Pub Date : 2022-12-12DOI: 10.24036/ld.v16i2.120304
Farah Amir
This article examines whether teaching English in Bangladeshi secondary schools is a blessing or a curse. The paper seeks to ask soul-searching questions; reiterates the voices and findings of previous scholars and evokes the need to look at the rot within our system in order to engender genuine and practical transformations. It adopts the desk research methodology and mostly draws data from the review of 50 secondary-based sources. The paper argues that the students learning English in Bangladeshi secondary schools are deprived of many essentials that should make them proficient users of the English language, yet they are expected to be effective users of the language in different real life situations; which is challenging. Furthermore, the paper proposes that if there other acknowledged World Englishes, Bangladesh can have a variety of English that accepts and reflects Bengali pronunciations, grammar and meaning. The paper concludes with the question- if other Asian countries, whose native speakers do not use the English language fluently; still develop in geometric progression, can we still tie the teaching of English in our secondary schools and the ability of students (and the rest of the population) communicating fluently in English to Bangladesh’s development?
{"title":"Teaching English in Bangladeshi Secondary Schools: A Blessing or A Curse?","authors":"Farah Amir","doi":"10.24036/ld.v16i2.120304","DOIUrl":"https://doi.org/10.24036/ld.v16i2.120304","url":null,"abstract":"This article examines whether teaching English in Bangladeshi secondary schools is a blessing or a curse. The paper seeks to ask soul-searching questions; reiterates the voices and findings of previous scholars and evokes the need to look at the rot within our system in order to engender genuine and practical transformations. It adopts the desk research methodology and mostly draws data from the review of 50 secondary-based sources. The paper argues that the students learning English in Bangladeshi secondary schools are deprived of many essentials that should make them proficient users of the English language, yet they are expected to be effective users of the language in different real life situations; which is challenging. Furthermore, the paper proposes that if there other acknowledged World Englishes, Bangladesh can have a variety of English that accepts and reflects Bengali pronunciations, grammar and meaning. The paper concludes with the question- if other Asian countries, whose native speakers do not use the English language fluently; still develop in geometric progression, can we still tie the teaching of English in our secondary schools and the ability of students (and the rest of the population) communicating fluently in English to Bangladesh’s development?","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44873595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.24036/ld.v16i2.120365
Winda Setia Sari, A. Tambunan, Citra Anggia Putri, J. Hasibuan
The study accentuates bilingual creativity as the pedagogical intervention of postcolonial creative writing strategy in poetry class through the writing of haiku and short poems. Twenty-five students in their freshmen year at the English Department were engaged in reading a culturally local text (Sumatra-Javanese ethnic poetry to compose poetry from a post-colonial perspective). The workshop's five phases exploring, inciting inspirations, drafting, editing, and peer feedback provided the student, as a novice writer, with the benefit of familiarizing themselves with character, theme, and cultural issues; developing a cognitive process to negotiate different meanings in their first and second languages; and exploring creativity to write their own poetry in the second language. The scripts written in English are the product of poetry classes, which reveal students' localized knowledge and cultural literacy. The works reflect the participants’ cultural identity, even though English is the dominant language showcased in the almost fifty poems composed by the novice writers. The existence of local languages points to the development of their bilingual creativity; students in the poetry classroom are not only able to handle the meaning in the first and second languages, but also to promote their local culture to the global world.
