This study is aimed at identifying the representation of local foods and beverages in English textbooks used in Indonesia. Based on the current curriculum, character building should be promoted as one of the learning goals. This effort is to maintain and strengthen students’ cultural roots and identity in this globalized world. The integration of local culture in the textbooks will help to provide exposures of both cultures and facilitate cultural dissemination of both local and global values. The result of content analysis on 36 English textbooks used in elementary schools to senior high schools in Indonesia shows how the spoken and written texts accommodate the promotion of Indonesian local cultures, particularly the local culinary. The texts mention the names of several local foods and beverages from Indonesia, such as nasi goreng, bakmi, soto, gudeg, rica-rica, klepon, and es palu butung. Based on the questionnaire results, the representation of local culinary in the textbooks can promote local identity, disseminate culture, and promote local tourism. However, the integration is still considered insufficient to disseminate the culture and promote local identity because the books have not accommodated all cultural elements in Indonesia.
A communication process can be considered success when the communicant receives and understand the message as what the communicators meant. This effective communication will result in the achievement of a communication goal. However, the effective communication might be difficult to happen when both interlocutors do not have the same native language. It happens because the language barriers may influence the process of understanding the message while the communication happens. To overcome the problem, the communicator applies some communication strategies. This comparative study used observations and interviews to examine the communication strategies used by first- and third-year English students of Universitas Gadjah Mada Indonesia during spoken interactions in English with exchange students from Cheng Du Textile College China. The objective of this study is to observe how the first- and third- year study overcome their communication problem while talking with non-English native speaker students and use the data as inputs to develop the next curriculum. The writer uses Tarone’s communicative strategies to identify the students’ strategies. The result shows that ‘Literal Translation’ is not used by English students while communicating with exchange students, ‘Circumlocution’ and ‘Message Abandonment’ are only used by third year students, ‘Appeal for Assistance’ and ‘Topic Avoidance’ are only used by first year students, third year students’ most used strategies are ‘Mime’ and ‘Word Coinage’, and first year students’ most used strategies are ‘Approximation’ and ‘Mime’.
The research aimed to investigate the effectiveness of using blended-learning instruction in improving students’ communication skills at Sekolah Vokasi Universitas Gadjah Mada. They were required to take the Test of English for Vocational Students (TEVOCS) and it indicated that there was a gap between listening and speaking ability as presented in the test scores. To support the improvement of both skills, blended-learning instruction was designed and carried out in the forms of online listening activities via Online Listening for Individual Practice (OLIVE) website and offline meeting for speaking activities. The research used experimental research, which referred to the results of pre-test and post-test scores of the group. The participants of the research were 275 students from three departments of Sekolah Vokasi Universitas Gadjah Mada; Language, Arts, and Cultural Management department; Engineering department; as well as Economic and Business department academic year 2019/2020. The pre-test and post-test scores show improvement in students’ performance in both skills. The result of the t-test also shows that there is significant improvement after the application of blended-learning instruction.
This study was aimed to develop the Chemistry Teaching Self-efficacy (CT-SE) instrument. The method of this study is an applied survey method. The data of pre-service teachers’ CT-SE was obtained through a questionnaire. Three dimensions of self-efficacy were examined in this study, Personal Science Teaching Efficacy belief (PSTE), knowledge efficacy, and teaching efficacy. A group expert confirmed the content validity of the CT-SE with 50 items that had been administered to 137 pre-service teachers. The data were analyzed using the Rasch model that the met criteria of the unidimensionality, item fit, difficulty/ability estimation, reliability, and information function. The results of the Rasch model showed that there are 39 items CT-SE that fit with the Rash model and high reliability for the person’s reliability and excellent reliability for the item reliability. The chemistry teaching self-efficacy is acceptable as a good instrument to collect the data. This study suggests that chemistry teaching self-efficacy will prove to be a useful instrument for the measure of pre-service teacher self-efficacy for acid-base topics in chemistry learning.
The Greater East Asia Co-Prosperity Sphere was Japan’s imperialist attempt to control the economies of East Asia and Southeast Asia in the first half of the twentieth century. The constituents of the Sphere included Japan, Korea, China, Manchuria, and some territories in Southeast Asia. To increase agricultural production and strengthen its military force, Japan recruited people from its colonies. As the leader of the Sphere, Japan wished to establish its own identity as distinct from—and superior to—that of the West. Propaganda campaigns and media were carefully prepared to manipulate the thoughts and behavior of the people to contribute to the supposed goal of mutual prosperity in the Sphere, by providing labor power for industry and agriculture as well as the military. Films were central to the Japanese propaganda. From 1936 to 1945, films that contain political and ideological messages of the Japanese leadership were produced and circulated both inside and outside Japan. This research aims to illuminate the identity of the Japanese imperial power that was promoted through the propaganda films and show how the films highlighted nationalism and culture harnessed during the war period as constitutive of Japan’s national identity, or kokutai.
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