bluuebunny/crossref_metadata_2025_split huggingface dataset:
‘Sapi perah’ or ‘kuda beban’: Cultural Values in Indonesian Proverbs Associated with Horse, Cow, Buffalo and Donkey
Authors: Mirahayuni Ni Ketut , Chrismalia Garnida Susie 
Published: May 2017

<p>Proverbs, a short well-known saying in figures of speech or symbolism, seem to have stood the test of ages for their usefulness in modern society. Proverbs have been found to serve people well as a significant rhetoric force in both oral and written communication, from friendly chats, powerful political speeches, and religious sermons to lyrical poetry, best-seller novels, and the influential mass media (Mieder, 2004). Proverbs reveal an awareness of the human condition and human flaws that make their distant voices ring with clarity, humor, wit, and insight (Barajaz, 2010). This paper reported a study of cultural values Indonesian proverbs associated with horse, buffalo, cow and donkey. The purpose is to identify how these animals are culturally perceived and used in transferring wisdom, acceptable and favourable manners and moral conducts. The data comprise 80 Indonesian proverbs using any of the four animals in their expressions, gathered from various printed and electronic sources. The study found that proverbs using these four animals are used to show both positive and negative human attitudes. Positively, they illustrate the values of self-motivation, hard-work and devotion to duty, truthfulness, dependability, well-adjustment, fairness and justice. Negatively, they exemplify foolishness, arrogance, hypocritical attitude, inherent wickedness, unfavorable attitude towards opposite sex, over-excitement and being in a dilemmatic situation. The study shows that such values have been orally taught and transferred within the context of familiar daily objects and situations in the chiefly agricultural cultures. The proverbs mainly function to convey advice on acceptable attitudes, manners, and moral conducts.</p><p> </p><p><strong>Keywords: </strong><em>figurative language, Indonesian proverbs, cultural values</em></p>
Effect Of Bringing Local Culture In English Language Teaching On Students’ Writing Achievement
Authors: Nurlia Ratna , Arini Fitri 
Published: May 2017

<p>The use of local culture in the teaching of English as a foreign language in Indonesia may lead into consideration since language and culture are interrelated. Local culture in English language teaching enables students to learn English skills well because students are asked to discuss or describe something they know very well. This paper reports the results of an experimental study which was concerned with how well bringing local culture in English Language Teaching could affect students’ writing achievement. Quasi-experimental research applying non-randomized pretest-posttest design was used in this study. The subjects of the study were the students of English Department of College of Teacher Training and Education in Blitar. Class A, which consisted of 23 students, was taught using local culture strategy, and was the experimental group, while class B, which consisted of 25 students was taught without using local culture, and was the control group. The results showed that bringing local culture in English language teaching produced better achievement of the students’ writing skill.</p><p> </p><p><strong>Keywords: </strong><em>local culture; writing achievement, English language teaching<strong></strong></em></p>
Critical Responses To Texts: Reading Attitudes Of University Students In Indonesian Learning Context
Authors: . Sultan , Rofi’uddin Ah. , . Nurhadi , Tri Priyatni Endah 
Published: May 2017

<p>This study discusses university students’ reading attitudes and perspectives on reading texts. Reading attitude was measured through students’ critical responses in comprehending and evaluating the content of the texts. This descriptive-quantitative study employed a survey. It was conducted in Indonesian Language Teaching Study Program in State University of Makassar, Indonesia. The data were collected through a questionnaire and interviews. The results of this study indicated that the students’ critical responses to texts were categorized as low. In general, the students obtained only the stated information found in texts, and they made very little attempt to seek for implied meanings. They rarely tried to connect one text to another and to social as well as cultural contexts of the texts. These poor critical responses of the students have resulted from the process of learning to read which has been more text-oriented in nature rather than ideology-concerns of the texts.</p><p> </p><p><strong>Keywords: </strong><em>learning to read, critical responses, reading attitude</em><em> <strong></strong></em></p>
Engaging Students Through Multimodal Learning Environments: An Indonesian Context
Authors: . Suparmi 
Published: May 2017