{"title":"Fostering Bilingual Creativity in English Poetry Classroom: A Postcolonial Creative Writing Strategy","authors":"Winda Setia Sari, A. Tambunan, Citra Anggia Putri, J. Hasibuan","doi":"10.24036/ld.v16i2.120365","DOIUrl":"https://doi.org/10.24036/ld.v16i2.120365","url":null,"abstract":"The study accentuates bilingual creativity as the pedagogical intervention of postcolonial creative writing strategy in poetry class through the writing of haiku and short poems. Twenty-five students in their freshmen year at the English Department were engaged in reading a culturally local text (Sumatra-Javanese ethnic poetry to compose poetry from a post-colonial perspective). The workshop's five phases exploring, inciting inspirations, drafting, editing, and peer feedback provided the student, as a novice writer, with the benefit of familiarizing themselves with character, theme, and cultural issues; developing a cognitive process to negotiate different meanings in their first and second languages; and exploring creativity to write their own poetry in the second language. The scripts written in English are the product of poetry classes, which reveal students' localized knowledge and cultural literacy. The works reflect the participants’ cultural identity, even though English is the dominant language showcased in the almost fifty poems composed by the novice writers. The existence of local languages points to the development of their bilingual creativity; students in the poetry classroom are not only able to handle the meaning in the first and second languages, but also to promote their local culture to the global world.","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41887786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-02DOI: 10.24036/ld.v16i2.116824
Tira Nur Fitria
This research investigates “Grammarly” as one tool of an online assessment in identifying grammatical and mechanical errors of students in writing English. This research is descriptive qualitative research. The result analysis shows that Grammarly is used to assess the students’ writing both grammatical and mechanical (spelling, punctuation, and capitalization) errors. From Grammarly report, it represents the quality of writing. First, student A’s text score is 46 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, punctuation in compound/complex sentences, misspelled words, determiner use, incorrect verb forms, faulty subject-verb agreement, pronoun use, conjunction use, incomplete sentences also wordy sentences. Second, student B’s text score is 37 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, misspelled words, determiner use, mixed dialects of English, incorrect noun numbers, pronoun use, incorrect verb forms, and comma misuse within clauses. Grammarly is an online proofreading service that checks for students’ grammar, spelling, and punctuation errors. Grammarly automatically verifies or detects the work typed based on a variety of factors and reveals a variety of student writing errors, both in terms of grammatical and mechanical. This finding suggests that teachers/lecturers can use Grammarly as online automated software to implement corrective evaluation of the EFL or non-EFL students’ writing. They can examine and analyze students' errors in great depth without having to make a lot of corrections or improvements manually.
{"title":"Identifying Grammatical and Mechanical Errors of Students’ Writing: Using “Grammarly” as an Online Assessment","authors":"Tira Nur Fitria","doi":"10.24036/ld.v16i2.116824","DOIUrl":"https://doi.org/10.24036/ld.v16i2.116824","url":null,"abstract":"This research investigates “Grammarly” as one tool of an online assessment in identifying grammatical and mechanical errors of students in writing English. This research is descriptive qualitative research. The result analysis shows that Grammarly is used to assess the students’ writing both grammatical and mechanical (spelling, punctuation, and capitalization) errors. From Grammarly report, it represents the quality of writing. First, student A’s text score is 46 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, punctuation in compound/complex sentences, misspelled words, determiner use, incorrect verb forms, faulty subject-verb agreement, pronoun use, conjunction use, incomplete sentences also wordy sentences. Second, student B’s text score is 37 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, misspelled words, determiner use, mixed dialects of English, incorrect noun numbers, pronoun use, incorrect verb forms, and comma misuse within clauses. Grammarly is an online proofreading service that checks for students’ grammar, spelling, and punctuation errors. Grammarly automatically verifies or detects the work typed based on a variety of factors and reveals a variety of student writing errors, both in terms of grammatical and mechanical. This finding suggests that teachers/lecturers can use Grammarly as online automated software to implement corrective evaluation of the EFL or non-EFL students’ writing. They can examine and analyze students' errors in great depth without having to make a lot of corrections or improvements manually.","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-23DOI: 10.24036/ld.v16i2.119741
Giovanni Oktavinanda, Endah Anisa Rahma, A. Mursawal, Veni Nella Syahputri
Tourists' demands which particularly those of international visitors are best served by tour guides, who are valuable coastal human resources. English as an international language is essential for communicating with travelers and is a crucial communication ability in the travel and tourism sector. Thence, it is necessary to analyze the English needs of local tour guides on the Simeulue coast. There were ten local tour guides chosen through random sampling as the subjects. The research instrument was a questionnaire set adapted from Prachanant (2012) address needs, functions, and issues with the use of English. It also makes reference to elements from the need analysis model developed by Waters & Hutchinson (1987).Interactive Analysis by Miles, Huberman, and Saldana (2014) was used to perform additional analysis on the findings, and the results were later displayed and verified. The results revealed that speaking was the most important English skill for the participants, followed by listening, reading, and writing. Second, individuals felt they lacked proficiency in speaking, listening, writing, and reading. Therefore, they desired to develop their speaking, listening, writing, and reading abilities. It implied that speaking played a major role in tour guiding and needs further follow-ups.
