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Umami, Maslihatul. „Rethinking Language Education in Indonesia“. Register Journal 1, Nr. 1 (30.06.2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.1-22.
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Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After reviewing a number of models of bilingual education and comparing them with what has been done in Indonesia, a preferred model will be offered. Finally, it will also be suggested that language education in Indonesia should be associated with literacy development in a wider sense. Furthermore, meanwhile language education should be given an adequate room; language teaching should be based on the functional use of the existing languages in the country and should be done in tandem with the teaching of content since content is delivered through the medium of language. Keywords: education; language function; literacy development; content
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Umami, Maslihatul Umami. „Rethinking Language Education in Indonesia“. Register Journal 1, Nr. 1 (30.06.2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.413.
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Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After reviewing a number of models of bilingual education and comparing them with what has been done in Indonesia, a preferred model will be offered. Finally, it will also be suggested that language education in Indonesia should be associated with literacy development in a wider sense. Furthermore, meanwhile language education should be given an adequate room; language teaching should be based on the functional use of the existing languages in the country and should be done in tandem with the teaching of content since content is delivered through the medium of language.
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Kertiasih, Ni Nyoman. „BAHASA INDONESIA DAN NASIONALISME DI INDONESIA“. KULTURISTIK: Jurnal Bahasa dan Budaya 2, Nr. 1 (12.01.2018): 187. http://dx.doi.org/10.22225/kulturistik.2.2.808.
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[Title: Indonesian Language and Nationalism in Indonesia] This paper reveals the relationship between the Indonesian language and nationalism, and their relation to one another. Indonesian recognized derived from the Malay language is the lingua franca formerly in trade in the archipelago. This paper is lifted language and nationalism with the following questions: (1) how the Malay language to be Indonesian? (2) how the spirit of Indonesian nationalism becomes a factor?, (3) how the Indonesian language in Indonesia's national and local context? From the results it appears that the Indonesian study originated from the ancient Malay language which evolved into the lingua franca in the association between the peoples of the Indonesian archipelago. Malay language that can momentum in youth congress Indonesia II (1928), expressed as the Indonesian language. Associated with nationalism, the Indonesian language becomes an important factor because of the language, ideas of nationhood developed within political organizations in the colonial period and the period afterwards. Indonesian in a local context to be understood that the regional languages have enriched the Indonesian language in its development. Next in the national context, the Indonesian language remain important, as a symbol of unity, a unifying tool, serves as an introduction in education, as a means of communication at the national level, as a means of development of culture, science, and technology.
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Zein, Subhan. „English, multilingualism and globalisation in Indonesia“. English Today 35, Nr. 1 (02.05.2018): 48–53. http://dx.doi.org/10.1017/s026607841800010x.
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Indonesia is the second most linguistically diverse nation in the world. It has established its reputation as one of the largest markets of English language education. This paper examines the context of multilingualism in Indonesia in relation to the increasingly dominant role of English from my viewpoint as a researcher. I begin the paper by outlining how Indonesia is currently adapting to the role of English as a global language. I then discuss the position of English within the linguistic ecology of the country, highlighting how its promotion in the educational system adversely affects the maintenance of the indigenous and heritage languages. Finally, I point to the need for deliberate action in education that promotes multilingualism. I argue for a redirection in the Indonesian educational system towards multilingual education in order to ensure the preservation of the indigenous and heritage languages while adopting English as a Lingua Franca.
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Nababan, P. W. J. „Language in education: The case of Indonesia“. International Review of Education 37, Nr. 1 (1991): 115–31. http://dx.doi.org/10.1007/bf00598171.
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Hidayati, Tuti. „English Language Teaching in Islamic Education in Indonesia; Challenges and Opportunities“. Englisia Journal 3, Nr. 2 (20.03.2017): 65. http://dx.doi.org/10.22373/ej.v3i2.751.
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The dominant use of English in every field covering politic, economic, and sosial culture these days has manifested in its gaining a special position in many countries where it is not spoken. In Indonesia, it is a foreign language officially constituted as part of national education curriculum and becomes a requirement in a number of higher education and workforce entry. Yet, ELT in Indonesia faces various constraints including, but is not limited, the anxiousness to threat the purity of Bahasa Indonesia, the national language, and the worry about liberal western values embedded in English to corrupt the youngsters moral and attitudes. Interestingly, Islamic education that maintains a vital role among Indonesians has included English alongside other secular sciences and technology as part of its curriculum in its current advancement. In this regard, the paper will show how critical Islamic education role among Indonesians is, how ELT in Indonesia has developed, what challenges it experiences, and what opportunities it posseses in the context of Indonesian Islamic Education. The paper argues that Islamic education remains the choice of the Indonesian Muslim communities as long as it is able to meet the demands of living in the globalization era while keeping the Islamic values in all the learning process. It further suggests that ELT in Indonesia needs to incorporate Islamic values and show that English learning put no threats and negative influences to Indonesian culture in general and Islamic religious values in particular.
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Suharyo und Nurhayati. „Javanese Language Maintenance Based on Sociocultural Approach (A Case Study on Women in Rembang, Central Java)“. E3S Web of Conferences 202 (2020): 07071. http://dx.doi.org/10.1051/e3sconf/202020207071.
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Like other regional languages in Indonesia, Javanese language is progressively endangered by Indonesian language. This research employs a questionnaire and observation to answer the given hypothesis. The results indicate that , (a) the Javanese language variety of “ngoko” is still moderately maintained by the speakers (women in Rembang coastal area), (b) the Javanese krama variety is almost extinct, (c) Indonesian and mixed languages have threatened the existence of Javanese. Several efforts made to preserve Javanese language is by exerting sociocultural approach, namely (a) speaking in Javanese language at home, (b) speaking in Javanese language with neighbors, (c) formal education, (d) non-formal education, (e) art / tradition, (f) religious activities, and (g) media.
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Funada, Kyoko. „PENDIDIKAN BAHASA INDONESIA DI JEPANG“. LINGUA : JURNAL ILMIAH 15, Nr. 1 (29.05.2019): 40–56. http://dx.doi.org/10.35962/lingua.v15i1.14.
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BIPA is an abbreviation for Indonesian for Foreign Speakers. Precisely, Indonesian language skills learning programs, namely speaking, writing, reading, and listening to foreign speakers. In Japan, Indonesian is taught at universities, language schools and several high schools. In some universities Indonesian language can be learned as a second foreign language / language of choice after they learn English. In general, the material taught is only about language. However, there are several universities that have Indonesian Language Study Programs or Programs. The scope of teaching is broader. In addition to language, those who take the program can study the arts, culture, literature, religion, social, economics, and politics of Indonesia. Can I study Indonesian language in a department or study program that can be called BIPA? According to the author it is different from BIPA because BIPA is only limited to language learning. Indonesian (Malay) education in Japan began in the early 1900s in Tokyo. This article discusses the development of Indonesian language education in Japan from the past to the present.
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Suhaeb, Laelah Azizah S. „MEMAKNAI BUDAYA LOKAL DAN GLOBAL DALAM PENGAJARAN BAHASA ASING“. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 3, Nr. 2 (15.07.2010): 145. http://dx.doi.org/10.24036/ld.v3i2.7375.
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Multicultural diversity in Indonesia has become an amazing icon for many other countries which feel envy with the cultural richness of the archipelago. Although the Indonesian culture constantly growing, our civilization must be maintained and kept. Foreign Languages has been recognized in formal and non formal education in Indonesia. Learning and teaching foreign languages is not easy because it does not just teach vocabulary and grammar but also teaches how and when language is used, or in other words, learning the language is also learning culture. Foreign language teaching materials should contain the local culture and the culture of the target language in balanced. Because of the language would be useful if it can be used where the language is required
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Dewi Yulianti, Ni Ketut. „Epic Ramayana As A Medium for Teaching Indonesian Culture and Language: A Perspective of Darmasiswa Students“. Lekesan: Interdisciplinary Journal of Asia Pacific Arts 3, Nr. 1 (06.08.2020): 15–19. http://dx.doi.org/10.31091/lekesan.v3i1.1080.