<p>A critical issue regarding the English language teaching in the Asian context particularly in Indonesia is that the teaching and learning methods used are still far from being sufficient and effective to help students improve their language skill at the expected rate. This is a pilot study investigating the effects of multimodal learning environment on students’ learning outcomes connected to students’ writing performance. To find out the answers to the research problems, 60 students taking English for Specific Purposes at State Islamic University of Malang – Indonesia participated in this study. They were randomly selected and randomly assigned into the experimental group and the control group. The multimodal environment was provided to the experimental group whereas the control group was not. The results of the study indicated that the students in the experimental group had better writing performance. In addition, the contribution of this study is two folds; as a contribution to references on innovative and creative pedagogy in the classroom and to support the progress of the teaching and learning English.</p><p> </p><p><strong>Keywords: </strong><em>multimodal learning environments, video, the teaching of EFL writing, writing performance<strong></strong></em></p>
Deliberate Learning Of Second Language (L2) Vocabulary: Research-Based Guidelines
Authors: . Syarifuddin 
Published: May 2017

<p>This article is devoted to overviewing several current studies on L2 vocabulary learning, especially those aimed at investigating and exploring the ways in which deliberate vocabulary learning would be best facilitated, and thus would increase learning. It is argued that knowledge of vocabulary is fundamental in all language use, and becomes an essential part to master second language. A large amount of vocabulary is required to use English both receptively and productively: 8000 – 9000 word families needed in order to adequately comprehend a wide range of written discourse (Nation, 2006), and 2000 – 3000 word families required to get sufficient comprehension of spoken discourse (van Zeeland &amp; Schmitt, 2012). Knowing a lexical item entails several aspects of word knowledge i.e., form, meaning, and use, each of which is further comprised of several sub-aspects of word knowledge. In addition, vocabulary learning is incremental in nature. Taken all these into account, there should be a component of deliberate vocabulary learning in language teaching, regardless of the preferred teaching methods being applied. Most importantly, deliberate learning of vocabulary should be intensively focused on lexical items which fall into both the new GSL word list (Brezina &amp; Gablasova, 2015) and the new AWL word list (Coxhead, 2000). Finally, reviewing current studies on L2 vocabulary learning results in several research-based guidelines for deliberate or intentional vocabulary learning which are discussed throughout the rest of this article.</p><p> </p><p><strong>Keywords: </strong><em>vocabulary learning, vocabulary size, word knowledge, high-frequency words, academic words, deliberately-learning-vocabulary guidelines</em><em> <strong></strong></em></p>
Classroom Interaction: Teacher And Student Talk In International Class Program (Icp)
Authors: . Winarti 
Published: May 2017

<p>This study is an attempt to examine classroom interaction which specifies teacher and student talk in International Class Program (ICP) at non-English departments at State Islamic University Maulana Malik Ibrahim Malang. ICP class is different from regular class in which English and Arabic are used as medium of instruction in the teaching and learning process. This study is intended to answer two questions: (1) What categories of teacher talk are used by the teacher in giving stimuli in the process of teaching and learning? and (2) How do the students respond to the teacher’s instruction in the process of teaching and learning? The subjects of the study are the teacher and the students in ICP class. The data are elicited through non-participant observation, interview with the teacher and the students, field notes and recording of utterances between the teacher and the students. Data are analyzed using the ‘interaction model’ of Miles and Huberman, following FLINT system. This article reports the results of the analysis of classroom interaction that focuses on teacher and student talk in ICP class.</p><p> </p><p><strong>Keywords: </strong><em>classroom interaction, teacher and student talk, ICP class</em><em> <strong></strong></em></p>
“It is expected …” BETWEEN RELIGIOSITY AND EVIDENTIALITY
Authors: Basthomi Yazid , Yannuar Nurenzia , Hidayati Maria , Wijayanti Lely Tri 
Published: May 2017