导游是沿海地区宝贵的人力资源，最能满足游客尤其是国际游客的需求。英语作为一种国际语言，在与旅行者的交流中是必不可少的，是旅游行业中至关重要的沟通能力。因此，有必要对西莫鲁海岸当地导游的英语需求进行分析。随机抽取10名当地导游作为研究对象。研究工具是一套调查问卷，改编自Prachanant(2012)，旨在解决英语使用的需求、功能和问题。它还参考了Waters & Hutchinson(1987)开发的需求分析模型中的元素。Miles, Huberman, and Saldana(2014)的互动分析被用来对研究结果进行额外的分析，结果随后被显示和验证。结果显示，对参与者来说，口语是最重要的英语技能，其次是听力、阅读和写作。第二，个人认为他们在听说读写方面缺乏熟练程度。因此，他们希望发展自己的听说读写能力。这意味着语言在导游中起着重要的作用，需要进一步的随访。
{"title":"Voices from Coastal Communities: English Need Analysis of Local Tour Guide","authors":"Giovanni Oktavinanda, Endah Anisa Rahma, A. Mursawal, Veni Nella Syahputri","doi":"10.24036/ld.v16i2.119741","DOIUrl":"https://doi.org/10.24036/ld.v16i2.119741","url":null,"abstract":"Tourists' demands which particularly those of international visitors are best served by tour guides, who are valuable coastal human resources. English as an international language is essential for communicating with travelers and is a crucial communication ability in the travel and tourism sector. Thence, it is necessary to analyze the English needs of local tour guides on the Simeulue coast. There were ten local tour guides chosen through random sampling as the subjects. The research instrument was a questionnaire set adapted from Prachanant (2012) address needs, functions, and issues with the use of English. It also makes reference to elements from the need analysis model developed by Waters & Hutchinson (1987).Interactive Analysis by Miles, Huberman, and Saldana (2014) was used to perform additional analysis on the findings, and the results were later displayed and verified. The results revealed that speaking was the most important English skill for the participants, followed by listening, reading, and writing. Second, individuals felt they lacked proficiency in speaking, listening, writing, and reading. Therefore, they desired to develop their speaking, listening, writing, and reading abilities. It implied that speaking played a major role in tour guiding and needs further follow-ups.","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47592948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.24036/ld.v16i2.117001
J. Juliana
{"title":"English Club Activities to Increase the Nursing Students’ Motivation in Learning English: Students’ Perception","authors":"J. Juliana","doi":"10.24036/ld.v16i2.117001","DOIUrl":"https://doi.org/10.24036/ld.v16i2.117001","url":null,"abstract":"","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49162684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.24036/ld.v16i2.116302
W. Oktavia, N. Noviani
Clause and phrase construction is one of the essential components needs to be mastered by English students in order to support their writing. However, this is the problem that students still encounter. The purposes of this study are to figure out students’ difficulties and the causes of the difficulties in reducing adjective clauses into participial phrases. 30 students were selected using cluster random sampling technique from a population of 162 second-year English Department students at Universitas Negeri Padang. Data gained from questionnaire were analyzed using quantitative approach and descriptive method. The findings demonstrate that understanding adjective clauses (68.8%), using pronouns (64.6%), and constructing verbs (62.8%) are three aspects students found the most problematic. In addition, using relative pronouns is a bit challenging for them (46.6%). It was also found out that these difficulties are significantly influenced by the instructional method utilized (80%), students’ motivation (66.3%), their educational background (65.8%), and learning strategies (63.1%). Indeed, family environment (54.6%) has a fair impact on it as well.
