summary scheme which includes titles and leads while the story scheme is the commentary of interviewees and journalist's conclusion from the interviewees’ statement. Thirdly, semantics includes background, detail, intent, and presupposition. The element expresses the emphasis on the things or events that occured in the implementation of Curriculum 2013 during the academic year 2014/2015. Fourth, syntax includes sentence form, cohesion, coherence, and pronoun. In the form of a sentence, Kompas uses active sentences because of accentuate the interviewees. Cohesion and coherence show that the educational news is as integrated discourse, united and coherent. Fifth, stylistic is related to the word choice (lexicon). Kompas uses universal, smooth and polite choice of words. It shows a positive impression to the interviewees and Curriculum 2013.

Improving students’ vocabulary mastery through picture cards Hendrik Makaruku
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.15423

This study aims to improve the vocabulary mastery of VII grade students of SMP Negeri 4 Taniwel, West Seram, Mollucas, through the use of picture cards. This research was classroom action research. The research subjects were grade VII students of SMP Negeri 4 Taniwel, West Seram, Mollucas, consisting of 24 students. The techniques for collecting the data were observation and interview, whereas the instruments for collecting data were observation checklists, field notes, and tests. The data analysis using qualitative analysis and quantitative analysis. The qualitative analysis was related to the result analysis of the observation, interview, field notes, and observation checklist, while the quantitative analysis was related to the analysis process of simple statistics from the students’ test results. The result of the research indicates that the use of picture cards can improve the students’ vocabulary mastery, as shown by the students’ test results that improved in each cycle. The students’ vocabulary mastery was said “improved” if their percentage of completeness overall achieved the indicator of success ≥85%. In the first cycle, the percentage of the students’ completeness overall improved to 75% with an average score of 74.1 but did not achieve the indicator of success. Therefore, the cycle was repeated in the second cycle with some improvements. In the second cycle, the percentage of the students’ completeness overall achieved the indicator of success 91.6% or ≥85%. It meant that the student's vocabulary mastery has improved in the second cycle, and the cycle was ended.

Guided reading strategy and its implementation on grade 2 students in Sekolah Pilar Indonesia Miftahul Furqon; Pangesti Wiedarti
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.10206

The research is aimed to investigate teachers’ implementation of guided reading strategy on grade 2 students in Sekolah Pilar Indonesia. The objectives of the research are (1) to understand how teachers view guided reading as a teaching strategy to develop students’ reading comprehension; (2) to describe guided reading strategy implementation which is intended to support grade 2 students’ reading comprehension; and (3) to evaluate the learning outcome of guided reading strategy on grade 2 students’ reading comprehension. To gain the objectives, the research applied the qualitative case study method. The research subjects comprised four grade-2 teachers and twenty-seven grade-2 students in Sekolah Pilar Indonesia. The data were collected through teacher surveys, in-depth interviews, class observations, and document collection of students’ reading assessment records. This research reveals five findings. First, all grade-2 teachers view guided reading as a strategy that can answer inquiries about how to deal with students’ different levels of reading and as a context in which students are able to achieve comprehensive reading behaviours. Second, teachers are prepared to implement a guided reading strategy because the essential elements are administered well. Third, the seven essential elements of the guided reading strategy are effective to teach students reading. Fourth, the characteristics often indicators of teacher-self assessment in implementing guided reading strategy are necessarily managed to create an effective guided reading class. Fifth, the learning outcome related to students’ reading comprehension shows a significant result.