<p>The present study is focused on analyzing the uses of some expressions showing expectations in academic texts. A corpus-based study specifically dealing with the uses of the verbs "expect" and "hope", this project seeks to understand the phenomenon as reflected in C-SMILE (Corpus of State University of Malang Indonesian Learners’ English). Analyzing the corpus of about 6 million words composed of texts of undergraduate theses written in English by Indonesian EFL learners, this study has arrived at an interpretive point that Indonesian cultural norms are influential to the manifestation of the expressions. The expressions reflect some degree of the writers’ religiosity. This unfortunately also suggests a lacking point of evidentiality in academic written works.</p><p> </p><p><strong>Keywords: </strong><em>C-SMILE, corpus linguistics, EFL</em><strong><em></em></strong></p>
Problems Of Improving Spoken Language Skills In Teaching Russian As A Foreign Language
Authors: Karnati Ajoy Kumar , Vaidhyanathan Janani 
Published: May 2017

<p class="3ABSTRAK">While teaching Russian as a foreign language to undergraduate and postgraduate students in India, we observed that the learners quickly pick up writing skills, whereas their spoken language skills are not at the same level. There are many issues which need to be sorted out in order to improve spoken language skills. As written and spoken skills are different, we need to use different methods of teaching for each one of them. </p><p class="3ABSTRAK">Since the first thing that is taught to students, who are learning a language, are alphabets, hence, initially the whole attention is turned towards improving their writing skills. Though, in the beginning, the students also do pick up an elementary level of spoken language, in the intermediate and advanced levels of learning, their spoken language skills suffer due to various factors. One of the main factors being the lack of exposure to the foreign language once the learners are out of the classroom. Since they continue to do homework, they keep in touch with the written skills. However, once they are out of the classroom, the learners and people around them use their own mother tongue or other native languages to speak. As a result, their spoken skills of the foreign language do not improve.</p><p>Measures need to be taken for improving spoken skills: showing feature, as well as animation films; involving the students in discussions with the help of native speakers; providing audio books; showing them TV programs after class hours; involving learners in enacting Russian plays, etc. On the whole, artificial foreign language surroundings need to be created. Let us see how to motivate learners to speak as well as to write foreign language of their choice.</p><p> </p><strong>Keywords: </strong><em>spoken skills, teaching Russian as a foreign language, learning problems</em>
Peer Tutoring: An Effective Technique To Teach Reading Comprehension
Authors: Septarini Rahmasari Brigitta 
Published: May 2017

<p>Reading is a demanded skill that should be mastered by students. With reading, students can gain much information. In fact, the reading comprehension of many students is still low, worrying, unsatisfactory, and far from the expectation. Students are reluctant to read due the fact that texts are difficult to understand. This condition leads the teachers to apply some teaching techniques in reading class. One of them is peer tutoring. Peer tutoring is a technique where the students play the roles of a tutor and a tutee. This technique helps students to focus on what is important. By generating questions and answering them, the students review and reformulate their knowledge about the text so that it provides students more chance to enhance their understanding toward the text. The students gain a better understanding of the materials by learning from each other. This article is aimed at describing the use of peer tutoring in teaching reading and what happens with the class when peer tutoring technique is applied. It is hoped that peer tutoring can enhance students’ confidence and motivation in reading class. Besides, the class becomes active and alive. It is, therefore, recommended that teachers use peer tutoring in teaching reading comprehension..</p><p> </p><strong>Keywords: </strong><em>Reading Comprehension, Peer Tutoring, Motivation</em>
Paradox Aesthetics Blangkon In Yogyakarta And Surakarta
Authors: Rofingah Ema Iis 
Published: May 2017