{"title":"Students’ Difficulties in Reducing Adjective Clauses into Participial Phrases","authors":"W. Oktavia, N. Noviani","doi":"10.24036/ld.v16i2.116302","DOIUrl":"https://doi.org/10.24036/ld.v16i2.116302","url":null,"abstract":"Clause and phrase construction is one of the essential components needs to be mastered by English students in order to support their writing. However, this is the problem that students still encounter. The purposes of this study are to figure out students’ difficulties and the causes of the difficulties in reducing adjective clauses into participial phrases. 30 students were selected using cluster random sampling technique from a population of 162 second-year English Department students at Universitas Negeri Padang. Data gained from questionnaire were analyzed using quantitative approach and descriptive method. The findings demonstrate that understanding adjective clauses (68.8%), using pronouns (64.6%), and constructing verbs (62.8%) are three aspects students found the most problematic. In addition, using relative pronouns is a bit challenging for them (46.6%). It was also found out that these difficulties are significantly influenced by the instructional method utilized (80%), students’ motivation (66.3%), their educational background (65.8%), and learning strategies (63.1%). Indeed, family environment (54.6%) has a fair impact on it as well.","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42102400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-06DOI: 10.24036/ld.v16i2.116942
Mukminatus Zuhriyah, E. N. Laili
The online EFL teaching and learning in this COVID-19 pandemic era has been conducted synchronously and asynchronously. However, the implementation of blended synchronous and asynchronous learning in the online grammar class was still scarce. Therefore, this study was conducted with the purpose of knowing whether or not the use of blended synchronous and asynchronous learning was effective for teaching grammar. This study was a pre-experimental research using one-group pretest-posttest design. The population of this study was the students of the second semester in the English department of a private university located in East Java. Because there was only one class in this second semester so that the sample was the same as this population. There were fifteen students in this sample. In collecting the data, the researchers used the pretest and posttest of grammar. After the data of pretest and posttest were in the normal distribution, the testing of hyphothesis using t-test especially paired samples test was conducted. The result of this t-test showed that the Sig. (2-tailed) 0.000 was lower than 0.05. It revealed that the difference of the mean scores of pretest and posttest was significant. Thus, the use of blended synchronous and asynchronous learning was effective for teaching grammar.
{"title":"Blended Synchronous and Asynchronous Learning: Its Effectiveness for Teaching Grammar","authors":"Mukminatus Zuhriyah, E. N. Laili","doi":"10.24036/ld.v16i2.116942","DOIUrl":"https://doi.org/10.24036/ld.v16i2.116942","url":null,"abstract":"The online EFL teaching and learning in this COVID-19 pandemic era has been conducted synchronously and asynchronously. However, the implementation of blended synchronous and asynchronous learning in the online grammar class was still scarce. Therefore, this study was conducted with the purpose of knowing whether or not the use of blended synchronous and asynchronous learning was effective for teaching grammar. This study was a pre-experimental research using one-group pretest-posttest design. The population of this study was the students of the second semester in the English department of a private university located in East Java. Because there was only one class in this second semester so that the sample was the same as this population. There were fifteen students in this sample. In collecting the data, the researchers used the pretest and posttest of grammar. After the data of pretest and posttest were in the normal distribution, the testing of hyphothesis using t-test especially paired samples test was conducted. The result of this t-test showed that the Sig. (2-tailed) 0.000 was lower than 0.05. It revealed that the difference of the mean scores of pretest and posttest was significant. Thus, the use of blended synchronous and asynchronous learning was effective for teaching grammar.","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46729280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-06DOI: 10.24036/ld.v16i2.117175
Emil eka Putra
