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INDONESIA
LingTera
Published by Universitas Negeri Yogyakarta
ISSN : 24069213     EISSN : 24771961     DOI : 10.21831
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 7, No 1 (2020)" : 10 Documents clear
Konstruksi adjektiva sebagai atribut dalam klausa bahasa Prancis dan bahasa Indonesia Roswita Lumban Tobing
LingTera Vol 7, No 1 (2020)
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.v7i1.32118

Abstract

Tulisan artikel ini merupakan penelitian deskriptif yang bertujuan untuk menjelaskan perbedaan konstruksi adjektiva bahasa Prancis dan bahasa Indonesia. Analisis data menggunakan pendekatan struktural untuk melihat sistem gramatika bahasa Prancis dan sistem gramatika bahasa Indonesia. Analisis tersebut dipadukan dengan acuan semantik untuk melihat keberterimaan sebuah konstruksi. Metode yang digunakan untuk menjelaskan perbedaan sistem gramatika kedua bahasa tersebut adalah metode analisis kontrastif oleh James (1986) dan Poedjosoedarmo (2001). Berdasarkan hasil penelitian ditemukan bahwa kaidah konstruksi adjektiva bahasa Prancis sangat berbeda dengan kaidah konstruksi adjektiva bahasa Indonesia. Pembentukan adjektiva bahasa Prancis, menyesuaikan dengan jenis dan jumlah nomina. Pembentukan kata sifat Prancis menyesuaikan dengan jenis dan jumlah kata benda yang dijelaskannya. Ketika nominanya  berjumlah tunggal maskulin, tidak ada perubahan dengan kata sifat, jika nomina yang dijelaskan oleh  adjektiva berjenis femina tunggal, adjektiva akan memperoleh tambahan sufiks {-e}, dan adjektiva akan memperoleh tambahan sufiks {-s} jika nomina yang dijelaskannya maskulin jamak, tambahan sufiks{-es} untuk adjektiva yang nominanya bergender feminin jamak. Adjektiva bahasa Indonesia tidak membutuhkan konkordansi dengan nomina yang dijelaskannya. Perbedaan yang sangat kontras ini memungkinkan pembelajar berbahasa Indonesia akan melakukan interferensi bahasa Indonesia ke dalam bahasa Prancis. Oleh karena itu, hasil penelitian ini sangat membantu pembelajar untuk dapat memahami dengan baik sistem pembentukan adjektiva bahasa Prancis, yang berbeda dengan  sistem pembentukan adjektiva bahasa Indonesia. Hal ini Konstruksi adjektiva sebagai atribut dalam klausa bahasa Prancis dan bahasa Indonesia AbstractThis article is a descriptive study that aims to explain the differences in the construction of French and Indonesian adjectives. Data analysis uses a structural approach to see the grammatical system of both languages, French and Indonesian. The analysis is combined with semantic references to see the acceptability of a construction. The method used to explain the differences in grammatical systems of the two languages is a contrastive analysis method by James (1986) and Poedjosoedarmo (2001). Based on the research finding, it was found that French adjective construction rules are very different from the rules of Indonesian adjective construction. The formation of French adjectives adjusts to the type and number of nouns they describe. When nouns are single masculine, there is no change with adjectives. When nouns are single femina, adjectives will get an additional suffix {-e}, and adjectives will get an additional suffix {-s} when the noun they describe is masculine plural, an additional suffix {-es} for adjectives when the noun are feminine plural. In Indonesian, there is no adjustments in the form of adjectives with nouns that are explained. The differences that are very contrast of both languages, allows Indonesian learners to interfer Indonesian adjektive form in French. Therefore, the results of this study are very helpful for students to be able to understand well the French adjective formation system, which is very different from the Indonesian adjective formation system.
Kajian aliran filsafat pendidikan dalam buku ajar bahasa Jawa Pustaka Basa untuk kelas VIII sekolah menengah pertama Venny Indria Ekowati; Darmiyati Zuchdi
LingTera Vol 7, No 1 (2020)
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.v7i1.30547

