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GENRE-BASED INSTRUCTION (GBI): The Concept and Its Application to Foreign Language Classroom Erlinda, Rita
Jurnal Ilmu Pendidikan Vol 11, No 2 (2008)
Publisher : Jurnal Ilmu Pendidikan

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Abstract

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. Key Words: genre, genre analysis, genre-based instruction (GBI), foreign language classroom, functional grammar
PEMANFAATAN PUPUK BIOORGANIK PLUS UNTUK MENINGKATKAN PRODUKSI PADI METODE SRI Erlinda, Rita; Elita, Nelson; Susiawan, Eddy
Jurnal Ilmu dan Teknologi Terapan Pertanian Vol 3 No 1 (2019): Journal of Applied Agricultural Science and Technology
Publisher : Payakumbuh State Polytechnic of Agriculture

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32530/jaast.v3i1.93

Abstract

Program Kemitraan Masyarakat (PKM) penerapan budidaya padi metode SRI dengan teknologi bioorganik plus dilakukan pada Kelompok Tani (K.T) Sakinah dan Kelompok Tani (K.T) Sejahtera di Jorong Ganting Taram dengan tujuan untuk mengatasi permasalahan petani yang berbudidaya padi dengan sistem konvensional yaitu rendahnya kuantitas produksi dan pendapatan yang disebabkan oleh tingginya pemakaian bibit dan pupuk anorganik, kurangnya pemahaman pemanfaatan kotoran dan urin sapi menjadi kompos biooganik plus dan pupuk cair organik (POC), pertengkaran akibat perebutan air, serangan hama dan penyakit serta pembakaran jerami. Metode pelaksanaan PKM adalah dengan memberikan penyuluhan, pelatihan, pembuatan demplot dan evaluasi pada setiap kegiatan. Materi pada penyuluhan yaitu cara mengatasi masalah budidaya padi dengan sistem konvensional dan beralih ke metode SRI. Kegiatan pelatihan yaitu: perbanyakan massal Trichoderma harzianum dan Pseudomonas fluorescents serta pembuatan pupuk bioorganik plus dan pupuk organik cair. Demplot dilakukan di lahan kedua kelompok tani. Hasil pelatihan diaplikasikan dengan budidaya padi metode SRI. Hasil pengamatan di K.T Sejahtera dan K.T Sakinah dengan budidaya padi metode SRI diperoleh data yaitu : tinggi tanaman 117-128 cm, jumlah anakan 47-50, jumlah malai/rumpun 36-42, jumlah gabah/malai 101-110 butir, bobot 1000 butir 21,0-21,2 gram dan produksi/ha 8,4810,88 ton. Pada sistem konvensional diperoleh data yaitu : tinggi tanaman 90-93 cm, jumlah anakan 30-31, jumlah malai/rumpun 24-27, jumlah gabah/malai 76-80 butir, bobot 1000 butir 19,5-19,8 gram dan produksi/ha 3,95-4,75 ton. Hasil analisa finansial B/C pada metode SRI dan konvensional adalah 2,95-4,45 dan 0,18-0,43. Kesimpulannya pemberian pupuk bioorganik plus pada tanaman padi metode SRI mampu meningkatkan pertumbuhan vegetatif dan generatif tanaman padi.
SURE: Developing Learners’ Language Awareness through Pragmatics Instruction in the EFL Classroom Erlinda, Rita
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

A large number of English language learners in Indonesia tend to be recognised as ‘fluent fools’ learners. They can make all correct sentences following the grammar rules but cannot communicate in appropriate manner. The phenomenon of this ‘incompetent learners’ has been observed as a result of the absence of learners’ language awareness. Activities aimed at raising learners’ pragmatic competence and activies offering opportunities for communicative practice can be used as a way out of this faulty. The goal of this paper is to discuss activities utilized in pragmatic instruction. It has acronym name—SURE (See, Use, Review and Expeprience). Hopefully, this strategy will enable learners gradually to gain how language works and how to use language appropriate to a variety of communicative settings.
Building Students’ Learning Autonomy through Collaborative Learning to Develop Their Language Awareness Feri, Zefki Okta; Erlinda, Rita
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

