Journal articles on the topic 'Children Indonesia Language'
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1
Aryanto, Dedy Eko. "PEMEROLEHAN BAHASA ANAK SOMALIA UMUR 4 TAHUN TERHADAP BAHASA KEDUA DALAM LINGKUNGAN MASYARAKAT CIPUTAT TANGERANG SELATAN." Fon : Jurnal Pendidikan Bahasa dan Sastra Indonesia 16, no. 2 (October 24, 2020): 41. http://dx.doi.org/10.25134/fjpbsi.v16i2.2970.
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ABSTAK: Faktor lingkungan sangat penting dalam pertumbuhan anak, terutama dalam perolehan bahasa anak-anak, semua manusia berkomunikasi dan berinteraksi dengan orang lain menggunakan bahasa yang sama dan ada juga yang menggunakan bahasa yang berbeda, dalam penelitian ini peneliti akan melakukan penelitian pada anak-anak Somalia yang berusia 4 tahun 8 bulan dan akan memperdalam bahasa kedua anak Somalia ini, yang bertepatan sekarang berdomisili di Indonesia, dalam penelitian ini menggunakan metode deskriptif kualitatif. Metode ini digunakan untuk memperoleh informasi mendalam baik secara teori maupun informasi tentang anak somalia yang tinggal di Indonesia. Faktor lingkungan menjadi sangat penting dalam penelitian tentang penguasaan bahasa anak-anak Somalia yang berusia 4 tahun dan 8 bulan.KATA KUNCI: faktor lingkungan; pemerolehan bahasa; bahasa kedua;anak Somalia.�LANGUANGE AQUISTION OF SOMALI CHILDREN 4 YEARS OLD AGAINST LANGUANGE IN CIPUTAT SOUTH TANGERANG COMUNITY ENVIRONMENT�ABSTRACT: Environmental factors are very important in the growth of a child, especially in the acquisition of children's language, all humans communicate and interact with others using the same language and there are also using different languages, in this study researchers will conduct research on Somali children aged 4 8 months and will deepen the second language of this Somali child, which coincides now domiciled in Indonesia, in this study using a qualitative descriptive method. This method is used to obtain in-depth information both in theory and information on somalia children who live in Indonesia. Environmental factors become very important in research on language acquisition of Somali children aged 4 years and 8 months.KEYWORDS: Environment; Language Acquisition; Second Language; Somali Children.
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Ladyanna, Sonezza, and Kim Jang Gyem. "PEMERTAHANAN BAHASA DAERAH PADA KAUM EKSPATRIAT INDONESIA DI KOREA SELATAN." Puitika 15, no. 2 (October 8, 2019): 77. http://dx.doi.org/10.25077/puitika.15.2.77--97.2019.
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Good cooperation relationship between Indonesia and South Korea gives high impact on the migration from Indonesia to South Korea temporarily or permanently which affect the usage of the language by the user or referred as Indonesian expatriates in South Korea. In this article, the usage of languages, language shift, and language retention of the Indonesian expatriates in South Korea are described. The method used in this study is a qualitative method. Data collected by listening to two different media, namely interviews and social networking Facebook. The research subjects were Indonesian expatriates in South Korea, such as workers (TKI-Indonesian Workers), students, and intermarrying Indonesia-Korea families in Korea. The object of this study is the usage of mother tounge, then analyzed by using qualitative methods through sociolinguistic theory and reported descriptively. The results showed two groups of language usage, multilingual and monolingual groups. In the case of migrants or expatriates who are part of intermarrying families, there are three models of language retention. The first model, there is retention of mother tounge (b1) in addition to the usage of the Korean language (b2), and the Indonesian as the third language (b3). All three languages are used according to the situation and condition. The local language retention was found in the second model (b1 without Indonesian language, so using the mother tounge and Korean languages only. In the last model, the speaker who is a mother didn’t teach the mother tounge to their children. She tends to be monolingual, only the Korean language.Keywords: retention of mother tounge, expatriates, South Korea
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Nursanti, Rachmi Retno. "Classroom Strategies through Translanguaging for Multilingualism Students." English Learning Innovation 2, no. 1 (February 8, 2021): 17–27. http://dx.doi.org/10.22219/englie.v2i1.14653.