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This paper discusses the epic Ramayana as a medium for teaching Indonesian culture and Indonesian language for the students of Darmasiswa RI / DRI (Darmasiswa of Republic of Indonesia). The epic Ramayana story contains adjective phrases as a media for teaching Indonesian culture which is full of the value of character education. This paper can be a reference for students and teachers who study and teach Indonesian culture and also Indonesian language for foreign speakers. Besides, it can also be beneficial for those who want to learn more about the structure of Indonesian language and character education of with the values of Indonesian culture in accordance with Ramayana text in which good character and personality become the main goal of national education in Indonesia. The research methodology statement is missing in this abstract. Considering that the Darmasiswa RI program is also part of education in Indonesia, the education of Indonesian character values cannot be separated from the education followed by Darmasiswa RI program participants. For this reason, there are two main points discussed in this paper, (1) the Ramayana text as a medium for teaching Indonesian culture and enhancing the mastery of Indonesian language and (2) the adjective phrase in the Ramayana text as a medium for the education of Indonesian character values. Theoretically and practically, this paper can contribute to the world of education both in terms of Indonesian culture and language and the noble values of Indonesian characters for foreign speakers, so that it can help in improving the success of national education, and also to improve the competitiveness of the nation.
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Mubin, Minahul. „Menakar Kembali Keberadaan Pelajaran Bahasa Indonesia Sebagai Ilmu Pengetahuan Di Sekolah Dasar“. At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, Nr. 1 (04.03.2020): 97. http://dx.doi.org/10.30736/atl.v1i1.79.
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Abstract: Indonesia language is an important part of education. Besides to be indonesia science, indonesia language becomes a long history. A long history of Indonesia language is started as nation’s official and unitary languange. In 1928, as a burning spirit to grab independence, which has written in constitution 1945, from sequece of long history and pass the prosess of perfectingso that indonesia language becomes important thing as science today.In this case, to reinstate the position of Indonesia language to its fungtion and benefit, in order not to scrapped into this period that can make our children away from their identity. In fact, there will be polarization concerning with existence of Indonesia language, either using 2013 curriculum or not. Essentially, by virtue of, is Indonesia languange presented as Indonesia science or literature linguist which in practice 2013 curriculum in fact not giving art value in literature.The nature of Indonesia language is a science which must be given to students to educate how to communicate well. This communication can be done either oral or written, all of those is to understand and respond local situation, regional, national, and global. This is one of reason why Indonesia languange must be educated in all education level, especially in elemantry school because it is a foundation in all lessons.Keywords: Mete Out, Indonesia Language, Science
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Aprilyansyah, Ade. „UPAYA INDONESIA DALAM MENJADIKAN BAHASA INDONESIA SEBAGAI BAHASA INTERNASIONAL DI ASIA TENGGARA“. Global Political Studies Journal 2, Nr. 2 (31.10.2018): 88–100. http://dx.doi.org/10.34010/gpsjournal.v2i2.2025.
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Indonesian (Bahasa) experiences development in its function and position since it is set as the national language in which Indonesia improves the function of Indonesian (Bahasa) as an international language since 2009 by Act No. 24 year of 2009 where in Indonesian (Bahasa) showed has great opportunities and prospects to become an international language in Southeast Asia, which is supported by the number of domestic and foreign speakers of Indonesian and some other aspects. Yet, to make Indonesian as an international language, Indonesian experiences obstacles coming from the country and abroad. In this study, the researcher tried to analyze what the measures of Indonesia are, what the constraints faced by Indonesia in making Indonesian (Bahasa) as an international language in Southeast Asia are, and how Indonesian (Bahasa) to be international language in Southeast Asia are. The method in this research was qualitative method. Most of the data were collected from interviews and literature and supported by the literature and website searches. The study was conducted in the Development and Language Improvement Department, the Ministry of Education and Culture of Indonesia and Indonesian Institute of Sciences The result showed that Indonesian (Bahasa) has great opportunities and prospects to become an international language in Southeast Asia, which is supported by the number of domestic and foreign speakers of Indonesian and some other aspects. Yet, to make Indonesian as an international language, Indonesian experiences obstacles coming from the country and abroad.
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Mayasari, Santi. „INDONESIAN LANGUAGE EDUCATION POLICY IN RELATION TO THE NATIONAL EDUCATION GOALS: A THEORETICAL PERSPECTIVE“. Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 6, Nr. 2 (07.02.2020): 81–93. http://dx.doi.org/10.36706/jele.v6i2.10076.
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Education plays an important role for the quality of human’s life. Education is a process of accommodating learners to develop their potential based on the talent and ability they have. Through this process, individuals will have a better personality, IQ, manner, religious belief. Indonesian language in an education setting supports the process of gaining knowledge because this is considered as a carrier of knowledge, a means of communicating ideas, thought, and feeling, and a means of increasing nationality among individuals whole over Indonesia. By having this, Indonesian language education policy is considered as a means of gaining national education goals. However, the role of stakeholders and society is undeniable. They can protect and develop the position of Indonesian language and they can accommodate the attainment of national education goals.Key Words: Education, Indonesian Language, Policy, National Education Goals, Stakeholders
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Zein, Subhan, Didi Sukyadi, Fuad Abdul Hamied und Nenden Sri Lengkanawati. „English language education in Indonesia: A review of research (2011–2019)“. Language Teaching 53, Nr. 4 (20.07.2020): 491–523. http://dx.doi.org/10.1017/s0261444820000208.
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AbstractThis article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary education in highly diverse Indonesia where 707 living languages co-exist and struggle to find space in its linguistic ecology. The discussion will provide insights into how factors such as educational policies, ideologies as well as sociocultural and religious values are in contestation in shaping research into and the practice of English language education in the complex, dynamic and polycentric sociolinguistic situation of Indonesia, which has been recently conceptualized as superglossia (Zein, 2020). It is hoped our insights will help inform other multilingual contexts facing the unprecedented need for transforming English language education in this increasingly globalized world.
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Retnawati, Saptina. „FACTORS CAUSING LANGUAGE LOSS EXPERIENCED BY AN AMERICAN NATIVE SPEAKER IN MULTILINGUAL SITUATION IN INDONESIA“. ELT-Lectura 5, Nr. 2 (20.08.2018): 174–80. http://dx.doi.org/10.31849/elt-lectura.v5i2.1678.
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Bilingualism and multilingualism are common phenomena in language use. Those who are bilinguals or multilingual normally get the language competence because they are living in multilingual area, or in a country which has variety of languages and cultures. Indonesia is one of countries which have this wide diversity in cultures, languages, and religions. Furthermore, Indonesian Ministry of Education created a program called Darmasiswa program which enabled students from abroad to study Bahasa Indonesia and Indonesian cultures. By following this program, those students are learning new language and culture in multilingual situation. One of evidences occurred with a student from America, named Angela who also has multilingual family background. She was exposed to a lot of languages since she was born, and she also studied new languages in Indonesia, as a result she has capability to speak more than two languages. In this kind of situation, the researcher was interested to find out the language loss she might experience during her study. This study aimed to find factors influenced on language loss by her. The approach of this study was qualitative. The researcher applied mixed techniques to obtain data; recording the conversations in natural setting and interview. The analysis was interpretive. The findings of this study found that there were two factors that influenced language loss; internal factors and external factors, which dominated by cultural factor. Also, it happened because of the fact that Bahasa Indonesia is more dominant than her mother tongues.
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Nida, Faridatun. „Sosialisasi Istilah Bidang Teknologi dalam Bahasa Indonesia Baku dan Penerapannya di Ruang Publik“. Madani : Indonesian Journal of Civil Society 3, Nr. 1 (28.02.2021): 15–23. http://dx.doi.org/10.35970/madani.v3i1.393.