As a genre, science fiction is still in its defining stage. This happens because of the nature of science fiction which adopts story outlines from other fiction subgenres. The adoption of this story outline result in wide variations of stories that are considered as science fiction. In the midst of this wide variety of science fiction, the question of whether science fiction has its own narrative is one of the questions that arise in the discussion of defining science fiction as a genre. This study is aimed at providing additional discourse at defining science fiction, especially discourse related to this question and identifying the relationship between fairy tales and science fiction. The study was conducted on the narrative structure of the science fiction novel Ready Player One (RPO). The study was conducted using the Propp’s fairy tale morphology theory. By adapting the method used by Propp in mapping the morphology of Russian folk tales, the functional structure of the RPO story is extracted, classified by its moves and arranged in a story scheme. The result of the analysis on the one hand shows that structurally there is no peculiarity of the narrative structure of RPO, excepts the exchange of sequences of several functions. On the other hand, this reveals the similarities in the narrative structure between fairy tales and science fiction RPO which is then interpreted as a form of connection between fairy tales and RPO as a science fiction.
作为一种类型，科幻小说仍处于定义阶段。这是因为科幻小说的本质是采用其他小说子类型的故事大纲。这种故事大纲的采用导致了各种各样的故事被认为是科幻小说。在各种各样的科幻小说中，科幻小说是否有自己的叙事是在讨论将科幻小说定义为一种体裁时出现的问题之一。本研究旨在为定义科幻小说提供额外的话语，特别是与这个问题相关的话语，并确定童话与科幻小说的关系。本文以科幻小说《头号玩家》(Ready Player One, RPO)的叙事结构为研究对象。本研究采用Propp 's fairy - tale形态学理论。借鉴Propp绘制俄罗斯民间故事形态图的方法，提取RPO故事的功能结构，按其动作进行分类，并安排成故事方案。分析结果表明，从结构上看，《RPO》的叙事结构除了若干功能序列的交换外，并无特殊之处;另一方面，这也揭示了童话与科幻小说RPO在叙事结构上的相似之处，并将其解释为童话与科幻小说RPO之间的一种联系形式。
{"title":"Propp morphological analysis on Ready Player One novel: An attempt at defining sci-fi fiction","authors":"Emil eka Putra","doi":"10.24036/ld.v16i2.117175","DOIUrl":"https://doi.org/10.24036/ld.v16i2.117175","url":null,"abstract":"As a genre, science fiction is still in its defining stage. This happens because of the nature of science fiction which adopts story outlines from other fiction subgenres. The adoption of this story outline result in wide variations of stories that are considered as science fiction. In the midst of this wide variety of science fiction, the question of whether science fiction has its own narrative is one of the questions that arise in the discussion of defining science fiction as a genre. This study is aimed at providing additional discourse at defining science fiction, especially discourse related to this question and identifying the relationship between fairy tales and science fiction. The study was conducted on the narrative structure of the science fiction novel Ready Player One (RPO). The study was conducted using the Propp’s fairy tale morphology theory. By adapting the method used by Propp in mapping the morphology of Russian folk tales, the functional structure of the RPO story is extracted, classified by its moves and arranged in a story scheme. The result of the analysis on the one hand shows that structurally there is no peculiarity of the narrative structure of RPO, excepts the exchange of sequences of several functions. On the other hand, this reveals the similarities in the narrative structure between fairy tales and science fiction RPO which is then interpreted as a form of connection between fairy tales and RPO as a science fiction.","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":"44 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41266767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.24036/ld.v16i1.116932
A. Setyawan, Afan Setiawan
This Paper discusses about the analysis of slang that is used by western tourist in Prawirotaman Street in Yogyakarta. The purpose of this study is to find out the types and meaning of slang primarily used by western tourists. It uses a qualitative description method where it describes slang that is used by western tourists. Theory of Eric Partridge (2004) in types of slang is used to indentify the slang. Three types of slang are commonly used by the western tourists on Prawirotaman Street, Yogyakarta and 15 reasons are found. Therefore, the research has implications for the reader to have and apply their knowledge about slang in informal context of daily communication especially in certain tourism area contexts. It also enriches reader’s linguistic feature that can enhance their communicative skills since the social functions of the language are learnt.