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This research aims to discover translanguaging strategy in the process of teaching English material to multilingualism students. Due to the Indonesian country is a multicultural, the children got their mother tongue is a local language, not Bahasa Indonesia as the national ones. The Indonesian students acquire two languages n their daily life; local language and Bahasa Indonesia. Therefore, the role of English teacher is to explain English materials using English as the target language, local language and Bahasa Indonesia to increase students’ comprehension. This research used qualitative research with grounded theory design. In collecting the data, the researcher used interview technique to discover further information. In this research, the use of L1 was mostly used in the classroom rather than L2. The students could understand the material because the teachers’ effort to translate the language from Bahasa Indonesia to English and vice versa. This phenomenon was challenging because of the lack of students’ confidence to practice English. However, translanguaging decreased students’ anxiety in the class because they could understand English well by using two languages; Bahasa Indonesia and English. the findings are easy to be implemented by the following teachers in teaching multilingualism students for non-English speaking country, because translanguaging facilitates students and teachers to learn English using affordable way.
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Wahyuni, Dessy. "KREATIVITAS BERBAHASA DALAM SASTRA ANAK INDONESIA." Madah: Jurnal Bahasa dan Sastra 7, no. 2 (May 12, 2017): 127. http://dx.doi.org/10.26499/madah.v7i2.423.
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Children literature, ideally, is a form of imaginatif creation in using language which is appropriate with children’s world and need. Children literature should be able to present understanding and experiences of aesthetic values (especially in using language. Therefore, children literature are really expected to have meaningful values for children. Otherwise, in fact, the value of meaningfulness for children often neglected. By implementing stylistic approach, the writing of this article to highlight ten folklore books published byPusat Bahasa that intended to children. These story books are selected randomly in order to observe creativity in using language in the opening and closing setences in the stories. This article attempts to observe the realtionship among language, creativity and children literature. The basic assumption is that improving language creativity (for children) are able to be carried out through children literature. However, by applying descriptive analysis method, the result of this article shows that the children literature users as a media to improve the creativity in using language have not reached maximal potention. The imagination world that is produced from children’s way of thinking to produce creativity in using language are necessary to be developed and to be explored by creating children literature that are produced by using interesting syle. Abstrak Sastra anak, idealnya, merupakan bentuk kreasi imajinatif berbahasa yang sesuai dengan dunia dan kebutuhan anak. Sastra anak seharusnya mampu menghadirkan pemahaman dan pengalaman nilai-nilai estetika (berbahasa, khususnya). Sastra anak, dengan demikian, benar-benar dapat diharapkan memiliki nilai kebermaknaan bagi anak-anak. Namun, dalam kenyataannya, nilai kebermaknaan bagi anak-anak itu sering terabaikan. Melalui pendekatan stilistika, penulisan ini menyorot sepuluh cerita rakyat terbitan Pusat Bahasa yang diperuntukkan bagi anak. Buku-buku cerita ini dipilih secara acak untuk melihat kreativitas berbahasa pada kalimat pembuka dan penutup cerita. Tulisan ini hendak mencoba melihat keterkaitan antara bahasa, kreativitas, dan sastra anak. Asumsi dasarnya adalah membangun kreativitas berbahasa (pada anak) dapat dilakukan melalui sastra anak. Akan tetapi, dengan menggunakan metode deskriptif analisis, hasil penulisan ini memperlihatkan bahwa pemanfaatan sastra anak sebagai media pembangun kreativitas berbahasa masih belum mencapai potensi yang maksimal. Dunia imajinasi yang dihasilkan oleh pola pikir anak untuk menghasilkan kreativitas berbahasa masih perlu dikembangkan dan digali melalui penciptaan karya sastra anak yang dikemas dengan gaya bahasa yang menarik.
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Wahyuni, Dessy. "KREATIVITAS BERBAHASA DALAM SASTRA ANAK INDONESIA." Madah: Jurnal Bahasa dan Sastra 7, no. 2 (May 12, 2017): 127. http://dx.doi.org/10.31503/madah.v7i2.423.