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Technological development leads to the creation of technological terms. The terms are dominantly created in English language. It affects the non-English technology-user. Many users are from Indonesia. In its usage, English terms are mixed with Indonesian. The mixture of language is indicated to interfere the Indonesian language users. In order to preserve the purity of Indonesian language, equivalent words to those technology terms are given. Nevertheless, the equivalent has not been optimally applied. Hence, there is a need for conducting community service activities entitle Sosialisasi Istilah Bidang Teknologi dalam Bahasa Indonesia Baku dan Penerapannya di Ruang Publik. The participants are students of Universitas Amikom Purwokerto. The activities are aimed to give the participants knowledge and motivation to use Indonesian technology terms as produced with the reference of English technology terms. Furthermore, there is also introduction about Seranai Padanan Asing Indonesia, one of the features that can be found in the web of Badan Pengembangan dan Pembinaan Bahasa, Ministry of Education and Culture, Republic of Indonesia. Students in higher education are regarded as a part of society that is expected to apply Indonesian equivalent terms of technology, at least in writing thesis or another formal academic text. They can utilize SPAI for finding the equivalent. By applying the Indonesian terms, they directly support the preservation of Indonesian languageTechnological development leads to the creation of technological terms. The terms are dominantly created in English language. It affects the non-English technology-user. Many users are from Indonesia. In its usage, English terms are mixed with Indonesian. The mixture of language is indicated to interfere the Indonesian language users. In order to preserve the purity of Indonesian language, equivalent words to those technology terms are given. Nevertheless, the equivalent has not been optimally applied. Hence, there is a need for conducting community service activities entitle Sosialisasi Istilah Bidang Teknologi dalam Bahasa Indonesia Baku dan Penerapannya di Ruang Publik. The participants are students of Universitas Amikom Purwokerto. The activities are aimed to give the participants knowledge and motivation to use Indonesian technology terms as produced with the reference of English technology terms. Furthermore, there is also introduction about Seranai Padanan Asing Indonesia, one of the features that can be found in the web of Badan Pengembangan dan Pembinaan Bahasa, Ministry of Education and Culture, Republic of Indonesia. Students in higher education are regarded as a part of society that is expected to apply Indonesian equivalent terms of technology, at least in writing thesis or another formal academic text. They can utilize SPAI for finding the equivalent. By applying the Indonesian terms, they directly support the preservation of Indonesian language
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Zamzami, Novita Donna, Novi Nurhayati und Moh Salimi. „CONCEPT AND IMPLEMENTATION OF THE WHOLE LANGUAGE APPROACH IN INDONESIA LANGUAGE LEARNING“. Social, Humanities, and Educational Studies (SHEs): Conference Series 1, Nr. 2 (11.01.2019): 314. http://dx.doi.org/10.20961/shes.v1i2.26744.
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<em>Education is a whole series of activities held by educators for students on all aspects of the development of student’s potential to achieve the goal. Educational objectives can be achieved through learning activities that are able to build and develop students' knowledge as a whole. Including in Indonesian learning. There are four skills in Indonesia language learning that must be developed, namely reading, listening, speaking and writing skills. The purpose of this study is to describe 1. Whole language approach, 2. Implementation of a Whole language approach in Indonesia language learning. The results of this study are: (1) Whole language is a language learning approach based on constructivism. Whole language is implemented contextually, logically, chronologically, communicatively, and intact so students can see language as a whole; (2) The implementation of the Whole language approach in Indonesian language learning is combining reading, listening, writing and speaking.</em>
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Tusya'diah, Delima, und Elva Rahmah. „Penelusuran Informasi Lulusan Program Studi Pendidikan Bahasa Indonesia Fakultas Bahasa dan Seni“. Ilmu Informasi Perpustakaan dan Kearsipan 8, Nr. 1 (29.10.2019): 100. http://dx.doi.org/10.24036/107330-0934.
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AbstractShearch for information on graduates of Indonesian Language Study Programs a the Faculty of Language and Art. Paper. Library and Archives Information Study Program, Indonesia dan Regional Language and Literature Departement, Language and Art Faculty, Padang State University. In this paper we discuss the search for graduates of the UNP Language and Arts Faculty of Indonesia Language Study Program. The purpose of this study was to determine the profile of Indonesia Education Study Program graduates and to know the competency and employment of these graduation. The research method approach used is a qualitatif method. Data was collected using questionnaires. The location of this study was carried out on the application or distributing questionnaires through social media. The object of the search was the Inodesian Language Education alumni who responded to 47 alumni. The data collection technique was by sharing questionnaires through WhatsApp media. Analyze the data used by using the google form application. First based on the results of the study, concluded the following matters. Graduates of the Indonesian Language Study program every year do not settle or go up and down, many respondents are among women with the dominant year of entry in 2014, the lenght of the waiting period for employment before graduation 1-3 months while their first job is < 3 months. The two Indonesian Language Education alumni are mostly looking for work through the internet, the level, and they work in the education sector, both private and obtain the first salary of RP. 1.000.000 and the first salary of Rp. 1.000.000- IDR 2.000.000.Keyword: search; education; alumni
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Stockton, Richard J. „Recultured language in Indonesian English Language Teaching“. Indonesian JELT: Indonesian Journal of English Language Teaching 13, Nr. 2 (31.10.2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.
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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
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Nurwahidah, Lina Siti. „PRESERVATION OF LANGUAGE AND PRINCIPLES OF LOCAL CULTURE BASED MULTICULTURAL EDUCATION IN INDONESIA“. Journal Of Educational Experts (JEE) 2, Nr. 1 (30.03.2019): 33. http://dx.doi.org/10.30740/jee.v2i1p33-38.
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In the Orde Baru’s period, we have been directed to uniformity in many ways. Indonesia, a diverse cultural country was only directed to uniformity that would shape national culture, including Indonesian.Local diversities were just a complement, an addition to the main culture, so it was out of favor and only considered as a secondary culture. Moreover, the early '90s echoes of globalization began to enter into the soul of Indonesian society. Because ofthat, some communities in Indonesia were eroded in sense of nationalism that destabilize the use of Indonesian and glorifies all which came from abroad, including foreign languages. Whereas local culture is very important in the education of multiculturalism,it should be considered in a multicultural-region like ours, Indonesia. The reason is with the locality they can see themselves and also be able to see everyone else.Decentralization of culture including the use of regional languages will not only grow the local culture but also will raise the creativity and resilience of this nation from the onslaught of globalization.
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Roslan Mohd Nor, Mohd, und Maksum Malim. „Revisiting Islamic education: the case of Indonesia“. Journal for Multicultural Education 8, Nr. 4 (04.11.2014): 261–76. http://dx.doi.org/10.1108/jme-05-2014-0019.
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Purpose – The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government. Design/methodology/approach – This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach. Findings – The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indonesia. Originality/value – Indonesia is the largest Muslim majority country in the world. Islamic education in Indonesia has been around for a long time. In modern days, many have tried to study on Islamic education in terms of philosophy and objectives to be achieved. This study addresses the Islamic education in Indonesia; hence, it provides values for readers, researchers and those who are involved in future studies of this country.
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Paryono, Yani. „PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK“. Jurnal Kwangsan 5, Nr. 2 (17.12.2017): 13. http://dx.doi.org/10.31800/jkwangsan-jtp.v5n2.p13.
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Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed by teachers and published on Facebook. The method used in this research is a Four-D Model consisting of some stages, such as: defining, planning, developing, and presenting on a seminar. This research involves an expert of Indonesian language education, six Indonesian language teachers, and twenty Senior High School students. Indonesian language learning materials on Facebook can be used to instill the values of Pancasila. The development of these learning materials is based on the principles of relevance, consistency, sufficiency properness of content, language, presentation, and graph. It has been proven through this research that the Indonesian subject learning achievement of Senior Secondary students through the use of facebook containing Pancasila values as learning content is higher compared to those students using different learning materials. AbstrakBahan belajar bahasa Indonesia yang baik tidak harus bersumber pada buku-buku pelajaran saja, tetapi dapat juga memanfaatkan berbagai sumber, seperti: media cetak koran, media luar ruang, alam sekitar, televisi, dan media sosial. Penelitian dengan judul Pengembangan Bahan Belajar Kosakata Bahasa Indonesia Berbasis Pendidikan Nilai-Nilai Pancasila di Facebook bertujuan untuk menghasilkan bahan belajar bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dapat diakses melalui facebook. Masalah yang dibahas di dalam artikel ini adalah belum adanya materi pelajaran kosakata bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dikembangkan guru dan di-publish di facebook. Metode penelitian yang digunakan adalah Four-D Model yang meliputi tahap pendefinisian, perancangan, pengembangan,dan tahap pendiseminasian. Penelitian ini melibatkan seorang ahli pendidikan bahasa Indonesia, 6 guru bahasa Indonesia, dan 20 siswa SMA. Bahan belajar bahasa Indonesia yang disajikan di media sosial facebook dapat dimanfaatkan untuk menanamkan nilai-nila Pancasila. Bahan belajar bahasa Indonesia ini dikembangkan dengan memperhatikan prinsip relevansi, konsistensi, ketercukupan, kelayakan isi, kebahasaan, penyajian, dan kegrafikaan. Hasil belajar bahasa Indonesia siswa SMA melalui bahan belajar yang menggunakan kosakata bahasa Indonesia berbasis nilainilai Pancasila di media sosial facebook terbukti lebih tinggi dan lebih baik dibandingkan hasil belajar siswa yang menggunakan bahan belajar yang tidak sama.
