Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.
This study aims to describe gender markers in Javanese and German names. Thedata of Javanese names were collected from family cards in a community in one arearepresenting each regency in Yogyakarta Special Territory. The names were classified bythe gender of the owners. A componential analysis was then carried out to investigatethe gender markers in the names. The discussion on German names and their gendermarkers was based on literature review, including the findings of the studies by Gerhards(2003), Nübling (2009) and Oelkers (2003). German names in the discussion were Vornameor first names. The findings show that there are similarities between Javanese names andGerman names in terms of gender markers. The similarities between them are apparentin: (a) phonetic signs in the form of suffixes, and (b) the number of syllables.
Humor has been characterized as an index of children’s language development and cognitive performance. While research on this area has been abound cross linguistically, specific inquiry on children’s humor development in the Indonesian context remains scant. Occupying this lacuna, this research sought to examine kinds of humor acquired by the children in early childhood by invoking McGhee’s humor developmental stages. Embracing a descriptive qualitative method, the study involved eleven Indonesian-speaking children in Yogyakarta aged around 1 to 5 years old, where the data were assembled primarily through direct naturalistic observations. The children’s spontaneous humor production was recorded as they were interacting with their peers and/or their parents in their homes and neighborhoods. The findings revealed that the children could perceive and produce nonverbal and verbal humor, confirming existing literature. As they grow, certain patterns of humor also emerge, indicative of their cognitive and social development. More research is necessary to better understand how children of different linguistic and cultural backgrounds understand, respond to or initiate a humorous situation.
Despite a myriad of studies that have been reported in analysing media discourse, few works take into account media bias. In response to this empirical gap, the present critical discourse study (CDS) aims to expose how the biggest national and international news media, The Jakarta Post and The New York Times construct the media bias in depicting Palestine and Israel regarding the latest conflicts in 2019 and 2020. The transitivity system of Halliday’s systemic functional linguistics (SFL) was adopted to examine the textual features or choice of words in the clauses of 4 news articles from each news media. The findings show that both mainstream media have similarities, as if more favors to Palestine as the victim of the conflicts rather than Israel as a war criminal nation. However, The Jakarta Post and The New York Times have different sensitivities in constructing media bias. This empirical evidence suggests that critical discourse analysis (CDA) has a pivotal role in comprehending language used in media discourses. The last but not least, combining CDA and another theoretical approach is suggested for future studies.
Apologizing, commonly, contains the word ‘sorry’ for the English language and other languages, has the meaning of ‘feeling regret or penitence’. In the Indonesian language, ‘sorry’ is similar to the word ‘maaf’. The study focuses on the use of ‘maaf’ in the Indonesian language. Its primary aim is to find out the functions of ‘maaf’ in the Indonesian language. The subject of this study is written data which is from three Indonesian novels. Meanwhile, the object is the functions of the use of the word ‘maaf’. Reading attentively method was used in collecting data specifically in noting technique. The technique used for data analysis is pragmatic (identity) method. The researchers used the framework by Kimura (1994) combined with Pratiwi and Hilaliyah (2018) in analyzing the functions of ‘maaf’ in the Indonesian language. Based on the analysis, it was found that the function of ‘maaf’ in the Indonesian language are for regret (63 occurrences) as the most used in the novels, followed by attention-getter (five occurrences), closing (four occurrences), request (three occurrences), and mocking or teasing (two occurrences ) as the least used function. Generally, the characters in the novel were displayed to produce apologies in different ways, depending on power (i.e. employee to employer), relationships (i.e. a nephew to his aunt, between friends), age (i.e. same age, young to old, and vice-versa) and situation (i.e. approaching strangers). These different ways bear various functions of ‘maaf’ in their conversations. The article further elaborates on the results and provides recommendations for future research in related studies.
The purpose of this study is to analyze the philosophical foundations of the 2013 curriculum in relation to 21st century skills.The research method used is a literature study that examines the 2013 Curriculum from a review of the philosophy of progressivism. The data collected is in the form of books, articles and relevant research on the 2013 Curriculum and the flow of progressive philosophy. The method of analysis is carried out by means of the description method and the critical method. Through the description method, the data obtained is studied in depth supported by previous research that has relevance to the theme. The collected data is then analyzed and interpreted. Furthermore, the results of the analysis are drawn conclusions as an answer to the problem.The results of the analysis show that the philosophy of progressivism education underlies the 2013 curriculum which is characterized by student-centered learning which encourages students to actively explore to develop their attitudes, knowledge and skills.
This study aims to describe male and female stereotypes based on the perceptions of students from ten ethnic groups in Indonesia and agreed upon by all of them and to compare such stereotypes with the research findings by Best and William. The respondents were students from ten ethnic groups, i.e. Jawa, Papua,Sunda, Bali, Madura, Lombok, Batak, Minangkabau, Aceh, dan Betawi. The survey employed a questionnaire with fifty adjectives representing characters referring to the study by Best and William. The data were descriptively analyzed using tabulation and percentage. The findings are as follows. First, students from each ethnic group have a variety of perceptions regarding male and female stereotypes agreed upon. Second, there are a number of male and female stereotypes agreed upon by students from all ethnic groups. Third, the male stereotypes relevant to the study by Best and Williams are strength, dominance, autonomy, and aggression. The female stereotypes relevant to both studies are passiveness, weakness, and abasement.
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