<p>Mataram kingdom became part of the history of Kraton Yogyakarta, starting from the Giyanti agreement in 1755. Then Mataram kingdom was divided into two regions Solo and Yogyakarta. Each region was headed by one king. The title for the king's Solo palace is Pakubuwono, while the term for the king's palace in Yogyakarta is Hamengkubowono. One of the relics from the palace, which is still preserved until now is <em>blangkon</em>. <em>Blangkon</em> is used as a headgear by the people in the palace. Yogyakarta Blangkon style is different from Solo blangkon style, although this palace used to be one area. Blangkon have a specific pattern that is related to the lifestyle of Javanese community, especially people of the palace. Blangkon is considered as one of artifacts as it has a philosophy of characteristics and identity of Javanese community. This research used qualitative research in the form of literature study. The method used by the authors is by collecting data source: primary data and secondary data. Blangkon will be examined through the used patterns which is connected in the aesthetic paradox. Basically there are kinds of pattern which are called pattern two, three, four, and five. Eventually it came to a conclusion that Blangkon is the development of aesthetic paradox patterns of patterns three to five patterns.</p><p> </p><p><strong>Keywords: </strong><em>Paradox aesthetics, Blangkon<strong></strong></em></p>
Scientific Literacy Of A Third Year Biology Student Teachers: Exploration Study
Authors: Suwono Hadi , Mahmudah Anisah , Maulidiah Lailil 
Published: May 2017

<p>The Department of Biology, Universitas Negeri Malang, manages undergraduate courses to prepare prospective teachers of Biology. Biology teachers have to know two important purposes of science education, that is, educating and motivating students to be involved in careers such as scientists and technologists, and providing students with the significant knowledge and understanding of science and social issues to enable them to become informed citizens. This research is conducted to investigate scientific literacy of the third year students of the department. Scientific literacy skill is measured by Multidimensional Literacy Test (MLT), a combination of multiple choice and essay test. The results showed that Scientific Literacy of the third year students is on the level of functional and structural dimension. The result of the interviews with the teachers about the teaching strategies showed that learning scientific writing, which is an important basis scientific literacy development, still needs to be improved. The results of the study can be used as a consideration in selecting and determining appropriate learning strategies to improve the literacy of prospective biology teachers.</p><p> </p><p><strong>Keywords: </strong><em>Scientific literacy, Biology Student Teachers<strong></strong></em></p>
Framing Islamic History Through Interactive Game (Case Study: Ibn Battuta Games)
Authors: Nugrahani Rahina , Wibawanto Wandah 
Published: May 2017

<p>Media in various platforms have a significant role in constructing the paradigm of Islam in society. Unfortunately, unbalanced justification by the media tends to cause misconceptions about the Islamic concept, especially in America and Europe. This justification then is often used as a base in constructing the narrative of a game. Moreover, they seem to exploit these justifications in a more apparent manner than other forms of media. In the digital age, video games transform to be one of mainstream media that shapes our comprehension and understanding of the world by constructing, conveying and iterating various representations. Therefore, video game referred as the most potential and effective media to convey positive values to users. "Ibn Battuta" game developed as an interactive media that offer different point of view about Islam, to differentiate it with the other games in general. By exposing Ibn Battuta as one of the Muslim figures who made a glorious milestone in history of science. Ibn Battuta is known as an adventurer, merchant and inspirational figure by spreading the values of Islam to most areas of coastal Asia. The game reveals the travel records of Ibn Battuta in the first half of the 14th century, which also reveals the wide scope of the Muslim life at that time. This paper is based primarily on qualitative research and content analysis. The methodology used for content analysis involves playing the whole Ibn Battuta games while taking notes and screenshots of relevant visual signifiers, recording the narrative and analysing the structure of gameplay. Through Ibn Battuta games, the symbolic and ideological dimensions of in-game representational history related to Islam has been analysed from different perspectives. Immersive worlds as given environments in this game, which may be explored in a nonlinear way by players - include history, artifacts and objects - allow users to learn about the history of Islam by exploring the environment and its objects in a relatively open-ended way.</p><p><strong> </strong></p><p><strong>Keywords: </strong><em>Islamic history, interactive game, the structure</em></p>
The 21st Century: The Turning Point of the English Language Teaching in Indonesia
Authors: Wiyono Slamet 
Published: May 2017