Keefektifan strategi pengajaran membaca resiprokal dan strategi berpikir terarah dalam pembelajaran pemahaman bacaan Titis Kusumaningrum Witdaryadi Putri; Darmiyati Zuchdi
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.10464

Penelitian ini bertujuan untuk mengetahui (1) keefektifan strategi pengajaran membaca resiprokal dan strategi berpikir terarah dan (2) strategi yang paling efektif di antara strategi pengajaran membaca resiprokal, strategi berpikir terarah, dan strategi konvensional. Selain itu, penelitian ini juga bertujuan untuk mendeskripsikan (3) kendala yang dihadapi guru dalam menerapkan strategi pengajaran membaca resiprokal dan strategi berpikir terarah beserta solusi untuk mengatasi kendala. Penelitian ini merupakan metode penelitian kombinasi dengan model penelitian sequential explanatory design. Teknik pengambilan sampel menggunakan simple random sampling dan cluster random sampling. Teknik pengumpulan data yang digunakan adalah tes, wawancara, dan observasi. Teknik analisis data yang digunakan adalah uji analisis varians satu jalan yang dilanjutkan uji scheffe dengan taraf kesalahan 0,05. Penelitian kualitatif yang diterapkan adalah penelitian kualitatif deskriptif. Hasil penelitian menunjukkan sebagai berikut. (1) Strategi pengajaran membaca resiprokal lebih efektif daripada strategi konvensional; strategi berpikir terarah lebih efektif daripada strategi konvensional. (2) Strategi pengajaran membaca resiprokal paling efektif daripada strategi berpikir terarah dan strategi konvensional. (3) Kendala dalam penerapan strategi pengajaran membaca resiprokal antara lain beberapa siswa masih kesulitan dalam membuat prediksi, pertanyaan, mengklarifikasi, dan meringkas; kendala dalam penerapan strategi berpikir terarah antara lain beberapa siswa masih kesulitan dalam membuat prediksi, kesalahan teknis dalam membaca, dan membuktikan prediksi. Guru mengatasi kendala tersebut dengan memberikan motivasi, contoh, dan arahan kepada siswa. The effectiveness of the reciprocal teaching and DRTA strategies in the learning of reading comprehension Abstract: This study aimed to 1) find out the effectiveness of the reciprocal teaching and DRTA strategies, (2) find out which strategy was the most effective among the reciprocal teaching, DRTA, and conventional strategies. In addition, this study aimed to (3) describe the constraints that the teacher faces in the application of the reciprocal teaching and DRTA strategies and the solutions to the constraints. This was a mixed-methods study using the sequential explanatory design. The sample was selected by means of the simple random sampling technique and the cluster random sampling technique. The data were collected through tests, interviews, and observations. The data analysis technique was the one-way analysis of variance continued by the Scheffer test at a significance level of 0.05. The qualitative study was the descriptive qualitative study. The results of the study are as follows. (1) The reciprocal teaching strategy is more effective than the conventional strategy; the DRTA strategy is more effective than the conventional strategy. (2) The reciprocal teaching strategy is the most effective than the DRTA strategy and conventional strategy. (3) The constraints in the application of the reciprocal teaching strategy are, among others, that the students still find it difficult to make predictions about questions, clarification, and summary; constraints in the application of the DRTA strategy are, among others, that the students still find it difficult to make predictions, there are technical mistakes in reading, and they find it difficult to prove predictions. The teacher deals with the constraints by giving motivation, examples, and directions to the students.

Wacana kekuasaan dan politik dalam kumpulan cerita pendek Penembak Misterius dan Saksi Mata karya Seno Gumira Ajidrama Andi Batara Indra; Wiyatmi Wiyatmi
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.10168