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Paryono, Yani. „PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK“. Jurnal Kwangsan 5, Nr. 2 (17.12.2017): 115. http://dx.doi.org/10.31800/jtp.kw.v5n2.p115--127.
Der volle Inhalt der QuelleAnnotation:
Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed by teachers and published on Facebook. The method used in this research is a Four-D Model consisting of some stages, such as: defining, planning, developing, and presenting on a seminar. This research involves an expert of Indonesian language education, six Indonesian language teachers, and twenty Senior High School students. Indonesian language learning materials on Facebook can be used to instill the values of Pancasila. The development of these learning materials is based on the principles of relevance, consistency, sufficiency properness of content, language, presentation, and graph. It has been proven through this research that the Indonesian subject learning achievement of Senior Secondary students through the use of facebook containing Pancasila values as learning content is higher compared to those students using different learning materials. AbstrakBahan belajar bahasa Indonesia yang baik tidak harus bersumber pada buku-buku pelajaran saja, tetapi dapat juga memanfaatkan berbagai sumber, seperti: media cetak koran, media luar ruang, alam sekitar, televisi, dan media sosial. Penelitian dengan judul Pengembangan Bahan Belajar Kosakata Bahasa Indonesia Berbasis Pendidikan Nilai-Nilai Pancasila di Facebook bertujuan untuk menghasilkan bahan belajar bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dapat diakses melalui facebook. Masalah yang dibahas di dalam artikel ini adalah belum adanya materi pelajaran kosakata bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dikembangkan guru dan di-publish di facebook. Metode penelitian yang digunakan adalah Four-D Model yang meliputi tahap pendefinisian, perancangan, pengembangan,dan tahap pendiseminasian. Penelitian ini melibatkan seorang ahli pendidikan bahasa Indonesia, 6 guru bahasa Indonesia, dan 20 siswa SMA. Bahan belajar bahasa Indonesia yang disajikan di media sosial facebook dapat dimanfaatkan untuk menanamkan nilai-nilai Pancasila. Bahan belajar bahasa Indonesia ini dikembangkan dengan memperhatikan prinsip relevansi, konsistensi, ketercukupan, kelayakan isi, kebahasaan, penyajian, dan kegrafikaan. Hasil belajar bahasa Indonesia siswa SMA melalui bahan belajar yang menggunakan kosakata bahasa Indonesia berbasis nilainilai Pancasila di media sosial facebook terbukti lebih tinggi dan lebih baik dibandingkan hasil belajar siswa yang menggunakan bahan belajar yang tidak sama.
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Paryono, Yani. „PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK“. Jurnal Kwangsan 5, Nr. 2 (17.12.2017): 115. http://dx.doi.org/10.31800/jtpk.v5n2.p115--127.
Der volle Inhalt der QuelleAnnotation:
Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed by teachers and published on Facebook. The method used in this research is a Four-D Model consisting of some stages, such as: defining, planning, developing, and presenting on a seminar. This research involves an expert of Indonesian language education, six Indonesian language teachers, and twenty Senior High School students. Indonesian language learning materials on Facebook can be used to instill the values of Pancasila. The development of these learning materials is based on the principles of relevance, consistency, sufficiency properness of content, language, presentation, and graph. It has been proven through this research that the Indonesian subject learning achievement of Senior Secondary students through the use of facebook containing Pancasila values as learning content is higher compared to those students using different learning materials. AbstrakBahan belajar bahasa Indonesia yang baik tidak harus bersumber pada buku-buku pelajaran saja, tetapi dapat juga memanfaatkan berbagai sumber, seperti: media cetak koran, media luar ruang, alam sekitar, televisi, dan media sosial. Penelitian dengan judul Pengembangan Bahan Belajar Kosakata Bahasa Indonesia Berbasis Pendidikan Nilai-Nilai Pancasila di Facebook bertujuan untuk menghasilkan bahan belajar bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dapat diakses melalui facebook. Masalah yang dibahas di dalam artikel ini adalah belum adanya materi pelajaran kosakata bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dikembangkan guru dan di-publish di facebook. Metode penelitian yang digunakan adalah Four-D Model yang meliputi tahap pendefinisian, perancangan, pengembangan,dan tahap pendiseminasian. Penelitian ini melibatkan seorang ahli pendidikan bahasa Indonesia, 6 guru bahasa Indonesia, dan 20 siswa SMA. Bahan belajar bahasa Indonesia yang disajikan di media sosial facebook dapat dimanfaatkan untuk menanamkan nilai-nila Pancasila. Bahan belajar bahasa Indonesia ini dikembangkan dengan memperhatikan prinsip relevansi, konsistensi, ketercukupan, kelayakan isi, kebahasaan, penyajian, dan kegrafikaan. Hasil belajar bahasa Indonesia siswa SMA melalui bahan belajar yang menggunakan kosakata bahasa Indonesia berbasis nilainilai Pancasila di media sosial facebook terbukti lebih tinggi dan lebih baik dibandingkan hasil belajar siswa yang menggunakan bahan belajar yang tidak sama.
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Paryono, Yani. „PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK“. Jurnal Kwangsan 5, Nr. 2 (17.12.2017): 13. http://dx.doi.org/10.31800/jurnalkwangsan.v5i2.45.
Der volle Inhalt der QuelleAnnotation:
Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed by teachers and published on Facebook. The method used in this research is a Four-D Model consisting of some stages, such as: defining, planning, developing, and presenting on a seminar. This research involves an expert of Indonesian language education, six Indonesian language teachers, and twenty Senior High School students. Indonesian language learning materials on Facebook can be used to instill the values of Pancasila. The development of these learning materials is based on the principles of relevance, consistency, sufficiency properness of content, language, presentation, and graph. It has been proven through this research that the Indonesian subject learning achievement of Senior Secondary students through the use of facebook containing Pancasila values as learning content is higher compared to those students using different learning materials. AbstrakBahan belajar bahasa Indonesia yang baik tidak harus bersumber pada buku-buku pelajaran saja, tetapi dapat juga memanfaatkan berbagai sumber, seperti: media cetak koran, media luar ruang, alam sekitar, televisi, dan media sosial. Penelitian dengan judul Pengembangan Bahan Belajar Kosakata Bahasa Indonesia Berbasis Pendidikan Nilai-Nilai Pancasila di Facebook bertujuan untuk menghasilkan bahan belajar bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dapat diakses melalui facebook. Masalah yang dibahas di dalam artikel ini adalah belum adanya materi pelajaran kosakata bahasa Indonesia berbasis pendidikan nilai-nilai Pancasila yang dikembangkan guru dan di-publish di facebook. Metode penelitian yang digunakan adalah Four-D Model yang meliputi tahap pendefinisian, perancangan, pengembangan,dan tahap pendiseminasian. Penelitian ini melibatkan seorang ahli pendidikan bahasa Indonesia, 6 guru bahasa Indonesia, dan 20 siswa SMA. Bahan belajar bahasa Indonesia yang disajikan di media sosial facebook dapat dimanfaatkan untuk menanamkan nilai-nila Pancasila. Bahan belajar bahasa Indonesia ini dikembangkan dengan memperhatikan prinsip relevansi, konsistensi, ketercukupan, kelayakan isi, kebahasaan, penyajian, dan kegrafikaan. Hasil belajar bahasa Indonesia siswa SMA melalui bahan belajar yang menggunakan kosakata bahasa Indonesia berbasis nilainilai Pancasila di media sosial facebook terbukti lebih tinggi dan lebih baik dibandingkan hasil belajar siswa yang menggunakan bahan belajar yang tidak sama.
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Yanti, Nafri, Suhartono Suhartono und Rio Kurniawan. „PENGUASAAN MATERI PEMBELAJARAN KETERAMPILAN BERBAHASA INDONESIA MAHASISWA S1 PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONESIA FKIP UNIVERSITAS BENGKULU“. Jurnal Ilmiah KORPUS 2, Nr. 1 (06.08.2018): 72–82. http://dx.doi.org/10.33369/jik.v2i1.5559.