<p class="3ABSTRAK">English, in Indonesia, is spoken, taught and communicated as a foreign language. Due to the above condition, the position of English in Indonesia lies in the expanding circle of World Englishes (Kirkpatrick, 2007). The advantage of being in the expanding circle is that there must be a very different aspect of Language Teaching and Learning as compared to the other two circles above. The Indonesian language, for example, which does not have a tense system like that of English, constitutes a unique problem faced by Indonesians learning English. The statement previously mentioned implies that those who learn English must be highly exposed to the language as they should be made accustomed to practicing the language a lot since they mostly communicate using their either vernacular or national language after the class hours.</p><p>The 21st century is the turning point of a new paradigm in pedagogical practice. It is the point where the teacher-centred -approach shifts into the student or learner-centred- approach. At this point also, the learners are exposed to reconstruct their own knowledge freely by looking for, searching, and finding other resources. The teacher, then, is no longer the only source as that of in the teacher-centred approach, yet he is the only one of the sources in the teaching-learning process (Suparno, 1997) or even they may browse from social media or online network or other multimedia such as internet and so forth..</p><p> </p><p><strong>Keywords: </strong><em>exposure, strategies, new paradigm</em></p>
Macapat as a Model and Method of Learning English-Javanese Vocabulary
Authors: Wahyudi Teguh Tri 
Published: May 2017

<p>The purpose of this article is to offer Macapat as a model of learning English-Javanese vocabulary. Macapat is a kind of poetic meter in traditional Javanese poetry and is also known as a popular culture in Javanese society. In the formal education, from elementary until high degree, macapat is used as a lesson material in the college. Related with cross-cultural studies, the use of attractive model can give more experience for language learners and language teachers. For the learner, they can get more knowledge about macapat song and vocabulary. According to Javanese teacher competence, they must have <em>mardawa basa</em>, <em>mardawa sastra</em> and <em>mardawa lagu</em>, as a primary knowledge to compose language using poetic meter and also sing macapat. The teacher can improve their language competence to create a macapat song which is composed of two different vocabulary languages. It can be concluded that macapat can be used as a model of learning English-Javanese vocabulary.</p><p> </p><p><strong>Keywords: </strong><em>Macapat, cross-cultural, English-Javanese vocabulary.<strong></strong></em></p>
Lesekiste Mit übergangsstufe (Reading Box) In German Language Learning
Authors: Aini Desti Nur 
Published: May 2017

<p>Reading activities in learning German as a foreign language are not simply done during the teaching and learning process. In European standard curriculum (GER= Germanische Europäische Referenzrahmen), reading constitutes one of the language test items. Reading in German as a foreign language is suggested to improve students’ competence in German. Beyond that, reading also leads to the improvement of knowledge related to German culture. In order to level up and optimize the interest of high school students to learn German language, one of the strategies that can be carried out is <em>Lesekiste mit Übergangsstufe </em>or reading box. This box provides some texts for the students. These texts are stacked based on difficulty levels, starting from the easy towards the intermediate, and complex ones. In this activity, the students have equal access to all the texts available in the box. Furthermore, students can be asked to retell the text through “Darstellungsformen” (retelling technique) by using mind map, charts, or sketch (Skizze). This activity is designed to achieve the improvement of teacher’s competence for the sake of the teachers themselves and for the students’ learning development.</p><p><strong> </strong></p><p><strong>Keywords: </strong><em>Reading activity, German as a foreign language, Lesekiste mit Übergangsstufe<strong></strong></em></p>