Didi Sukyadi
Indonesian University of Education

Published : 10 Documents

Found 10 Documents

Revealing Multimodal Resources in Teaching-Learning Process for Deaf Students Zahirah, Fathimah Salma; Sukyadi, Didi
INKLUSI Vol 5, No 2 (2018)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.505 KB) | DOI: 10.14421/ijds.050201


Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language.[Siswa Tuli membutuhkan penanganan khusus dalam mendapatkan kemampuan komunikasi. Berdasarkan hal tersebut, terdapat satu metode bernama Metode Maternal Reflektif (dikenal sebagai MMR) yang mendorong siswa Tuli untuk berbicara menggunakan organ artikulasi bersamaan dengan bahasa isyarat. Penelitian ini bertujuan untuk menelaah bagaimana komunikasi non-verbal, termasuk sentuhan, pergerakan tubuh, dan aspek paralingua diimplementasikan dalam wacana belajar-mengajar di kelas taman kanak-kanak untuk siswa tuli. Metode yang digunakan oleh guru dalam menyampaikan bahan ajar merupakan kunci dalam pencarian variasi sumber daya multimodal pedagogis. Moda-moda yang ditemukan juga diklasifikasikan berdasarkan ciri komunikatifnya; menggunakan teori Jakobson dalam fungsi bahasa: referensial, emotif, konatif, fatis, metalingual, dan puitis. Hasil penelitian mengindikasikan bahwa guru seringkali menggunakan sumber daya multimodal untuk memerintah, melarang, dan mengajak siswa sesuai dengan fungsi konatif bahasa.]
Reviewer acknowledgements for Journal of Bahasa & Sastra, Vol.15, No.1, April 2015 Sukyadi, Didi
Jurnal Pendidikan Bahasa dan Sastra Vol 15, No 1 (2015): Volume 15, Nomor 1, April 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v15i1.1568


 Reviewer AcknowledgementsJournal of  bahasa & sastra wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.789 KB)


There is a need to build rapport in classroom interaction since it influences the language learning process. To build rapport, EFL teacher needs to conduct several activities. By providing a self-assessment, the EFL teacher can monitor and evaluate their own teaching to fulfill the needs of building rapport in classroom. However, any researchers have not developed the instrument of teacher’s self-assessment of rapport building in EFL classroom. Therefore, this study was established to fill the need of self-assessment instrument for building rapport in classroom by constructing a self-assessment for teacher in building rapport in EFL classroom. By applying design research from a curriculum perspective, the results revealed a self-assessment instrument of maintaining rapport for EFL teacher consisted of eleven sections with 35 statements. The Cronbach’s alpha coefficient (α= .928) of this instrument indicated high reliability and the instrument can be considered as a reliable instrument to be used for the study sample. EFL teacher needs to do self-monitoring and self-evaluation on their rapport building in classroom interaction using this instrument. Furthermore, EFL teacher can reflect on their own teaching and find additional activities to enhance positive rapport to foster positive learning environment.  Additionally, further research in investigating the effect of using this instrument in assessing teacher’s quality on rapport building is required. Keywords: Rapport, rapport in EFL classroom, teacher’s self-assessment, teacher development
Reviewer acknowledgements for Journal of Bahasa & Sastra, Vol.15, No.2, October 2015 Sukyadi, Didi
Jurnal Pendidikan Bahasa dan Sastra Vol 15, No 2 (2015): Volume 15, Nomor 2, Oktober 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v15i2.1252


Reviewer acknowledgements for Journal of Bahasa & Sastra, Vol.15, No.2, October 2015
Kajian Linguistik dan Sastra Vol 18, No 2 (2006)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/kls.v18i2.5061


In Indonesian Great Dictionary, both of the words “angry” and “hate” are more or less defined as something uneasy. This definition has actually aroused over- whelming question for in daily use the two words seem to be different. How differ- ent they are can be answered by using the reference of prototype theory which will be applied on the abstract concept for the characteristics of the two words. In this study, the respondents are 42 students of the eight semester of English Depart- ment, UPI. They are presented with open questions to identify the kinds of proto- type and its cognitive model. In addition, they are expected to evaluate the best attribute for the words angry and hate. The result shows that the word “angry” can be physiologically and psychologically identified, while another word, “hate” can only be psychologically identified. Moreover, there is family relateness in their cognitive model. This fact influences the implicit meaning of the two words in the current dictionary. Key words: prototype theory, cognitive model, dan konsep abstrak.
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : Prodi Pendidikan Bahasa Inggris

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Test anxieties cannot be denied by the test takers in TOEFL test. Sometimes, anxieties bring to negative and positive effects to the test takers. Each test taker has the way to solve their problems to overcome their anxieties. However, every problem solving may bring the test takers to successful and unsuccessful. This present study wanted to compare the problem solving between high achievers and low achievers test takers in TOEFL test performance to overcome their anxiety. The quantitative survey research design was used in this study to investigate the difference between both test takers. The researcher used the online questionnaire to collect data from the participants. Moreover, 30 participants were selected purposively by the researcher. The results show that the high achiever test takers are better in solving their problem toward test anxiety.  The difference occurs in planning, cognitive, self-efficacy and self-checking problem solving.
PAROLE: Journal of Linguistics and Education Volume 3 Nomor 2 Oktober 2013
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (121.248 KB) | DOI: 10.14710/parole.v3i2 Okt.1-19