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The purpose of this study is to describe the mastery of Indonesian language skills learning material of Indonesian Language Education Study Program of Teacher Training and Education Faculty of Bengkulu University in 2016. The specific purpose of this research is to describe the mastery of learning material of listening, speaking, reading and writing skills student of Indonesian Language and Literature Education Study Program FKIP UNIB. The method used in this research is quantitative research method. Based on the results of the study, its noted that the mastery of learning materials of Indonesian Language Skills on Undergraduate Studies Program Language and Literature Indonesia FKIP UNIB is still relatively low. The results showed that students who have a very good understanding of the category of learning skills of Indonesian language is only 10% of the overall research object. Students who have a good understanding of the category of learning skills of Indonesian language skills as much as 24%. The number of students who have sufficient mastery of the subject matter of Indonesian language skills occupies the dominant percentage with 45%. Students in the category have less mastery of Indonesian language skills learning materials as much as 16%. While 5% of students fall into the category of having knowledge that is still less once for learning materials Indonesian skills. Students should have a better mastery of learning materials in Indonesian language skills as a basic capital to teach Indonesian subjects, especially at junior and senior high schools. Therefore in the future it is expected to do more effective learning process improvement related to Indonesian language skills learning materials, so that students' mastery of learning materials of Indonesian language skills will be better. Keywords: mastery, learning materials, speech skills
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Kirkpatrick, Andy, und Anthony J. Liddicoat. „Language education policy and practice in East and Southeast Asia“. Language Teaching 50, Nr. 2 (14.03.2017): 155–88. http://dx.doi.org/10.1017/s0261444817000027.
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East and Southeast Asia represents a linguistically and culturally diverse region. For example, more than 700 languages are spoken in Indonesia alone. It is against this backdrop of diversity that the ten countries that comprise Association of South East Asian Nations (ASEAN) have recently signed the ASEAN Charter which, while calling for respect for the region's languages, cultures and religions also officially nominates English as ASEAN's working language. In this article, we examine the language education policies of the region and consider the implications of these policies for the maintenance of linguistic and cultural diversity on the one hand and the promotion of English and the respective national languages on the other. As ASEAN is closely connected to the three major countries of China, Japan and South Korea, as indicated by the ‘ASEAN + 3’ forum, we also include these countries here. We stress that, as space forbids an in-depth treatment of the language education policies of each of the 13 countries, we have chosen to describe and discuss in some depth the policies of 5 countries (China, Indonesia, Japan, the Philippines and Vietnam), as these provide a cross-section of language policy contexts and approaches in the region. We add brief notes on the policies of the remaining countries.
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Widyastuti, Sri, Sri Ambarwati und Herlan. „Diseminasi Pengayaan Kosakata (Pusat Pengembangan Dan Perlindungan, Badan Pengembangan Dan Pembinaan Bahasa Kementerian P&K Republik Indonesia)“. SULUH: Jurnal Abdimas 1, Nr. 1 (27.09.2019): 37–40. http://dx.doi.org/10.35814/suluh.v1i1.971.
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Indonesian is the language of unity in Indonesia in accordance with Article 36 of the 1945 Constitution which states that the State Language is Indonesian. In line with the development of time the Indonesian language has changed from time to time the Language Development and Development Agency of the Ministry of Education and Culture in charge of socializing about the Vocabulary Enrichment Dissemination program. In connection with the foregoing, the Language Development and Development Agency of the Ministry of Education and Culture held a Dissemination of Indonesian Language Vocabulary Enrichment Program at the Faculty of Economics and Business, Pancasila University (FEB-UP).
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Situmorang, Dominikus David Biondi. „A Prayer for Nation“. Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 74, Nr. 4 (23.11.2020): 290–91. http://dx.doi.org/10.1177/1542305020955153.
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The Faculty of Education and Language, Atma Jaya Catholic University of Indonesia, has entered the Indonesian World Records Museum (MURI) by hosting a virtual singing collaboration by the greatest number of faculty members. I am a lecturer in the Faculty of Education and Language and also the songwriter of this song, expressing gratitude for this achievement. This work is dedicated as a gift to Indonesia amid this COVID-19 pandemic.
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Rukmi, Nala Sita, und Nurul Khasanah. „CODE SWITCHING IN INDONESIA BILINGUAL EDUCATION“. ELTALL: English Language Teaching, Applied Linguistic and Literature 1, Nr. 1 (01.09.2020): 32. http://dx.doi.org/10.21154/eltall.v1i1.2120.
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Indonesian government policy supports the international of education at thesecondary level, consequently more institutions have commenced bilingual programs.Content is taught both in Bahasa Indonesia and English, making code-switching inclassroom discourse. The study was conducted at a single International school inSemarang, East Java, Indonesia. This case study explored in what ways and underwhat circumstances Indonesian teachers and learners use code-switching in theselected bilingual classroom and semi structured interviews with six-bilingual classstudents and teachers at an International secondary school in Semarang, East Java inIndonesia are used to get the data. The finding shows Teachers’ and students’ codeswitchingdemonstrated collectivist phatic functions – for example, teachers codeswitchedto build rapport, remind students and reduce students’ anxiety, and studentscode-switched to show their solidarity and concern for their peers. Thus,interconnectedness was a key characteristic of code-switching by both teachers andstudents. This study argues that code-switching is not just about language deficiency,but involves intentional communicative purposes which support teaching andlearning. It can be concluded that code-switching can be a useful tool to bring aboutunderstanding of unfamiliar concepts and processes as well as the languageassociated with them.
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Isnaniah, Siti, und Islahuddin. „Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand“. Jurnal Pendidikan Islam 9, Nr. 1 (30.09.2020): 1–27. http://dx.doi.org/10.14421/jpi.2020.91.1-27.
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This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentration, Department of Malay Language, Fatoni University of Thailand, and Thai students). The results of the study show that teaching Indonesian abroad and domestically is successful because it is proven by the increasing pace of Indonesian language study by foreigners abroad. This has not only occurred at the institutional level of the BIPA program, but it has also led to majors, such as the Indonesian Language Concentration at the University of Malay Language Department. Fatoni Thailand. Meanwhile, the number of students in the PTKI Indonesian Language Program is increasing annually, and International students are increasingly interested in studying at the PTKI TBI Program. The increasing development of teaching Indonesian domestically and abroad requires ideal learning management (curriculum, instructors, institutions, students, teaching materials, and methods). TBI IAIN Surakarta and KBI JBM FTU Thailand appeared to successfully manage Indonesian language learning, although there are slight differences between the two. In terms of curriculum, instructors, institutions, students, teaching materials, and methods, learning Indonesian at TBI IAIN Surakarta is more comprehensive and ready. Therefore, intensive coordination between the two is needed because both are Islamic-based PTKIs to support the Indonesian language's internationalization by making Indonesian as the host in their own country and honored guests in other countries. This paper provides a broad view of BIPA learning management in Islamic higher education institutions in Southeast Asia because not many Islamic Higher Education Institutions in Southeast Asia have BIPA. Therefore, further studies are required on the developments (R & D) related to curriculum, instructors, institutions, students, teaching materials, and methods.
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Emidar, Emidar. „THE DEVELOPMENT OF CULTURAL AND CHARACTER EDUCATION THROUGH BAHASA INDONESIA SUBJECT“. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 15, Nr. 1 (10.03.2014): 16. http://dx.doi.org/10.24036/komposisi.v15i1.7148.