Abstract

Penelitan ini bertujuan untuk menganalisis aliran filsafat pendidikan yang terdapat dalam buku ajar bahasa Jawa “Pustaka Basa” untuk kelas VIII SMP. Penelitian ini menggunakan desain penelitian analisis konten inferensial. Prosedur analisis konten yang dilakukan adalah: (1) pengadaan data, (2) reduksi data, (3) inferensi dengan berusaha sebaik mungkin agar tidak mengurangi makna simboliknya dan menggunakan konstruk analitis, dan (4) analisis data. Analisis data menggunakan analisis kualitatif ranah konseptual. Validitas data menggunakan validitas semantis sedangkan reliabitiasnya menggunakan test-retest reliability. Hasil penelitian menunjukkan adanya enam aliran filsafat dalam sumber data, yaitu: (1) perenialisme, (2) esensialisme, (3) progresivisme, (4) realisme, (5) eksistensialisme, dan (6) humanis religius. Study of educational philosophy in the Javanese text book “Ajar Basa” for class VIII junior high school AbstractThis research aims to analyze the educational philosophy contained in the Javanese textbook "Ajar Basa" for class VIII SMP. This research uses inferential content analysis research design. The content analysis procedures performed are: (1) data procurement, (2) data reduction, (3) inference by trying as best as possible so as not to reduce its symbolic meaning and using analytical constructs, and (4) data analysis. Data analysis uses qualitative conceptual analysis. Data validity uses semantic validity while reliability uses test-retest reliability. The results showed six philosophical streams in the data source, namely: (1) perennialism, (2) essentialism, (3) progressivism, (4) realism, (5) existentialism, and (6) religious humanists.
The relationship between genre-based English learning material to Indonesian learner’s motivation and achievement Gayatri, Bertha Resivia; Ciptaningrum, Dyah Setyowati; Astutik, Yunik
LingTera Vol 7, No 1 (2020)
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.v7i1.28137

Abstract

Achieving an effective learning activity requires appropriate teaching materials in the learning process. Yet, there are some problems in the preparation of learning materials to teach that affect delivering the materials in the learning process. This paper is aimed to examine the impact genre-based as a learning material which is able to motivate learners in learning with interesting activity for learning process to improve learners’ writing achievement. The finding of this study shows that the learner’s motivation and achievement were improved. Also, there were a strong relationship between the usability of Genre-based learning materials to learner’s motivation and achievement. The result of this study is expected going to be applicable for teachers who want to shift their teacher-centered learning style to be learner-centered style in writing activities. Also, it is for the reader who is concerning to English learning media and learners motivation.
Graduate students’ attitudes & self-directed for lifelong learning in foreign language environment Sari, Desy Mutia; Ashadi, Ashadi
LingTera Vol 7, No 1 (2020)
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.v7i1.32971

Abstract

The student’s attitude is needed to be self-directed learners to maintain lifelong learning in the ever-changing world. Thus, this study aimed to reveal whether graduate students’ self-directed skills and attitudes vary based on university type and gender. Also, this study explored the relationship between graduate students’ attitudes and self-directed lifelong learning skills then, further identified the lowest attitudes predictors for SDL, and analyzed how the students perceive the lecturer’s role in self-directed learning. In a mixed-method study, 92 students from two selected public universities took questionnaires to measure their attitudes and self-directed learning and four students involved in the semi-structured interview. The obtained results showed that SDL and attitudes were found not to vary based on the university type. However, gender made a significant difference in SDL in favour of female students. Then, attitudes variable statistically significantly predicted students’ SDL and perceptions of confidence and ability that emerged as the attitude dimension, seemed to be the lowest associated with the students’ SDL. The majority of the students are still unaware of the SDL behaviour and see the lecturer as a factor that decisively affects them in developing greater independence. Further theoretical and practical implications are discussed.
The effectiveness of using films in the teaching of listening to improve the students learning achievement and enhance the students learning motivation Thiphachanh Nouthaphone; Widyastuti Purbani
LingTera Vol 7, No 1 (2020)
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.v7i1.10675

Abstract

This research study was aimed (1) to investigate the difference in students learning achievement. (2) To investigate the difference in the students learning motivation level. This study was a quasi-experimental design with pretest-posttest control group. The population consisted of all third year students in the second semester of academic 2015/2016 of the English Education Department at Champasack University, Laos consisting of 60 students as the sample. The data were collected using listening comprehension pretest, posttest and a questionnaire for students learning motivation. The data was analyzed by using descriptive statistics and inferential statistics. The result of MANOVA indicated that (1) The students’ learning achievement in listening increased significantly after learning with films, F = 4.961 with p = 0.030. (2) The students’ learning motivation level increased significantly after they learned with films, F = 5.909 with p = 0.018, which is lower than 0.05. This study found a significant difference in listening achievement and learning motivation levels of the third year students.
Effect of project-based learning and problem-based learning on the students’ writing achievement Cahyaningrum, Tri; Widyantoro, Agus
LingTera Vol 7, No 1 (2020)
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.v7i1.13700

Abstract

The objective of the research is to find out significant differences on the writing achievement between students taught through Project-Based Learning, Problem-Based Learning, and those who are not. This research is quasi-experimental research. The subjects consisted of two groups of students as the experimental groups and one group as the control group. The data were obtained by essay writing tests. The data analysis used descriptive analysis and inferential statistics. The hypothesis was tested using the analysis of covariance (ANCOVA) at the significance level of 0.05. The result of the ANCOVA in the posttest score shows that the significance value is 0.001, which is less than the significance level of 0.05 (F = 7.493, p 0.05). This means that there is a significant difference in the writing ability among grade eight students of SMP N 2 Kalasan taught by using the Project-Based Learning, from those taught using the Problem-Based Learning and those who are not.
Improving students’ essay writing skills by implementing peer feedback Fatimah, Nur; Madya, Suwarsih
LingTera Vol 7, No 1 (2020)
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.v7i1.14569

