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Conference Presentations by Rita Erlinda

Language acquisition has strong relation with language awareness which is very important in order... more Language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person‘s sensitivity to and conscious awareness of language and its role in human life. It deals with explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes the knowledge about language, a conscious understanding of how languages work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it is also used to deliver norm through language, meanwhile in Indonesia, most of student is multilingual where they have already acquired languages, including their mother tongue and their national language, the students‘ awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students‘ language awareness is through discovery learning. It is an inquiry-based theory which encourages students to be active agents in their own learning process, including in language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in English language teaching to develop student language awareness.

Papers by Rita Erlinda

This study was addressed to explore types of questions and its frequency used by EFL teacher in t... more This study was addressed to explore types of questions and its frequency used by EFL teacher in the classroom during the teaching processes through analyzing the transcripts of the videotaped instructions. Another special emphasis is put on investigating the length of the students’ utterances in responding the teacher questions. The participants were 29 Grade-eleven students and an English teacher. The results showed that rhetorical, procedural, closed, open, display, and referential questions were found, and it was more focused on the last four types of questions . However, display questions are more than twice as much as referential one, 50.8% compared to 14.6% occurrences, and closed questions are the most preferred questions with a total number of 252 which is also slightly more than double of referential questions which compose 62 questions. Conversely, open and referential questions produced longer students’ responses than closed and display ones. Key Words: teacher question,...

International Journal of Educational Best Practices

This present study explores the advantages and disadvantages of WhatsApp (WA) as a learning tool ... more This present study explores the advantages and disadvantages of WhatsApp (WA) as a learning tool during Covid-19 pandemic. WA is a messaging application that can be installed on smartphones and has many useful features. Researchers are interested in researching since many students and lecturers choose WA as an application for continuous learning while one knows that many applications are actually intended for learning. The design of this research was a mix method (quantitative and qualitative). This research involved 168 respondents as a sample. The instrument of this research was an open-ended questionnaire. To analyze the questionnaire, the researchers used the data analysis based on Miles, Huberman, & Saldana (2014). Three steps were applied: data condensation, data display, and drawing & verifying conclusion. The study concludes that most of the respondents believed that WA has more advantages than disadvantages. The advantages include it is effective and easy to use; the featur...

Ta'dib, Dec 27, 2008

Since the implemetation of KBK and KTSP, the goals of teaching English at schools are emphasized ... more Since the implemetation of KBK and KTSP, the goals of teaching English at schools are emphasized on the mastery of four language competences-linguistic, strategic, sociolinguistic and actional-which will lead to the mastery of discourse competence. Those competences are realized in for language skills (listening, speaking, reading and writing) through the analysis of texts (genres). Therefore, one of the approaches to facilitate the accomplishment of the goals is Genre-based Instruction (GBI). This approach is mainly a language teaching program which is based upon Genre Analysis Technique. This technique deals with anaysing text, both spoken and written, in order to figure out social or commnicative functions, genre structures, lexico-grammatical features of particular genres. Consequently, the learners are able to use the language for appropriate situational and cultural contexts.

Ta'dib, Oct 17, 2016

This study was aimed at finding to find out whether there is any significant academic achievement... more This study was aimed at finding to find out whether there is any significant academic achievement difference of the fifth and seventh semester of English students based on their achievement motivation.This research used ex-post facto design. From data analysis using inferential statistics-T-test for independent samples with statistical analysis tool, SPSS 18, it was found that there was a significant academic achievement difference of the fifth semester of English students based on their achievement motivation. Conversely, there is no significant academic achievement difference of the seventh semester ofEnglish students based on their achievement motivation. It means that the level of achievement motivation did not contribute significantly on the level of students' academic achievement.

On behalf of Postgraduate Program on Linguistics, Faculty of Humanities and the Linguistics Socie... more On behalf of Postgraduate Program on Linguistics, Faculty of Humanities and the Linguistics Society of Indonesia (MLI) Unand Chapter, we are greatly honoured and pleased to welcome all the keynote speakers and participants of the 2nd International Seminar on Linguistics (ISOL-2), 2015. ISOL is a bineal international seminar held by the Linguistics Graduate Program of Faculty of Humanity, Andalas University in colloboration with the Linguistic Society of Indonesia (MLI), Unand Chapter. ISOL aims to provide a discussion platform for linguists and language observers accross Indonesia. Its main objective is to enhance the exchange of research and new approaches in language studies. The seminar is open to interested people from outside of Indonesia. The theme of the 2nd ISOL is Language and Civilization. Civilization is the process by which a society or place reaches an advanced stage of social development and organization. It is also defined as the society, culture, and way of life of a particular area. Over time, the word civilization has come to imply something beyond organization. It refers to a particular shared way of thinking about the world as well as a reflection on that world in art, literature, drama and a host of other cultural happenings. Language is itself a social construct-a component of social reality. Thus, like all social constructs and conventions, it can be changed. A civilization is any complex state society which is characterized by urban development, social stratification, symbolic communication forms and a perceived separation from and domination over the natural environment. To advance civilization is to construct a new social reality which emerges through language. In other words, social reality is the operational expression of words and the meanings of them that society has agreed upon. Language is itself a social construct-a component of social reality. Thus, like all social constructs and conventions, it can be changed. This seminar aims at facilitating diverse dialogues among scientists, linguists and scholars from different backgrounds about language as a social construct as well a tool to understand social reality.