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PENGEMBANGAN PENDIDIKAN BUDAYA DAN KARAKTER BANGSA MELALUI PEMBELAJARAN BAHASA INDONESIASince the implementation of Curriculum 2013, the discussion on the National Character and Culture Education Program, which was started from 2011, has been seen to be decline lately. However, a deeper look at the program’s fundamentals shows that it is indeed relevant with the newly curriculum since topics on national character and culture education are inherent parts of the subject of Indonesian Language, one of compulsory subjects taught at Indonesian schools. This article shows how phases in texts-based Indonesian Language teaching and learning, which comprises of teacher modeling, group composition tasks, and individual composition tasks, are effective steps in teaching national culture and national character to learners.Keywords: National culture and character, Texts-based Bahasa Indonesia Learning and TeachingAbstrakSejak pelaksanaan Kurikulum 2013, Karakter Nasional dan Program Pendidikan Kebudayaan, yang dimulai dari 2011, telah terlihat penurunan pembahasannya akhir-akhir ini. Namun, jika dilihat lebih dalam pada fundamental program menunjukkan bahwa memang relevan dengan kurikulum baru karena topik pada pendidikan karakter nasional dan pendidikan budaya merupakan bagian yang melekat dari pelajaran Bahasa Indonesia, salah satu mata pelajaran wajib yang diajarkan di sekolah-sekolah Indonesia. Artikel ini menunjukkan bagaimana tahapan-tahapan dalam pembelajaran dan pengajaran berbasis teks-teks Bahasa Indonesia, yang terdiri dari pemodelan guru, tugas komposisi kelompok, dan tugas komposisi individu, adalah langkah-langkah yang efektif dalam mengajar kebudayaan nasional dan karakter nasional untuk peserta didik.Keywords: karakter dan budaya nasional, Bahasa Indonesia berbasis teks, belajar dan mengajar
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Khasbani, Imam. „ENGLISH AS A MEDIUM OF INSTRUCTION IN INDONESIAN PRIMARY AND SECONDARY EDUCATION: Theory and reality“. Englisia Journal 6, Nr. 2 (19.06.2019): 146. http://dx.doi.org/10.22373/ej.v6i2.4506.
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The globalization phenomenon marked by the flow of people movements, the advancement of informational technology, and the shrinking price of transportation has brought people around the world into one global community. Comprised by people from diverse linguistic backgrounds, this community sees the need to use a common language to bridge the communication gap. With a long-established economic and political power, English comes to the forefront as a global lingua franca. With its growing and pervasive influence, the need to learn English has never become more apparent. This need is often translated by government into language-in-education policy. This paper, to start with, will observe how language policy and globalization build a causal relationship. In the section that follows, language-in-education policy in Indonesian context will be presented. The following part will move on to discuss the use of EMI in Sekolah Berstandar Internasional (SBI)-International Standard School in Indonesia. In the end, a reflection and conclusion of EMI in Indonesia context will be discussed. In doing so, this paper employs literature study approach to explore the EMI practice in Indonesian schools. All relevant information was collected from several sources such as books and journal articles. The information was then utilised to build on discussions on existing theoretical framings, language policy and globalization, and on language-in-education policy and practice in Indonesia.
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Mukhtar, Ilham, und Jamal Fauzi. „Methodological Problems of Teaching Arabic to Non-Native Speakers in Indonesia“. Ittishal Educational Research Journal 1, Nr. 1 (01.07.2020): 72–81. http://dx.doi.org/10.51425/ierj.v1i1.4.
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The Arabic language is a decent place in Indonesian society because it is a religious language that coincided with the entry of Islam in this country. The growing interest in it through the ages and continued to try to raise its status continuously until the field of education witnessed a remarkable development in the last decade. However, this status does not necessarily mean that this language has received what it deserves as a religious and foreign language from the engineering and policy of advanced education. The current status of Arabic language education in Indonesia is a transitional phase, as some promising developments are beginning to take place on the one hand, and it is still facing a number of thorny problems on the other. The teaching of Arabic in most institutes in Indonesia is done in a way that explains the rules and the translation of texts into the Indonesian language. In addition, the evaluation system used to measure the learner's linguistic achievement is largely focused on linguistic aspects. The teaching of Arabic language on such a method is a traditional trend and it has to be changed and developed, and since some of the significant shortcomings related to the curriculum, it requires searching for the places of this deficiency in the curriculum of teaching Arabic in the institutes. The framework of the study is determined in the problems of the curriculum of the Arabic language in terms of objectives, content, method and means of education and evaluation. The study will take its place in the language institutes of the Asia Muslims Charity Foundation (AMCF) in Indonesia.
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Khosiyono, Banun Havifah Cahyo. „Kebijakan pendidikan bahasa asing di Indonesia dalam perspektif masyarakat global“. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 6, Nr. 1 (09.02.2019): 70–82. http://dx.doi.org/10.21831/jppfa.v6i1.20612.
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Tujuan dalam artikel ini adalah untuk mengetahui kebijakan pendidikan bahasa Asing di Indonesia dalam perspektif masyarakat global. Artikel ini pemaparkan kebijakan pendidikan bahasa Asing di Indonesia dalam menghadapi era globalisasi. Kebijakan pendidikan bahasa Asing di Indonesia mengalami perubahan dari Indonesia merdeka hingga saat ini. Perubahan ini disebabkan karena perubahan kurikulum yang mengalami karena penyempurnaan kurikulum-kurikulum sebelumnya. Sehingga, kebijakan pendidikan Bahasa Asing disesuaikan dengan tujuan kurikulum-kurikulum dari masa setelah kemerdekaan hingga saat ini.Kata kunci: kebijakan, pendidikan bahasa Asing, masyarakat global THE POLICY OF FOREIGN LANGUAGE EDUCATION IN INDONESIA WITHIN GLOBAL COMMUNITY PERSPECTIVEAbstractThe aims of this article is to know the policy of Foreign language education in Indonesia in perspective of global society. This article to explain the policy of Foreign language education in Indonesia in facing globalization era. The policy of foreign language education in Indonesia is changing from Indonesia get independent until now. This changing because curriculum become different and the causing is finishing the curriculum before. Therefore, the policy of foreign language education must appropriate with the aims of curricula from In Indonesia get independent until now.Keywords: policy, foreign language education, global society
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Mas'ud, Bulqia. „Language Curriculum in America and Indonesia: A Comparative Analysis for Improvement of Indonesian Character Education Practice“. ELS Journal on Interdisciplinary Studies in Humanities 4, Nr. 2 (23.06.2021): 197–203. http://dx.doi.org/10.34050/elsjish.v4i2.14008.
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This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrated in the teaching of the curricula. However, the US language curriculum places a premium on fostering American identity, with an emphasis on increasing learning for professional workforce and career-ready individuals, which will benefit the global economy in the future. Meanwhile, Indonesian language curriculum gives priority to moral and religious instruction. The language and literature teaching are integrated in nation’s character building. After analyzing, comparing, and contrasting both curricula, the author found that America successfully instills character education to shape the worldview and characters of its citizens extracted from their clear ideology, while Indonesia is somewhat inexplicable and vague. Therefore, this article shows room for improvement for educators and educational leaders in Indonesia to be clearer in defining which character is best exposed in the curriculum.
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Sari, Betty Tjipta, Fons J. R. van de Vijver, Athanasios Chasiotis und Michael Bender. „Contextualized bilingualism among adolescents from four different ethnic groups in Indonesia“. International Journal of Bilingualism 23, Nr. 6 (04.10.2018): 1469–82. http://dx.doi.org/10.1177/1367006918803678.
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Aims and objectives: We were interested in group differences in Indonesia in bilingualism, whether vocabulary knowledge shows a differential pattern across the languages, and whether language skill and usage differences between groups are moderated by contextual factors, such as ethnic group size. Data and analysis: We examined group differences in language usage at home and in public, self-reported proficiency, and vocabulary scores in both languages among 632 adolescents (292 males, Mage = 14.57 years) from four ethnic groups in Indonesia (214 Javanese, 115 Batak Toba, 108 Toraja, and 195 Chinese). Differential item functioning analysis was conducted to test whether adolescents had different vocabulary they only know in one language, which would indicate equality or inequality in access to knowledge in the two languages. Findings: There were large differences in language knowledge and usage. The lowest scores in ethnic language vocabulary and usage were found among the Chinese group. Across groups, scores for Bahasa Indonesia (L2) vocabulary were higher than ethnic language (L1) vocabulary. However, the ranking from easy to difficult words was similar across the languages and there were no specific sets of items that were differentially known in any language. Implication: Despite the differences in bilingualism skill and usage, all groups have similar access to different domains of the languages, and L2 (Bahasa Indonesia) seems to have become the dominant language in all groups. Our findings also imply that bilingualism comprises various domains, including language skill, self-reported proficiency, and self-reported usage, and that the associations between these components are not very strong. Originality: We investigated bilingualism among non-immigrant adolescents in an under-researched, non-WEIRD (western, educated, industrialized, rich, democratic) society. The study shows the role of language usage and skill that is different from a western context in various aspects, such as the dominance of L2 in all groups.
