This paper aims to describe and discuss the messages and meanings of the short story “The Lazy Jack”. The significance of this research is for building new frame that analyzing literary work is only viewed from the setting or character in a simple manner, but also can be viewed from identity theory assisted with critical thinking as the thinking approach rationally and based on the reason. The basis of reasoning is based on the researchers’ capacity in deepening and learning the situations and conflict happening to the character in the story. It is qualitative research in which the data collection is started from coding obtained from the text “The Lazy Jack” in line with the goal of the research. The result of this research shows that Jack does not have a firm personal identity, firm life principle, life vision, and struggling for survival. He is the one dependent on others although he always fails to learn to be better. It means that Jack is without personal and social identity.
This article aims to describe the students' ability in writing a paragraph. It is a descriptive qualitative in which the number of respondents is 60 students. All samples are taken from the guided writing class as the first subject series of a writing class. The data collection is obtained through a number of assignments they did and uploaded in a blog. From all assignments of writing task, only six assignments of writing task were taken and analyzed, based on top ones in writing quality starting from topic sentence, supporting sentences, and concluding sentence. Based on the analysis result, students' ability is located on weakness in determining the topic sentence, starting the topic sentence, and writing supporting sentences. Their weakness appears because of the inability to formulate the topic, topic sentence, and difficulty to find the relevant supporting sentences to write for supporting the topic sentence. The inability of formulating topic, topic sentence, and supporting sentences contributes towards inability to apply the unity knowledge in making supporting sentences united.Learning from students' experiences … 189Acces article distributed under the terms of the Creative Commons Attribution license (https://creativecommons.org/licenses/by-sa/4.0/) sentence. Finally, in the next step to develop a topic sentence into supporting sentences, it is more and more difficult.
Abstract-The aims of this research are to find out kinds of oral error corrective feedback which students prefer, to find out how oral error corrective feedback should be given which students prefer, and to find out when oral error corrective feedback should be given which students prefer. This research uses qualitative approach and the subjects of this research are 76 students of English Department of Lambung Mangkurat University in batch 2015 who are taking Speaking I course. By using total sampling technique, the subjects are given questionnaire to conduct the data. Then, the data will be analyzed and calculated. The result shows repetition becomes the most wanted kind of oral error corrective feedback which students prefer. Second, on how oral error feedback should be given, most of students prefer the lecturer gives corrective feedback privately or individually for every error which the students made. Last, the majority of students prefer being corrected in the classroom immediately. Overall, the students give positive attitude towards oral error corrective feedback. However, the lecturer should consider the appropriate kind and ways to give oral error corrective feedback to the students for it can help them in improving their English skills.
This study aims to find out and obtain an overview of learning in salaf islamic boarding schools by focusing on goals, educators, students, materials, methods and evaluations. The method used in this study is a descriptive method with a qualitative approach. The data processed comes from interview, observation and docamimetic data. The result of this research is that Pesantren Miftahul Huda aims to produce students to become Alamilin Scholars (scholars who are able to practice their knowledge), Imam Al Muttaqīn (leading people to piety), and Muttaqīn (devout persons). Pondok Pesantren Miftahul Huda has 5000 students from men and women from various regions. The three stages of learning applied are: (1) providing guidance and teaching; (2) habituation; and (3) formation. The learning method used is the classical method, namely, lectures, sorogan, and bandongan. The results of research or learning evaluations that are applied are weekly and semesterly evaluations. The benchmark in the success of this Pesantren is alumni who are independent and can create a tawhid-based society by establishing a pesantren.
The fact that many indigenous languages in Indonesia have been dying out as a result of the ineffective way of language planning. This study aims to construct critical thinking indicators and to describe the strategies used for enhancing critical thinking in language planning (LP) concerning local language maintenance, particularly Banjarese language. The qualitative method was employed in which all data were elaborated in a descriptive manner by employing an interview and documentation to collect the data. The former was performed by interviewing the two older native Banjarese persons: The one is a researcher focusing on native languages as well as on Banjarese maintenance; and the other is the main official person in charge of history and tradition maintenance of the Education and Culture Service of South Kalimantan. The latter was done by taking articles concerning Banjarese maintenance and its teaching, and policy documents issued by the government. The data were analyzed through content analysis. The result shows that there is no curriculum design to maintain Banjarese at schools. The local government's support in maintaining Banjarese does neither run well nor seems to be serious. The existence of local government regulation No. 7/2009 about the local language maintenance does not continue to practical procedures on how local language should be designed and taught at schools. Therefore, the issues of Banjarese should be the main indicator to map needs analysis in local language maintenance and strategies for language planning dealing with the classroom as the way of teaching Banjarese
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