Penelitian ini untuk mengetahui (1) wujud wacana kekuasaan, (2) praktik wacana kekuasaan, (3) wujud wacana politik, dan (4) praktik wacana politik dalam kumpulan cerita pendek Penembak Misterius dan kumpulan cerita pendek Saksi Mata karya Seno Gumira Ajidarma. Penelitian ini merupakan penelitian kualitatif deskriftif. Objek peneltian adalah kumpulan cerita pendek Penembak Misterius dan kumpulan cerita pendek Saksi Mata karya Seno Gumira Ajidarma. Pengumpulan data menggunakan studi pustaka. Analisis data menggunakan kualitatif deskriftif. Hasil penelitian menunjukkan kumpulan cerita pendek Penembak Misterius dan kumpulan kumpulan cerita pendek Saksi Mata karya ditemukan empat wujud wacana kekuasaan yang berbentuk disiplin atau disciplinary, hukuman atau punisment, kuasa tubuh atau biopower, dan pengetahuan atau knowledge. Praktik wacana kekuasaan ditemukan empat praktik yang berbentuk pembunuhan, teror, penculikan, dan penyiksaan. Wujud wacana politik dalam kumpulan cerita pendek Penembak Misterius dan kumpulan cerita pendek Saksi Mata karya Seno Gumira Ajidarma ditemukan tiga wujud wacana politik yang berbentuk politik pemerintah atau negara, politik seksual atau gender, dan politik instansi. Praktik wacana politik ditemukan dua jenis praktik yang berbentuk kebijakan dan aturan. Power and politic discourse in Seno Gumira Ajidarma’s short stories entitled Penembak Misterius and Saksi Mata Abstract: The purpose of this study is to understand (1) the existence of discourse of power, (2) the example of power, (3) the existence of political discourse, and (4) the example of political discourse in Seno Gumira Ajidarma’s Short Stories Penembak Misterius and Saksi Mata. The study is qualitative research. The data were obtained by reading intensively, making a systematic list, looking for other references, identifying the existing discourse of power and the example of power, identifying the existing discourse of politics and the example of political case. The analysis of this study used the descriptive qualitative method by classifying, interpreting, analyzing, and concluding the data. The result of this study shows that there are four forms of power: knowledge, discipline, punishment, and biopower in Seno Gumira Ajidarma’s Short Stories entitled Penembak Misterius and Saksi Mata. Also, there are four examples of political cases such as assassination, terror, kidnapping, and torture. Besides, there are three forms to show the existence of politics such as government politics, gender politics, and office politics and two forms to describe political practice such as policy and regulation.

The effectiveness of edmodo and schoology in descriptive writing for Universitas Muhammadiyah Yogyakarta students Rizki Dwi Oktaviani; Agus Widyantoro
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.11361

This research was aimed to figure out (1) the students’ achievement in descriptive writing taught by using Edmodo and Schoology, (2) the differences of students’ achievement in descriptive writing taught by using Edmodo, Schoology, and the conventional media, and (3) the most effective media among the media compared in descriptive writing for the students of Yogyakarta Muhammadiyah University. This research was a quasi-experiment study with a nonequivalent (pretest and posttest) control group design. The data were collected through written tests. The reliability of the instruments was gained using inter-rater reliability. The data were analyzed using the covariant analysis (ANCOVA) and the Scheffe test. The results of the study showed that: (1) the use of Edmodo and Schoology gave a positive contribution to students’ achievement in descriptive writing, (2) there were differences among students’ achievement in descriptive writing taught by using Edmodo, Schoology and the conventional media, (3) the use of Edmodo and Schoology was more effective than the conventional media.

Peningkatan membaca pemahaman teks hortatory exposition dengan metode SQ3R bagi siswa kelas XIA3 Indarti Puji Astuti; Suhardi Suhardi
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.5533