Language awareness is defined as a person’s sensitivity to and conscious awareness of the nature of language and its role in human life. It refers to the development in learners of enhancing consciousness and sensitivity to the form and function of the language itself. Students’ language awareness is very important to be developed as it contributes much towards students on how they should learn the language, being well-motivated and how they come into language comprehensively. The activity of students’ learning in the classroom typically seems to concern with learning which they need to learn for achievement of life goals than being aware of what they learn. This is exactly what happened in learning English as a foreign language for Indonesian students. They seem to not have any responsibility for their own learning. This paradigm makes students become more less-motivated and increase their passivity. Students need to develop their own learning strategies so that as far as possible to be autonomous learners. Students having learning autonomy tend to be more competitive in learning because they have a capacity for detachment, critical reflection, decision making and independent actions. This autonomy enables students to develop their own potential. The widespread of autonomy provides an environment which stimulates students’ critical self-awareness. It also supports awareness-raising about the nature of languages, cultures and language learning. Collaborative learning seems to be one effective teaching technique to foster learners’ autonomy. This paper aims to promote the idea of how to build students’ learning autonomy though collaborative learning to develop their language awareness.
Developing Students’ Language Awareness through Discovery Learning in English Language Teaching Rahmi, Meiva Mutia; Erlinda, Rita
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

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.
TEACHERS’ ROLE IN BUILDING STUDENTS’ CHARACTER THROUGH ENGLISH LANGUAGE TEACHING CLASSROOM Rahmi, Meiva Mutia; Erlinda, Rita
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Abstract

Teacher plays an essential role in education process. The success of a learning process in changing students behavior depends on how well the teacher treat the students. The teachers also have to be a good model for the student in every classroom interaction. Teaching English will be meaningful when the teacher can integrate the teaching process into the development of students’ character. When the students behave with proper manner in society, the education process can be said meet the goal of education. Any subject matter in education needs to concern about this issue, especially in English language teaching. The students are not only taught about the linguistic structure of the language but also how their character can be built through the classroom interaction. This paper aims to give an overview about the teachers’ role in building student’s character through English language teaching classroom. It is dealing with what is the nature of character and its importance in education. It also describes the roles of teacher as character educator and how to integrate character education into English language teaching which can be done through some way, such as habituation, integrating character education into English material, cooperative learning in English teaching classroom and Instructional Media of English Teaching.   Keywords: Classroom Activities, Character, Character Building, English Language   Teaching.“Character isn’t inherited. One builds its daily by the way one thinks and acts, thought by thought, actions by actions (Helen G. Douglas)”
TEACHER’S QUESTIONS IN EFL CLASSROOM ERLINDA, RITA; Dewi, Sari Rahma
Ta'dib Vol 17, No 2 (2014)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (476.647 KB) | DOI: 10.31958/jt.v17i2.271

Abstract

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, EFL classroom interaction, student responses
ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT DIFFERENCESOF ENGLISH STUDENTS ERLINDA, RITA
Ta'dib Vol 18, No 1 (2015)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (484.462 KB) | DOI: 10.31958/jt.v18i1.278

Abstract

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.Key Words: Academic Achievement Differences, Achievement Motivation, English Students
GENRE-BASED INSTRUCTION (GBI): THE CONCEPT AND ITS APPLICATION TO FOREIGN LANGUAGE CLASSROOM Erlinda, Rita
Ta'dib Vol 11, No 2 (2008)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (137.501 KB) | DOI: 10.31958/jt.v11i2.148

Abstract

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.Key Words: genre, genre analysis, genre-based instruction (GBI), foreign language classroom, functional grammar