Language Power in the Classroom Viewed from Nietzsche and Heidegger

Yamin, Moh.; Kurnia, Fabiola D.; Mustofa, Ali

doi:10.19105/ojbs.v14i1.2683

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…The assessment is taken based on the students' use of language when answering questions from the teacher. The ability to use good language from someone is when they can use it in communicating (Arnold & Reed, 2019;Yamin et al, 2020). This means that a student can be said to be able to master Javanese when they are able to apply the rules of the Javanese language when communicating with other people.…”

Section: Figure 1 Teacher In Javanese Traditional Dressmentioning

confidence: 99%

Impact of Javanese Language Preservation on Javanese language skills in Elementary Schools

Rahman

Narimo

Muhibbin

et al. 2022

j. ilm. sekol. Dasar

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Javanese is the regional language with the most speakers in Indonesia and needs to be preserved, because it is the main element in a culture. The purpose of this study is to analyze how the form of preservation of the Javanese language in elementary schools. The method in this research is a qualitative descriptive research method. Data collection was carried out by means of observation, interviews, and tests. The results of the research show that the form of preservation of the Javanese language is carried out by schools in two ways. First, through learning Javanese and Javanese Voice Arts, as well as through Javanese language habituation this is carried out every Thursday. The students' Javanese language skills were divided into two, out of a total of 10 students there were 60% who mastered Javanese according to their level when communicating, while 40% of students had not mastered Javanese according to their level when communicating. The large percentage of students who master the Javanese language according to the rules illustrates that learning and habituating Javanese at school can be used as a means of preserving Javanese and developing Javanese language skills in students.

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Section: Figure 1 Teacher In Javanese Traditional Dressmentioning

confidence: 99%

Impact of Javanese Language Preservation on Javanese language skills in Elementary Schools

Rahman

Narimo

Muhibbin

et al. 2022

j. ilm. sekol. Dasar

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“…As a result, a medium for learning is required so that students do not lose interest (Febriansyah et al, 2020;Hardiyanti et al, 2020). Books, visual equipment, audio, computers, and other physical equipment used to enhance the learning process are examples of media (Lusiyani & Dara Anindya, 2021;Saputri et al, 2018;Yamin et al, 2020). Learning media is used by teachers as a hardware and software tool to transfer information to their pupils throughout the learning process.…”

Section: Introductionmentioning

confidence: 99%

The Reactualization of Sipakatau, Sipakalebbi, and Sipakainge’ Values Using La Galigo Comic with Augmented Reality

Tikson,

Samintang,

Firdaus

et al. 2023

International j.of Elementary Education

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Base on observation there is no educative and interactive learning media in local content lessons related to strengthening student character. This study aims to analyze student interest and enthusiasm in local content lessons, understand the values, diversity, and inclusivity contained in La Galigo through Augmented Reality (AR)-based comic. This study is use Wilcoxon signed-rank test is used to compare the pre-test and post-test, also comparing anecdotal notes of student activities. A total of 14 students from the 4th and 5th grade participated in this program. Data collection is use observations, anecdotal records, and in-depth interviews were also used to assess students' personalities. Based on the evaluation of the pre-test and post-test, there is an increase in students' knowledge after the comic learning method is used. Changes in student’s knowledge and attitude are accomplished through the use of continuous assessment indicators and the involvement of the teacher in the classroom. It is hoped that this innovation can help students develop better character by incorporating trisipaka-based values (sipakatau, sipakalebbi, and sipakainge') into their daily lives.

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“…In the studies of various teachers talk agreed that teachers have power in the class to guide their students. However, by using their talks, the teacher may influence students got something new or even to do something (Siregar et al, 2023;Nasmilah, 2023;Meneses et al, 2023;Aas, 2022;Wahyuni et al, 2022;Khusna et al, 2022;Dale et al, 2022;Altamirano et al, 2022;Laoli, 2022;Indriyani et al, 2022;Jayalath, 2021;Karuniasih et al, 2021;Rahayu & Syahrizal, 2020;Herviani, 2020;Buma & Nyamupangedengu, 2020;Yamin et al, 2020;Jin & Webb, 2020;Fitriati et al, 2020;Suciati, 2019;Chase et al, 2019;Iswara et al, Huriyah & Agustiani, 2018;Alijani & Barjesteh, 2018;Jing & Jing, 2018;Glover, 2018;Veen et al, 2017;Biesta et al, 2017;Basra & Thoyyibah, 2017;Stanley & Stevenson, 2017;Nurpahmi, 2017;Kurniawati & Fitriati, 2017;Cao, 2016;Maghfiroh & Nugroho, 2015;Pujiastuti, 2014;Rezaee & Farahian, 2012). On the other hand, the studies of various classroom interaction deal with teachers as a central for how teaching learning process looked like and running well (Harjanto et al, 2022;Cherng et al, 2022;Bukari et al, 2022;Widyasari & Dardjito, 2022;Ayunda et al 2021;…”

Section: Introductionmentioning

confidence: 99%

Evaluating The Quality of Teacher’s Talk in English Classroom Interaction at SMPIT Cahaya Bangsa Semarang

Prastowo,

Wuli Fritrianti,

Widhiyanto

2023

EEJ

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Teachers talk play an essential role in classroom interaction, the study evaluated the quality of the teacher’s talk in English language class using Flanders (FIAC) system (1989) in Teacher‟s talk interaction. It aimed to evaluate seven of teacher talk quality in English classroom interaction. The study used a descriptive qualitative research design since involves human behavior in natural setting. The data was collected used audio recording and observed two class meetings at eighth grade of SMPIT Cahaya Bangsa Semarang which took approximately 160 minutes. One of English teacher was the subject and 29 students was the object in this study. The result of the study showed that asked questions was the most frequently shown which is 63 times, with percentage 36,2%. Giving direction was the often shown which is 47 times, with percentage 27,01%. Praises and encourages was the quite often shown which is 29 times, with percentage 16,66%. Lecturing was the quite rare shown which is 14 times, with percentage 8,04%. Accept feeling was the rarely shown which is 8 times, with percentage 4,6%. Criticizing or justifying authority was the rarely shown which is 7 times, with percentage 4,02%. Accepts and uses idea of students was the rarest shown which is 6 times, with percentage 3,44%. The evaluated of teacher‟s talk interaction quality that teacher focus on two interactions are asked questions and giving direction.

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Language Power in the Classroom Viewed from Nietzsche and Heidegger

Cited by 3 publications

References 10 publications

Impact of Javanese Language Preservation on Javanese language skills in Elementary Schools

Impact of Javanese Language Preservation on Javanese language skills in Elementary Schools

The Reactualization of Sipakatau, Sipakalebbi, and Sipakainge’ Values Using La Galigo Comic with Augmented Reality

Evaluating The Quality of Teacher’s Talk in English Classroom Interaction at SMPIT Cahaya Bangsa Semarang

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