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Children literature, ideally, is a form of imaginatif creation in using language which is appropriate with children’s world and need. Children literature should be able to present understanding and experiences of aesthetic values (especially in using language. Therefore, children literature are really expected to have meaningful values for children. Otherwise, in fact, the value of meaningfulness for children often neglected. By implementing stylistic approach, the writing of this article to highlight ten folklore books published byPusat Bahasa that intended to children. These story books are selected randomly in order to observe creativity in using language in the opening and closing setences in the stories. This article attempts to observe the realtionship among language, creativity and children literature. The basic assumption is that improving language creativity (for children) are able to be carried out through children literature. However, by applying descriptive analysis method, the result of this article shows that the children literature users as a media to improve the creativity in using language have not reached maximal potention. The imagination world that is produced from children’s way of thinking to produce creativity in using language are necessary to be developed and to be explored by creating children literature that are produced by using interesting syle.AbstrakSastra anak, idealnya, merupakan bentuk kreasi imajinatif berbahasa yang sesuai dengan dunia dan kebutuhan anak. Sastra anak seharusnya mampu menghadirkan pemahaman dan pengalaman nilai-nilai estetika (berbahasa, khususnya). Sastra anak, dengan demikian, benar-benar dapat diharapkan memiliki nilai kebermaknaan bagi anak-anak. Namun, dalam kenyataannya, nilai kebermaknaan bagi anak-anak itu sering terabaikan. Melalui pendekatan stilistika, penulisan ini menyorot sepuluh cerita rakyat terbitan Pusat Bahasa yang diperuntukkan bagi anak. Buku-buku cerita ini dipilih secara acak untuk melihat kreativitas berbahasa pada kalimat pembuka dan penutup cerita. Tulisan ini hendak mencoba melihat keterkaitan antara bahasa, kreativitas, dan sastra anak. Asumsi dasarnya adalah membangun kreativitas berbahasa (pada anak) dapat dilakukan melalui sastra anak. Akan tetapi, dengan menggunakan metode deskriptif analisis, hasil penulisan ini memperlihatkan bahwa pemanfaatan sastra anak sebagai media pembangun kreativitas berbahasa masih belum mencapai potensi yang maksimal. Dunia imajinasi yang dihasilkan oleh pola pikir anak untuk menghasilkan kreativitas berbahasa masih perlu dikembangkan dan digali melalui penciptaan karya sastra anak yang dikemas dengan gaya bahasa yang menarik.
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Watomakin, Dominikus Boli, Albertus Joko Santoso, and Suyotp Suyoto. "Mobile Application Design of Learning Word in Lamaholot Language for Children Using User-Centered Design." International Journal of Engineering Pedagogy (iJEP) 10, no. 5 (October 15, 2020): 103. http://dx.doi.org/10.3991/ijep.v10i5.13411.
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Indonesia is a country with a variety of regional languages that characterize the nation. Every region in Indonesia has its local language and with its dialect and is characteristic of the region. Regional languages have become a long-established identity. Unknowingly, Indonesia is experiencing an increasingly rapid cultural change in which young genes are already in a condition where many require them not to use their local language. Also, data collected by UNESCO shows that there are approximately 30 regional languages that are endangered and, on average, are in eastern Indonesia. Facing the existing problems, this study aims to help young people to get to know their local languages through mobile applications. The local language used as research is the “lamaholot” language, which is one of the native languages of the people of East Flores Regency and uses the user-centered design method. The design will be tailored to the user so that it can be more attractive and according to user needs. Respondents were taken as many as 147 children with an average age between 10 years to 14 years who are people in East Flores Regency.
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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, no. 1 (March 4, 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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Zen, Evynurul Laily, and Rebecca Lurie Starr. "Variation and contact-induced change in Javanese phonology among multilingual children in Indonesia." Asia-Pacific Language Variation 7, no. 2 (October 6, 2021): 95–119. http://dx.doi.org/10.1075/aplv.20005.zen.
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Abstract As Indonesian becomes more dominant in Indonesia, regional heritage languages, such as Javanese, may be increasingly influenced by phonological transfer. The extent of these effects may depend upon a speaker’s region and social background, as well as age of acquisition and proficiency in various languages. This study investigates the impact of these factors on the Javanese production among multilingual children in East Java. Specifically, we analyze the distinction between dental and retroflex coronal stops (/t̪/ /d̪̥ /, /ʈ/, /ɖ̥/), which phonemically contrast in Javanese, but not in Indonesian. The data were elicited from 95 children in Malang, a large urban center, and Blitar, a smaller city. The findings indicate that Javanese is shifting to a two-way contrast comparable to that of Indonesian; female and Malang speakers lead in this change. These findings highlight the significance of social factors in children’s language acquisition, and illustrate ongoing changes in Javanese.
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Gupta, Munmun. "Indian parents’ perspective of maintaining heritage language in the metropolitan Jakarta." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 85–103. http://dx.doi.org/10.25170/ijelt.v15i1.1414.
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The present study examines the role of Indian parents residing in Indonesia in maintaining heritage languages at home. The report presents parents' attitudes towards languages and the strategies used by these parents to promote heritage-language maintenance (HLM) while residing in Indonesia. Two research instruments were used: a questionnaire and a semi-structured interview. 23 Indian respondents (22 mothers and 1 father) residing in Jakarta participated in an online survey. Four participants volunteered for a follow-up interview to explore their language beliefs and attitudes. The majority of these parents regard Hindi or other Indian regional languages to be their heritage language, yet they use English to communicate with their children because of the ease—and lack of time to teach their children their heritage language. They also valorize English and the learning of other languages because of the benefits they entail, such as a better future and economic stability. Most of these parents agree that preserving and maintaining their heritage language is vital; however, they have only been somewhat successful in maintaining it.