There is no discipline  standing alone. What we know and what we create  or  engineer  both  directly  and  indirectly  are  influenced  by other people?s ideas. Semiotics as a discipline just appearing at the beginning of the 20th century has flourished not only in linguistics and  literature,  but  also  in  other  disciplines  such  as  anthropology, sociology,  psychiatry,  culture,  music,  arhitecture,  advertisement, and  even  politics.  We  are  all  aware  that  all  these  embryos  derive from  Saussure?s  ideas    which  became  the  foundation  of structuralism  such  as  synchronic-diachronic,  language-parole, signifier-signified,  arbitrary-motivated,  and  syntagmatic- paradigmatic. This paper will elaborate Saussure?s essential ideas, and their impacts to the studies of linguistics, literature, and other disciplines as well as the development of semiotics today.Tidak  ada  ilmu  yang  berdiri  sendiri.  Apa  yang  kita  ketahui,  apa yang  kita  ciptakan atau  rekayasa secara  langsung  maupun  tidak langsung  dipengaruhi gagasan  atau  pikiran  orang  lain.  Semiotika sebagai sebuah disiplin ilmu yang baru muncul pada awal abad dua puluh  telah  berkembang  begitu  pesat  dan  luas  tidak  hanya  dalam linguistik dan sastra tetapi juga dalam disiplin ilmu lainnya seperti antropologi,  sosiologi,  psikiatri,  budaya,  musik,  arsitektur,  iklan, dan  bahkan  politik. Kita  menyadari  cikal-bakal  semua  itu  adalah gagasan  Saussure  yang  menjadi  dasar  strukturalisme  seperti synchronic-diachronic, langue-parole,  signifier-signified, arbitrary-motivated, dan syntagmatic-paradigmatic.  Tulisan  ini berusaha  memaparkan  buah  pikiran  penting  Saussure, dan dampaknya  bagi  kajian  linguistik,  sastra  dan  bidang  lainnya  serta perkembangan kajian tanda saat ini.
PAROLE: Journal of Linguistics and Education Volume 2 Nomor 1 April 2011
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (456.946 KB) | DOI: 10.14710/parole.v2i1 April.1-25


In the society, various studies suggest that the way men and women speak is different. Women are considered to be more polite than men and many assumptions arise to support this idea. By looking at that phenomenon, the reseacher attempts to establish evidences and verification about women?s linguistic behavior in which women are theoretically more polite than men are and to discover more information about the characteristics of men and women by investigating the linguistic features between men and women?s speech act, especially in speech act of complaining. The present study investigates the differences of complaining realizations between Indonesian EFL men and women learners. The subjects were selected from the English Department of the Indonesian University of Education, involving 20 advanced male and female students. Data were collected through an open-ended questionnaire in the form of a Discourse Completion Task and a semi-structured interview. The responses were analyzed based on Trosborg?s (1994) complaint strategies as the main analyzer and Rinnert and Nogami?s (2006) taxonomy of the speech act as a supporting device. The study reveals that there is a difference between men and women in proposing the complaining speech act. The findings revealed that men were the highest users of Direct Accusations while women used Indirect Accusations the most. This present study also found that the use of complaining strategies was more frequently employed by women than by men. Gender as the main focus of this research has been proven to have an influence on the choice of complaining strategies: how the gender of a complainer and a complainee plays a role in deciding the strategy of complaining act. This research has supported previous studies on the subject and contributed to the establishment of the knowledge structures of pragmatics, sociolinguistics, cross cultural understanding and English linguistics in general
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.14757


The level of scientific publications of Indonesian students at the international level is still very minimal. Even when compared to Malaysia and Thailand, Indonesia is still lagging behind. The Ministry of Research, Technology and Higher Education targets that in 2019 Indonesia will reach 30,000 international publications. Therefore, students' interest in writing must be increased, especially writing based on sources. Therefore, this study would like to find students' perspectives and perceived challenges in writing based on sources. This research was based on a case study.  The research involved 68 students from one of the state universities in Bandung, and it analyzed 20 selected scientific papers written by students. The instruments for data collection included questionnaire and observation. The results of this study found that 59% of students perceived that writing scientific papers is very difficult. The students found it difficult to find suitable sources for writing material and develop their ideas. They tended to use articles as the sources from the internet whose originality is unclear. One reason this happens was because 80% of students did not know where to find or get indexed journals to use as references for their writing. In addition, many students also preferred not to use journals that were majorly English-based because of their limitation of English skills. The implication is that students should be given further understanding of how to access journals and use reference sources in writing. It is expected that every lecturer will give more source-based writing assignments so that the ability of students to write and develop ideas based on existing sources can be further improved.
Teachers’ Perception toward the Quality of Writing Assessment Ayudhia, Honesty Yonanda; Sukyadi, Didi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.502 KB) | DOI: 10.21093/ijeltal.v3i1.148


Writing assessment in senior high school is one of an interesting issue since assessing writing is not a simple task for the teachers. It requires some consideration for the teachers when comes to writing assessment, such as the limited time to let the students write, and even how to give a score to the students’ writing. Some researchers in their research about writing assessment argue about the issue such as validity and reliability of the writing assessment, yet it did not describe the other main points that build a good writing assessment. So, this paper will examine senior high school teachers’ perception toward the quality of writing assessment. The quality was based on five criteria; they are practicality, reliability, validity, authenticity, and washback factor. The population of this research was English teachers in Indonesia, and the respondents were taken by using random sampling technique. This descriptive research used open-ended questionnaire as an instrument. The result showed that the assessment that were usually used by teachers in writing class were reliable, valid and had washback effects. However, the assessment had not practical and authentic yet.