Artikel ini mengemukakan langah dan contoh dalam proses menyusun sintesis kepustakaan untuk dijad... more Artikel ini mengemukakan langah dan contoh dalam proses menyusun sintesis kepustakaan untuk dijadikan rujukan dalam penulisan artikel. Digunakan tiga langkah, diawali dengan menelusuri kepustakaan.Selanjutnya, menemukan ide utama setiap artikel. Terakhir menuliskan dengan gaya paraphrase, bukan dengan kutipan langsung. Dengan demikian, saat menuliskan artikel akan merujuk kepada ide-ide yang sudah dipublikasikan. Dalam bagian kedua, artikel ini juga mengemukakan contoh-contoh penyusunan sintesis dalam review literatur. Kata Kunci: literatur; kepustakaan; penulisan, matrik sintesis Pendahuluan Menulis review literatur merupakan langkah untuk menuju ke tahap berikutnya dalam penyelesaian proses penelitian (Carnwell & Dally, 2001). Menulis review literatur merupakan sebuah keterampilan (skill) yang perlu dilatihkan. Bukan keterampilan yang dikuasai begitu saja. Walaupun dalam penelitian, peneliti sudah menghabiskan sebagian besar waktunya untuk membaca dan mereview artikel-artikel ilmiah, keterampilan ini kurang mendapat perhatian yang memadai, sehingga peneliti tidak dilatih secara spesifik (Erlinda, 2015). Review literatur adalah sebuah metode yang sistematis, eksplisit dan reprodusibel untuk melakukan identifikasi, evaluasi dan sintesis terhadap karya-karya hasil penelitian dan hasil pemikiran yang sudah dihasilkan oleh para peneliti dan praktisi (Okoli & Schabram; Ring, Ritchie, mandava & Jepson, 2011). Literature review bertujuan untuk membuat analisis dan sintesis terhadap pengetahuan yang sudah ada terkait topik yang akan diteliti untuk menemukan ruang kosong (gaps) bagi penelitian yang akan dilakukan (Carnwell & Daly, 2001). Tujuan yang lebih rinci dijelaskan oleh Okoli & Schabram (2010) yaitu (1) menyediakan latar/basis teori utnuk penelitian yang akan dilakukan, (2) mempelajari kedalaman atau keluasan penelitian yang sudah ada terkait topik yang akan diteliti dan (3) menjawab pertanyaan-pertanyaan praktis dengan pemahaman terhadap apa yang sudah dihasilkan oleh penelitian terdahulu. Menulis literatur review memiliki beberapa tahapan/langkah. Polit & Hungler dalam Carnwell (2001) membagi tahapannya menjadi lima, yaitu (1) mendefinisikan ruang lingkup topik yang akan direview, (2) mengidentifikasi sumber-sumber yang relevan, (3) mereview

The character has become a central aspect of education. It has given much more influence on the s... more The character has become a central aspect of education. It has given much more influence on the success of education in the nation. The term character is defined as an individual’s set of psychological characteristics that affect a person’s ability and inclination to function morally. It is comprised of those characteristics that lead a person to do or not to do the right thing. Numerous character values in education have been discussed and proposed by experts. One of them is honesty which significantly affects learners’ attitudes and behavior to do an act properly. Building a character of honesty in language learning can be done in many ways. One of them is through scientific writing. Writing is not only about “what” and: how” to write. Further, it deals with academic honesty which requires students to behave following character values. At this point, the issue of plagiarism should come into attention to build students’ characters. This paper aims to discuss how scientific writing ...

Ta'dib

This study was addressed to explore types of questions and its frequency used by EFL teacher in t... more This study was addressed to explore types of questions and its frequency used by EFL teacher in the classroom during the teaching processes through analyzing the transcripts of the videotaped instructions. Another special emphasis is put on investigating the length of the students' utterances in responding the teacher questions. The participants were 29 Grade-eleven students and an English teacher. The results showed that rhetorical, procedural, closed, open, display, and referential questions were found, and it was more focused on the last four types of questions. However, display questions are more than twice as much as referential one, 50.8% compared to 14.6% occurrences, and closed questions are the most preferred questions with a total number of 252 which is also slightly more than double of referential questions which compose 62 questions. Conversely, open and referential questions produced longer students' responses than closed and display ones.

International Journal of Educational Best Practices

Ta'dib, Dec 27, 2008

Ta'dib, Oct 17, 2016

Ta'dib

This study was addressed to explore types of questions and its frequency used by EFL teacher in t... more This study was addressed to explore types of questions and its frequency used by EFL teacher in the classroom during the teaching processes through analyzing the transcripts of the videotaped instructions. Another special emphasis is put on investigating the length of the students' utterances in responding the teacher questions. The participants were 29 Grade-eleven students and an English teacher. The results showed that rhetorical, procedural, closed, open, display, and referential questions were found, and it was more focused on the last four types of questions. However, display questions are more than twice as much as referential one, 50.8% compared to 14.6% occurrences, and closed questions are the most preferred questions with a total number of 252 which is also slightly more than double of referential questions which compose 62 questions. Conversely, open and referential questions produced longer students' responses than closed and display ones.