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Widyaningrum, Agnes. "CONVERSATIONAL IMPLICATURE APPLIED IN YOUNG LEARNER’S RUMPELSTILTSKIN." Dinamika Bahasa dan Budaya 13, no. 2 (October 30, 2018): 20–28. http://dx.doi.org/10.35315/bb.v13i2.6454.
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English children story book is written aimed at boosting their English reader’ proficiency as well as their performance in reading. This study is conducted to analyze the conversational implicature recognized in children story book. The object of the study is the story entitled Rumpelstiltskin published by Indian publisher. This study is conducted aimed at finding kinds of conversational implicature recognized in the Young Learner’s story book.
Children story book written in English is published to help them learn English. English in Indonesia is as the first foreign language learnt while other countries within Asian continent have English as their second language. TEFL in Indonesia needs more time to make Indonesian students accustomed to use English in their daily conversation.
Book is written in many genres and one of it is narrative. Narrative text type is commonly found in the story therefore the author used their imagination in order to help the readers build their own imagination. Building imagination is part of the activity to help children to be creative. The children are still on their growing period therefore they need many stimulus to help them gain more information stored in their brain.
India is one of Asian’s country which English as their second language therefore Indian people speak English better than Indonesian. Though Indian as a country is similar to Indonesia in terms of population but they are more productive in using English. Indonesian people should learn from Indian people in using English since English language is used formally at public places including school. Indian authors are also more productive in writing and one of the writing that I analyze in this study is the children’s story belongs to Young Learner’s series. I chose Indian book because I believe that children’s reader will learn and understand English language easily.
Keywords: reading, English story book, conversational implicature
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Agustini, Ni Luh Putu Rastiti Era. "Character Education for Children in Indonesia." Journal of Educational Study 1, no. 1 (June 26, 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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Agustini, Ni Luh Putu Rastiti Era. "Character Education for Children in Indonesia." Journal of Educational Study 1, no. 2 (June 26, 2021): 89–94. http://dx.doi.org/10.36663/joes.v1i2.158.
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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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Daroni, Gangsar Ali. "Pembelajaran Bahasa Indonesia untuk Anak Autis." INKLUSI 5, no. 2 (December 15, 2018): 271. http://dx.doi.org/10.14421/ijds.050206.
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This study aims to describe the implementation and barriers of Indonesian language learning for autistic children at the SLB Mitra Ananda Colomadu. This research is a qualitative descriptive study where the subjects were two class teachers and four grade VII autistic students at SLB Mitra Ananda. Data is collected through observation, interviews, and documentation. The results showed that the implementation of Indonesian language learning at the Ananda Colomadu Partner Autism SLB used the ABA and Individual Learning Program (PPI) methods tailored to the students' abilities. The 2013 curriculum is difficult to implement because the limited Indonesian language learning materials did not meet the child's conditions. Various efforts have been made by the teacher to overcome these obstacles: using PPI, creating independent learning media, and learning the latest methods that are applicable to learn Indonesian for autistic children.[Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan dan hambatan pembelajaran Bahasa Indonesia untuk anak autis di SLB Autis Mitra Ananda Colomadu. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitiannya adalah dua guru kelas dan empat siswa autis kelas VII di SLB Autis Mitra Ananda. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran Bahasa Indonesia di SLB Autis Mitra Ananda Colomadu menggunakan metode ABA dan Program Pembelajaran Individual (PPI) yang disesuaikan dengan kemampuan siswa. Kurikulum 2013 tidak dapat diterapkan sepenuhnya karena materi pelajaran Bahasa Indonesia yang tidak sesuai dengan kondisi anak dan media pembelajaran yang terbatas. Berbagai upaya dilakukan guru untuk mengatasi hambatan terebut: misalnya menggunakan PPI, membuat media pembelajaran mandiri dan mempelajari berbagai metode terbaru yang dapat diterapkan dalam pembelajaran Bahasa Indonesia untuk anak autis.]
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Wahyunianto, Dian. "'FROG, WHERE ARE YOU?': A STUDY ON BAHASA INDONESIA INTERFERENCE IN JAVANESE CHILDREN’S SPEECH." LEKSEMA: Jurnal Bahasa dan Sastra 6, no. 2 (November 11, 2021): 101–14. http://dx.doi.org/10.22515/ljbs.v6i2.3628.