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Hidayat, Didin Nuruddin. „Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model“. IJECA (International Journal of Education and Curriculum Application) 1, Nr. 2 (30.08.2018): 14. http://dx.doi.org/10.31764/ijeca.v1i2.2118.
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Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher education program evaluation. Also, the study aims to explore a suitable evaluation model in evaluating English teacher education programs, particularly in the Indonesian tertiary education context. The findings of the study found Peacock's (2009) model as a potential evaluation model to apply in evaluating English teacher education programs. These are based on at least three following grounds: suitable to the needs and environment of English teacher education in Indonesia, reliable and informative evaluation, and thorough involvement of the inner circle stakeholders. The study concludes that if an evaluation is conducted properly, then it has the potential to improve the quality of English language teachers training programs.
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Turmudi, Dedi, und Bonjovi Hassan Hajan. „EDUCATION SYSTEM AND ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: IMPLICATIONS FOR INDONESIAN EFL LEARNING“. Premise: Journal of English Education 9, Nr. 1 (05.05.2020): 78. http://dx.doi.org/10.24127/pj.v9i1.2791.
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The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English language is taught in schools from elementary to tertiary level. We then explored some prevailing challenges surrounding the ELT, and established links relating the benefits of learning English in this country to Indonesian EFL context. Drawing on qualitative approach, we realized our research objectives by carefully selecting sources and data through critical review of articles from journals, books, websites, and other reliable sources retrieved online. Ultimately, we conducted this inquiry to find out answers so that some lessons learned can be adopted to make ELT in Indonesia better and more resilient since Indonesia remains left behind in the spectrum of English literacy.
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Agustini, Ni Luh Putu Rastiti Era. „Character Education for Children in Indonesia“. Journal of Educational Study 1, Nr. 1 (26.06.2021): 97–102. http://dx.doi.org/10.36663/joes.v1i1.158.
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Character education is one of the aspects in education which is important for students before they face the real world society. Character education can be learned in the formal education with the support of environment such as school staffs, teachers, and also parents. Moreover, character education can also help students to deal with academic field. Character education is not directly taught in school as a subject but it includes in the subjects learn by students such as science, social science, language and many more. Even though character education has been taught at school, there is still something unwanted happens to students especially children. This thing can be prevented using the character education. This study focuses in describing the character education especially for children in Indonesia.
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Malcolm, Matthew R., Juliana Tirza Mangilaleng und Daniel L. Kim. „A Milestone for Liberal Arts Education in Indonesia“. World Journal of Educational Research 8, Nr. 1 (19.12.2020): p26. http://dx.doi.org/10.22158/wjer.v8n1p26.
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This article seeks to draw attention to a milestone in the development of Indonesian higher education, and to offer some evaluation of its significance. This milestone is the government’s new strategy regarding General Education in higher education institutions, which is laid out in an Indonesian-language book published by the department of education, and is presently being enacted across a range of higher education institutions.The approach taken is to offer a critical summary of the book, and then to focus on one instance of the enactment of its principles, as evidenced in two recent studies regarding the perspectives of stakeholders at an Indonesian university.In the light of this, it is suggested that the continued enactment of General Education in Indonesia will likely be accompanied by a painstaking negotiation between utilitarian and non-utilitarian impulses. This contributes to a growing picture of the implementation of liberal arts-style education in Asian settings.
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Isnaniah, Siti, und Fauzan Mustofa. „Management of Islamic Education on Indonesian Language Learning for Foreign Speaker Program“. Jurnal Pendidikan Islam 6, Nr. 2 (31.12.2020): 217–32. http://dx.doi.org/10.15575/jpi.v6i2.8403.
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This study aims to compare the management of Islamic education for the BIPA (Bahasa Indonesia Penutur Asing/Indonesian Language Learning for Foreign Speaker) program at PTKI institutions in Indonesia and Al-Azhar University in Egypt from the aspects of the curriculum, institutions, teachers, students, and evaluation. This research used descriptive analytic method with a qualitative approach. In-depth interviews, content analysis, and observation were applied to collect the data. Data were analysed using the interactive model of Miles & Huberman and comparative analysis. The result of the research showed that BIPA management conducted by PTKI institutions and Al-Azhar university, Egypt in terms of institution, curriculum, language teachers, language learners, evaluation have applied islamic perspective (Aqeeda and Sharia) and Islamic values which are compatible with the regulation set by Direktur Jenderal Pendidikan Islam (Directorate General for Islamic Education) Number 6244 Year 2019. Referring to this regulation, both BIPA program at PTKI institutions and Al-azhar university are considered ready and successful.
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Al Ashadi Alimin und Hariyadi. „HUBUNGAN SIKAP BAHASA DENGAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH BAHASA INDONESIA DALAM KARYA ILMIAH“. Jurnal Metamorfosa 8, Nr. 1 (31.01.2020): 52–64. http://dx.doi.org/10.46244/metamorfosa.v8i1.339.
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This study aims to describe: 1) the attitude of Indonesian students in Bahasa Indonesia dalam Karya Ilmiah courses; 2) student learning outcomes in Bahasa Indonesia dalam Karya Ilmiah courses; and 3) whether there is a relationship between language attitudes and student learning outcomes in Bahasa Indonesia dalam Karya Ilmiah courses. This type of research in this research is descriptive quantitative with the form of correlational studies. The sample consisted of 83 students in the Physics Education Study Program, Pancasila and Civic Education, and Counseling Program. The analysis technique used includes test requirements and test instruments. Data collection techniques in this study include: (1) data collection on Indonesian language attitudes using a closed questionnaire technique (2) data collection on Indonesian language learning outcomes in scientific work using documentary study techniques. The validity of the Indonesian attitude questionnaire uses the product moment correlation formula. The results of the study were concluded as follows: 1) Indonesian language attitudes of students with an average score of 118,349, with a percentage of 78,90% and categorized Good; 2) student learning outcomes in Indonesian language courses in scientific work with an average score of 74.49 and the percentage of 74.49% and categorized Good; and 3) there is a significant positive relationship between Indonesian language attitudes and student learning outcomes in Bahasa Indonesia dalam Karya Ilmiah courses the correlation result is 0.402.
Abstrak
Penelitian ini bertujuan untuk mendeskripsikan: 1) sikap bahasa Indonesia mahasiswa pada mata kuliah Bahasa Indonesia dalam Karya Ilmiah; 2) hasil belajar mahasiswa pada mata kuliah Bahasa Indonesia dalam Karya Ilmiah; dan 3) ada tidaknya hubungan antara sikap bahasa dengan hasil belajar mahasiswa pada mata kuliah Bahasa Indonesia dalam Karya Ilmiah. Jenis penelitian dalam penelitian ini adalah Kuantitatif deskriptif dengan bentuk studi korelasional. Sampel terdiri atas 83 mahasiswa angkatan 2017 di Program Studi Pendidikan Fisika, PPKn, dan Bimbingan Konseling IKIP PGRI Pontianak. Teknik analisis yang digunakan meliputi uji persyaratan dan uji instrumen. Teknik pengumpulan data dalam penelitian ini meliputi: (1) pengumpulan data sikap bahasa indonesia menggunakan teknik angket tertutup (2) pengumpulan data hasil belajar mata kuliah bahasa Indonesia dalam karya ilmiah menggunakan teknik Studi dokumenter. Validitas angket sikap bahasa Indonesia menggunakan rumus korelasi product moment. Hasil penelitian disimpulkan sebagai berikut: 1) sikap bahasa Indonesia mahasiswa dengan hasil rata-rata skor sebesar 118,349, dengan presentase sebesar 78,90% dan dikategorikan Baik,; 2) hasil belajar mahasiswa pada mata kuliah bahasa Indonesia dalam karya ilmiah dengan rata-rata skor 74,49 dan persentasenya sebesar 74,49% serta dikategorikan Baik; dan 3) ada hubungan positif yang signifikan antara sikap bahasa indonesia dengan hasil belajar mahasiswa pada mata kuliah bahasa Indonesia dalam karya ilmiah dengan hasil korelasi sebesar 0,402.
Kata Kunci: Sikap Bahasa, Hasil Belajar, Bahasa Indonesia
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Rahmanisa, Aulia, Sarwiji Suwandi und Slamet Subiyantoro. „Charactered Education in Learning Indonesian Language in the High School: Case Study in SMAN 1 Surakarta, Indonesia“. Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, Nr. 4 (22.12.2018): 29–39. http://dx.doi.org/10.33258/birci.v1i4.88.