Penelitian ini bertujuan untuk meningkatkan keaktifan, perhatian dan konsentrasi serta membaca pemahaman teks hortatory exposition siswa kelas XIA3 MAN Yogyakarta III tahun ajaran 2014/2015 dengan metode SQ3R. Penelitian ini dilaksanakan pada bulan Februari sampai April 2015.Subjek penelitian ini adalah 29 siswa kelas XIA3 MAN Yogyakarta III.Penelitian ini merupakan penelitian tindakan kelas yang dibagi menjadi tiga siklus. Masing-masing siklus terdiri dari tiga pertemuan. Desain penelitian ini menggunakan model Kemmis dan McTaggart, yang terdiri dari tahap perencanaan, tindakan, observasi dan refleksi. Hasil penelitian menunjukkan bahwa menggunakan metode SQ3R berhasil meningkatkan keterampilan membaca pemahaman teks hortatory exposition yang ditandai dengan peningkatan proses dan hasil pemahaman siswa terhadap teks hortatory exposition selama proses pembelajaran. Metode SQ3Rmeningkatkan keaktifan, perhatian dan konsentrasi siswa dalam proses pembelajaran sebesar 70,71% pada siklus I, 79,74% pada siklus II, dan 87,67% pada siklus III. Selain itu, keterampilan membaca pemahaman meningkat dengan ditandai peningkatan pada prestasi hasil belajar pemahaman teks hortatory exposition.Hal ini terlihat dari nilai rata-rata siswa sebagai berikut: 58,13 untuk nilai rata-rata pada pratindakan, 69,31 untuk nilai rata-rata pada siklus I, 74,07 untuk nilai rata-rata siklus 2 dan 75,79 untuk nilai rata-rata siklus 3. Dengan demikian, dalam setiap siklus keterampilan membaca pemahaman teks hortatory exposition dapat ditingkatkan melalui metode SQ3R. The improvement of reading comprehension hortatory exposition text through SQ3R method among year xi students of natural science program 3 AbstractThis study aims to improve reading comprehension of hortatory exposition text through the application of the SQ3R method among year XI students of Natural Science Program 3 in MAN Yogyakarta III in the academic year of 2014/2015. This research was conducted from February to April 2015. The subjects were 29 grade XIA3 students of MAN Yogyakarta III. This study is action research which consisted of three cycles. Each cycle consisted of three meetings. The design of the study are adapting and applies Kemmis and McTaggart’s model which consisted of planning, action, observing and reflection. The results show that the SQ3R method improves the student's skills in understanding the hortatory exposition texts which are indicated by an increase in the process and the student's skills in understanding texts during the learning process. The SQ3R method increases the activities, attention and concentration of the students during the process by about 70.71% in Cycle 1, 79.74% in Cycle 2, and 87.67% in Cycle 3. In addition, the reading comprehension skill increases which are indicated by their learning achievement increases in reading comprehension of hortatory exposition text. This can be seen from the average scores of students which are 58.13 for the scores in pre-action, 69.31 for the scores in Cycle I, 74.07 for the scores in Cycle 2, and 75.79 for the scores in Cycle 3. Thus, in each cycle, students’ skills in understanding the hortatory texts could be improved through the SQ3R method.

Ideologi perlawanan dalam bahasa humor politik pada buku Republik Badut karya Darminto M. Sudarmo Rizqi Ameliya; Suminto A Sayuti
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.12717