{"title":"An Analysis of Slang Used on Prawirotaman Street, Yogyakarta","authors":"A. Setyawan, Afan Setiawan","doi":"10.24036/ld.v16i1.116932","DOIUrl":"https://doi.org/10.24036/ld.v16i1.116932","url":null,"abstract":"This Paper discusses about the analysis of slang that is used by western tourist in Prawirotaman Street in Yogyakarta. The purpose of this study is to find out the types and meaning of slang primarily used by western tourists. It uses a qualitative description method where it describes slang that is used by western tourists. Theory of Eric Partridge (2004) in types of slang is used to indentify the slang. Three types of slang are commonly used by the western tourists on Prawirotaman Street, Yogyakarta and 15 reasons are found. Therefore, the research has implications for the reader to have and apply their knowledge about slang in informal context of daily communication especially in certain tourism area contexts. It also enriches reader’s linguistic feature that can enhance their communicative skills since the social functions of the language are learnt.","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48117344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-05DOI: 10.24036/ld.v16i1.116908
Lia Dwi Hartati, Rian Damariswara, K. A. Aka
This research is motivated by the incomplete understanding of students in non-fiction text material because the teacher only uses the lecture method in delivering the material. The purpose of this study was to determine the increase in student learning outcomes in non-fiction text material using interactive media non-fiction texts in Kediri Raya. The method used in this research is Classroom Action Research with 2 cycles of learning with the stages of planning, implementing action, observing, and reflecting. The results of this study have shown an increase in student learning outcomes in the first cycle with an average of 83.18 and the percentage of completeness in the first cycle of 86.36% and this increased in the second cycle obtained an average of 94.54 and the percentage of completeness in the second cycle value is 100%. Thus, it can be concluded that learning non-fiction text stories through interactive media of non-fiction texts in Kediri Raya can improve the learning outcomes of fourth grade students of MI Assalafiyah Pule Kediri.Keywords: Learning outcomes, non-fiction texts, interactive media non-fiction texts of Kediri Raya.
{"title":"Application of Android-Based Interactive Multimedia and Local Wisdom on non-fiction text material for Fourth Grade students","authors":"Lia Dwi Hartati, Rian Damariswara, K. A. Aka","doi":"10.24036/ld.v16i1.116908","DOIUrl":"https://doi.org/10.24036/ld.v16i1.116908","url":null,"abstract":"This research is motivated by the incomplete understanding of students in non-fiction text material because the teacher only uses the lecture method in delivering the material. The purpose of this study was to determine the increase in student learning outcomes in non-fiction text material using interactive media non-fiction texts in Kediri Raya. The method used in this research is Classroom Action Research with 2 cycles of learning with the stages of planning, implementing action, observing, and reflecting. The results of this study have shown an increase in student learning outcomes in the first cycle with an average of 83.18 and the percentage of completeness in the first cycle of 86.36% and this increased in the second cycle obtained an average of 94.54 and the percentage of completeness in the second cycle value is 100%. Thus, it can be concluded that learning non-fiction text stories through interactive media of non-fiction texts in Kediri Raya can improve the learning outcomes of fourth grade students of MI Assalafiyah Pule Kediri.Keywords: Learning outcomes, non-fiction texts, interactive media non-fiction texts of Kediri Raya.","PeriodicalId":53030,"journal":{"name":"Lingua Didaktika Jurnal Bahasa dan Pembelajaran Bahasa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49168623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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