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Character education is the focus of Indonesian education nowadays as people in Indonesia is experiencing a negative character shifting. In order to change negative character, character education should be taught to the young generation through the integration of the character education at school. This study aims to determine the ways of integrating the value of character education in the lesson plan and the process of Indonesian language learning in the high school. This study employed a case study method by implementing a qualitative approach. This research was carried out in State Senior High School (SMAN) 1 Surakarta, Indonesia. The technique of data collection comprised of observation, interviews, and documentation. The result of this study shows that SMAN 1 Surakarta infuses character education in Indonesian language learning. The character values, which are integrated to the lesson plan, are respect, discipline, care, courage, responsibility, justice, honesty, helping each other, and cooperation. In the learning process, the character values that are infused to the lesson plan had been successfully integrated except for three values, namely justice, helping each other, and cooperation. Those three values should be integrated during group discussion activities, unfortunately, group discussion activities were not carried out.
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Smith, Brian D. „Translation as a Provider of Models of Sociological Discourse in Nusantara“. TTR : traduction, terminologie, rédaction 10, Nr. 1 (27.02.2007): 263–82. http://dx.doi.org/10.7202/037287ar.
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Abstract Translation as a Provider of Models of Sociological Discourse in Nusantara — The social sciences have seen rapid growth both as academic subjects and as instruments of national development in the Malay language nations of SE Asia: Brunei Darussalam, Indonesia and Malaysia. The particular nature of social science terminology and discourse has presented special problems for translators of social science texts, who have been at the frontiers of language creation as national language texts have been increasingly used at all levels of education in Indonesia and Malaysia. In Indonesia, where higher education had been Indonesian-medium after independence, the first social science texts to be translated were from Dutch, but, following the departure of the Dutch, extensive American support to social science education by the USA from the 1960s led to a new wave of texts translated from English. In Malaysia the decision to introduce Malay-medium higher education created a need for translations of key texts from English. In Brunei Darussalam, while higher education is English-medium, Malay-medium university students have found it necessary to translate English social science material to succeed in their learning. While the three countries have an agreement to standardise terminology and discourse, social science language has to some extent diverged. Meanwhile a serious shortage of qualified translators has hampered the production of adequate and sufficient translations. This paper discusses (1) the issues of "transparency" and "invisibility" in providing Indonesian and Malay target texts and (2) the feasibility of "domesticating" concepts and methodologies and providing recipient language texts which are usable and developmental.
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Da Costa Cabral, Ildegrada, und Marilyn Martin-Jones. „Traces of old and new center-periphery dynamics in language-in-education policy and practice“. AILA Review 30 (31.12.2017): 96–119. http://dx.doi.org/10.1075/aila.00005.dac.
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This article reveals how center-periphery relations have unfolded, over time, in language policy processes in one nation – Timor-Leste – on the global periphery. We take a longue durée perspective on the language policy processes at work in this historical context, showing how different regimes of language were imposed, in the past, by colonisers from distant centers – in Portugal and then in Java, Indonesia. Then, turning to the post-independence period, we show how a new order of indexicality, forged within the Resistance to the Indonesian occupation, formed the basis for current language policy in Timor-Leste, with Portuguese and Tetum as co-official languages. We also demonstrate that this agentive policy move, from the global periphery, oriented Timor-Leste to new and more complex center-periphery relations, to a ‘lusophone’ world, with Portugal and Brazil as key players. Our account of contemporary policy discourses in Timor-Leste, and of the consequences for language policy implementation, on different scales (national and local), draws on recent research of an ethnographic and multi-scalar nature conducted in Timor-Leste (Da Costa Cabral, 2015).
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Mansyur, Umar. „Sikap Bahasa Mahasiswa dan Implikasinya terhadap Pembelajaran Bahasa Indonesia di Perguruan Tinggi“. GERAM 7, Nr. 2 (08.12.2019): 71–77. http://dx.doi.org/10.25299/geram.2019.vol7(2).4026.
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This study aimed to describe the students’ language attitudes toward Indonesian language course and its implication in higher education. This research method was a case study. The participants in this study were 92 students of Faculty of Literature at Universitas Muslim Indonesia Makassar. The data were collected by using a questionnaire technique which developed by three indicators such as loyalty attitude, pride attitude, and awareness of language norms. The data collected was analyzed statistically by using SPSS program and the results were converted into four attitude categories; very positive, positive, positive enough, and negative. The results showed that, overall, the students’ attitude toward Indonesian language was in very positive category (68% of students numbe,r). Definitely, the students’ loyalty attitude was in the very positive category (77% of students number), the pride attitude was in the very positive category (61% of students number), and students’ awareness of language norms was in a positive category (70% of students number). Furthermore, the results of this study implied to be considered to the development of teaching Indonesian language becomes more creative and innovative and the development of qualified coursebook of Indonesian Language in higher education which suitable with current development.
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Kusumawati, Mutia. „An Inquiry on Japanese Language Education in Indonesia: A focus on the curriculum and its’ implementation“. JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, Nr. 1 (28.06.2019): 1. http://dx.doi.org/10.17509/japanedu.v4i1.16658.
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The number of Japanese language learners in Indonesia has reached second place in the world (The Japan Foundation, 2015). However, Japanese language skills of learners in Indonesia are still very far behind from other countries, especially China and South Korea. Therefore, this study aims to discuss the causes of the lack of development on Japanese language learning abilities in Indonesia with the curriculum approach used. To answer these problems, author analysed data by The Japan Foundation, interviewed Japanese language teachers at one national high school in Bandung, and reviewed the curriculum that was being used. The results showed that most of Japanese language learners in Indonesia are at the secondary education level and mostly are high school students. However, the purpose of the Japanese language teaching curriculum in high schools in Indonesia does not require students to master Japanese to the upper level. Therefore, even though the number of Japanese language learners in Indonesia is large, but because the target of language acquisition is low, the Japanese language ability also tends to be low.
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Nurjati, Nunung, und Ferra Dian Andanty. „PRAGMATIC COMPETENCE OF TEACHER-STUDENTS AT ENGLISH EDUCATION DEPARTMENT“. WAHANA 66, Nr. 1 (01.06.2016): 63–68. http://dx.doi.org/10.36456/wahana.v66i1.483.
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English in Indonesia is still acting as a foreign language in a way that the language is still limited in use to be practiced in schools. English has not been as a second language in Indonesia. As a foreign language, English is still not fully utilized as appropriate in countries native speakers. The L2 still encounter verbal interaction with speakers of foreign languages, especially English teachers and learners in schools that are not in accordance with the function and the situation. The purposes of this study are to (1) describe the utterances used by the lecturer-student in meaningful situation, and (2) to describe a form of speech which implies related to the competence of pragmatic form of representation of (1) deixis, (2) conversational implicatures, (3) pre-supposition, and (4) acts of speech in the discourse of learning instructional interaction in English language education courses. This study uses a qualitative approach to the narrative definition. The data of this study include: (1) verbal aspects of speech acts between lecturer and students situational context, and (2) a form of speech acts that implies in terms of illocutionary and in terms of conversational implicatures.
Keywords: pragmatic competence, situational meaning, narrative definition, deixis, conversational implicatures
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Widiyanti, Retno, Yumna Rasyid und Darmahusni Darmahusni. „THE USE OF ENGLISH INTRODUCTION LANGUAGE IN LEARNING IN MONTESSORI INDONESIA PRESCHOOL“. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, Nr. 2 (31.12.2018): 168–71. http://dx.doi.org/10.21009/ijlecr.042.21.
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The use of English introduction language in learning has been found in educational institutions. Although this is very contrary to the law of kemendikbud that Indonesian must be used as the language of instruction in national education, but now it has developed rapidly schools that use English as the medium of instruction in the learning process, even starting from the level of preschool. This phenomenon occurs in the Preschool Indonesia is Montessori Preschool Indonesia where the school includes public schools. This school is a school that uses the English language of instruction, located in the sub-district of Matraman Jakarta Timur among other schools. Preschool Indonesia Montessori was established in 2005. Montessori Indonesia's preschool already uses English as the language of instruction in its early learning. Since its inception this school has produced graduates of students who are independent and confident in communicating using English. In addition, Montessori's Indonesian preschool uses Montessori's method of learning. This is what distinguishes with the existing preschool.