Abstract

The aim of this research is improving the students’ writing skill by implementing peer feedback. This study was a three cycle classroom action research at the English Education Department of Ahmad Dahlan University (UAD), Yogyakarta. It focused on the four aspects:designing and teaching the writing class implementing peer feedback, providing writing materials, varying tasks and enhancing students’ participation and interaction with peers in the learning process. The subjects consisted of 22 semester 4 students of Essay Writing-Class E. The quantitative data were collected through students’ essay scores, whereas the qualitative data were through fieldnotes, interview and portfolio. The research results in these findings. First, the students’ participation in the learning process is enhanced through their pair work, group work and whole class activity. By working collaboratively, the students take advantages of giving feedback improving their essay on these aspects:organization, content, grammar, spelling, punctuation, and mechanics, style and quality of expression.  Second, the students’ essay writing improves after peer feedback.Their essay mean scores increase from 63.09; 67.23 to 70.09.
Developing English interactive learning multimedia of listening and speaking for the tenth-grade students Raizsa An-Nur; Maman Suryaman
LingTera Vol 7, No 1 (2020)
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.v7i1.14977

Abstract

This research aims to develop a computer-based interactive learning multimedia for the teaching of English Listening and Speaking for the tenth grade students in Pelabuhanratu. This study adapted the development model suggested by Sugiyono (2014), the steps are: (1) exploration (2) development of the prototype, (3) expert validation and revision, and (4) try-out and final revision. The findings indicate that the appropriate learning multimedia for the tenth grade students in Pelabuhanratu are the learning multimedia that: (1) gives students a lot of oral cycle practice, (2) generates low pressure learning, (3) promotes student-centred learning, (4) trains students to practice micro skills of listening and speaking and (5) provides Bahasa Indonesia translation in the learning instruction. This product is rated as “very good”. Experts scored the product 3.22 and 3.28, whereas users scored the product 3.61 and 3.79 for its content and appearance respectively. The results indicate that the developed product is considered “appropriate” for the teaching of English.
Interpersonal meaning breadth variation in simultaneous interpreting English – bahasa Indonesia dienic texts: A contrastive-translational mood grammar analysis Intan Christiani
LingTera Vol 7, No 1 (2020)
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.v7i1.15756

Abstract

This study presents a contrastive-translational MOOD grammar analysis of the realization of interpersonal meaning in Joyce Meyer’s English sermon text and Jose Carol’s Bahasa Indonesia interpreted text. Interpersonal meaning in the framework of Systemic Functional Linguistics (SFL), the model of Translational Semiotic Communication (TSC) and the model of text type and language function are the theoretical foundations of this study. This study used a descriptive qualitative-quantitative approach, involving the analysis of MOOD and Modality of the data which were translationally related semantic units grammatically expressed by MOOD clause units. The analysis reveals that the texts in this study can be classified as dienic texts with Declaratives and Imperatives as the prominent clauses, while Modality elements realized in T1 were generally realized in T2 in the same types. Declaratives and Imperatives respectively serve the informative and operative function of the texts, and the Modality elements which are mostly of a high degree and expressed explicitly give values to these functions.
Improving reading comprehension through the development of critical thinking of students at madrasah aliyah Arif Zaenal Mustopa; Sugirin Sugirin
LingTera Vol 7, No 1 (2020)
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.v7i1.6445

Abstract

This research aims to develop the reading comprehension skills in English written texts of Grade XI students of Madrasah Aliyah Al-Ikhlash Cicalengka, Bandung through the development of critical thinking in teaching process. This research was collaborative classroom action research. The subjects were the 11th grade students of Madrasah Aliyah Al-Ikhlash Cicalengka, Bandung. The data were collected through pretest and posttest, observation, field notes, and interviews. The students were introduced with the concept of critical thinking starting with the concept of position, agreement, disagreement, and argument as well as the categorization of the opinion and fact in the text. Finally the students were asked to do some tasks and give their opinion related to the position of the writer and their background knowledge. The result showed that there was an improvement in teaching processes. In the first cycle, the students’ involvement in classroom activity was improved. There were about 70% of the students who actively involved in the process and it increased in the second cycle. In expressing opinion, the students could actively express their opinion related to the text being discussed both in written and orally.  The improvement also occurred in students’ reading comprehension skills score. The result of paired t-test showed that there was significant different in comparison of pretest and both posttests 1 and 2. The result showed that the significant value of 0.000 was smaller than the significant level of 0.05 or 5%. This means that the improvement was significant. The result proved that improving reading comprehension skills could be achieved by developing critical thinking in teaching reading process.

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