Penelitian ini bertujuan untuk mengungkap: (1) konstruksi teks humor; (2) konstruksi wacana perlawanan; (3) ideologi yang tersembunyi dalam wacana humor politik pada buku Republik Badut karya Darminto M. Sudarmo. Penelitian ini merupakan penelitian kualitatif dengan paradigma kritis. Teknik analisis data dalam penelitian ini menggunakan analisis tiga dimensi Norman Fairclough: (1) analisis teks, (2) analisis discourse practice, (3) analisis sosiocultural discourse. Hasil penelitian yang diperoleh menunjukkan bahwa: (1) konstruksi teks humor dalam buku Republik Badut karya Darminto M. Sudarmo cenderung menggambarkan Republik Badut sebagai analogi dari Republik Indonesia, (2) konstruksi wacana perlawanan disampaikan dalam bentuk kritik dan humor yang menyuarakan perlawanan terhadap ketidakadilan, ketimpangan, dan kecurangan yang dilakukan para elit penguasa terhadap rakyat, dan (3) Ideologi perlawanan yang disuarakan Darminto M. Sudarmo dalam buku Republik Badut, yakni: a) perlawanan teradap kejahatan atau kecurangan (korupsi), b) perlawanan terhadap elit penguasa, c) perlawanan terhadap tindak represif, d) perlawanan terhadap retorika para politisi, e) perlawanan terhadap pencitraan presiden, f) dan penyatuan gagasan senasib sepenanggungan dari kaum proletar. Rebellion ideology of political humour language in Darminto M. Sudarmo’s Republik Badut Abstract: The research aims to reveal: (1) the constructed text humour, (2) the constructed rebellion discourse, (3) the hidden ideology in political humour discourse in Darminto M. Sudarmo’s Republik Badut. This research was qualitative with the critical paradigm. The data were collected through Norman Fairclough three-dimensional analysis: (1) text analysis, (2) the analysis of discourse practices, (3) sociocultural discourse analysis. The research results show that: (1) the construction of the text humour in Darminto M. Sudarmos’s Republik Badut tend to depict Republik Badut as an analogy of the Republic of Indonesia, (2) the construction rebellion discourse delivered in the criticism and humour were submitted rebellion to injustice, inequality, and the fraud by the government to the people, (3) the rebellion ideology of Darminto M. Sudarmo’s Republik Badut convey: a) rebellion against crime and corruption, b) rebellion against the government, c) rebellion against repressive acts, d) rebellion against the rhetoric of politicians, e) rebellion against president’s self-image, f) and ideas-unity among ordinary people to live in the same boat.

Pengaruh motivasi belajar, fasilitas belajar, dan penguasaan kosakata terhadap prestasi belajar bahasa Inggris siswa Noredyo Molyaningrum; Pujiati Suyata
LingTera Vol 8, No 1 (2021)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.12657

Penelitian ini bertujuan untuk mengidentifikasi pengaruh: (1) motivasi belajar, fasilitas belajar, dan penguasaan kosakata secara bersama-sama terhadap prestasi belajar bahasa Inggris siswa kelas VIII Kota Yogyakarta, (2) motivasi belajar terhadap prestasi belajar bahasa Inggris siswa kelas VIII Kota Yogyakarta. (3) fasilitas belajar terhadap prestasi belajar bahasa Inggris siswa kelas VIII Kota Yogyakarta, dan (4) penguasaan kosakata terhadap prestasi belajar bahasa Inggris siswa kelas VIII Kota Yogyakarta. Jenis penelitian ini adalah ex-post facto. Instrumen penelitian adalah angket dan tes. Hasil penelitian adalah: (1) Motivasi belajar, fasilitas belajar, dan penguasaan kosakata secara bersama-sama berpengaruh terhadap prestasi belajar bahasa Inggris siswa, (2) Motivasi belajar berpengaruh terhadap prestasi belajar bahasa Inggris siswa, (3) Fasilitas belajar berpengaruh terhadap prestasi belajar bahasa Inggris siswa, dan (4) Penguasaan kosakata berpengaruh terhadap prestasi belajar bahasa Inggris. Penguasaan kosakata paling berpengaruh terhadap prestasi belajar bahasa Inggris siswa. The effect of learning motivation, learning facilities, and vocabulary mastery on English achievement Abstract: This research aims to investigate the effect of: (1) learning motivation, learning facilities, and vocabulary mastery in aggregate on English achievement of grade VIII students of junior high schools in Yogyakarta, (2) learning motivation on English achievement of grade VIII students of junior high schools in Yogyakarta, (3) learning facilities on English achievement of grade VIII students of junior high schools in Yogyakarta, and (4) vocabulary mastery on English achievement of grade VIII students of junior high schools in Yogyakarta. This research was an ex-post facto. The instruments of the research were questionnaires and tests. The results of the study are: (1) learning motivation, learning facilities, and vocabulary mastery in aggregate affect English achievement of the students , (2) learning motivation affects English achievement of the students, (3) learning facilities affects English achievement of the students, (4) vocabulary mastery affects English achievement of the students. The vocabulry mastery is the most influential on English achievement of the students.

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