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The coexistence of Bahasa Indonesia and Javanese has become an issue in the Javanese language preservation. Such strong contact is finally resulting in bilingual individuals in which language interference often occur. In this study, however, is aiming at describing how and why Bahasa Indonesia is interfering Javanese in Javanese children speech. By using task-based approach by Grosjean, this study manipulated language production in Javanese children using wordless narrative book Frog, Where Are You? created by Mercer Mayer. The results show that Bahasa Indonesia is interfering Javanese in phonic, morphological, syntactic, lexical, and even semantic aspects. Nevertheless, lexical level interference is the most noticeable interference since both language share quite similar structure. It is believed that, in sociolinguistics perspective, Bahasa Indonesia has gradually shift Javanese gradually. It is also seen that Javanese children with strong exposure of Bahasa Indonesia are eventually perceive more Bahasa Indonesia structure than Javanese.
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Nurwahidah, Lina Siti, Umi Kulsum, Ari Kartini, Agus Haris, and Nuralyani Nuralyani. "Language Teaching Training with QnA Method for Early Childhood at TKQ Nur'aeni Cibatu." Indonesian Journal of Community Empowerment (IJCE) 2, no. 02 (May 15, 2021): 55–64. http://dx.doi.org/10.35899/ijce.v2i02.438.
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Abstract
Indonesian language skills are basically formed due to training both naturally and through education. Language skills are needed as a means of community life skills. Likewise, at an early age, children who are in this golden age need to be well supported by their skills. At TKQ Nura'eni, Indonesian language teaching training is carried out so that students can learn. Teachers realize that students' linguistic potential must be directed and supported. The linguistic potential of students has been directed to three languages, namely regional languages, Indonesian and Arabic. This is because the students had previously been in contact with Arabic in their daily routines, namely through reading Iqra, the Koran, and memorizing prayers. This linguistic potential must be developed. So this counseling is carried out using a method that has been adapted to the cognitive development stage of early childhood, namely the QnA teaching method through singing activities. This will make it easier for children to process the language material that is being delivered. It turned out that the results were very maximal, and supported their language development in getting to know them in various ways.
Abstrak
Keterampilan berbahasa Indonesia pada dasarnya terbentuk karena adanya latihan baik secara alami maupun melalui pendidikan. Keterampilan berbahasa diperlukan sebagai alat kecakapan hidup masyarakat. Bagitu pula pada usia dini, anak-anak yang berada pada masa emas ini perlu untuk didukung keterampilanya dengan baik. Di TKQ Nura’eni ini dilakukan pelatihan pengajaran bahasa Indonesia agar dapat dipelajari siswa. Para pengajar menyadari bahwa potensi kebahasaan siswa harus diarahkan dan didukung. Potensi kebahasaan siswa sudah diarahkan pada tiga bahasa yaitu bahasa daerah, bahasa Indonesia dan bahasa Arab. Hal ini dikarenakan para siswa sebelumnya sudah bersentuhan dengan bahasa Arab dalam rutinitas kesehariannya, yaitu melalui kegiatan membaca Iqra, Alquran, serta hafalan doa-doa. Potensi kebahasaan ini tentu harus dikembangkan. Maka penyuluhan ini dilakukan dengan metode yang telah disesuaikan dengan tahap perkembangan kognitif anak usia dini, yaitu metode pengajaran QnA melalui kegiatan bernyanyi. Hal ini akan mempermudah anak untuk memproses materi bahasa yang sedang disampaikan. Ternyata hasilnya sangat maksimal, dan mendukung perkembangan bahasa mereka dalam mengenal mereka pada berbagai hal.
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Aniati, Aniati. "KONSEP MENUMBUHKAN KETERAMPILAN BERBAHASA INDONESIA BAGI ANAK MELALUI METODE BERMAIN." Musawa: Journal for Gender Studies 9, no. 2 (December 30, 2017): 247–82. http://dx.doi.org/10.24239/msw.v9i2.252.
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The world of play is the world of children. Fostering Indonesian language skills for children through play methods is a way of developing language skills with the goal of conveying ideas, ideas, concepts, and feelings through reading, listening, writing and speaking. By using play methods to foster language skills for children, such as guessing pictures, word games, chain whispers, crossword puzzles, role playing, traveling, drama, intelligent meticulous, ready to carry out orders, and make cooperation. These methods are tailored to the child's ability to receive the required material. The steps taken in fostering children's language skills through play methods include: Determining the purpose and theme of play activities, determining the kinds of play activities, determining the place and play space, determining materials and play equipment, and determining the sequence of play steps. Thus, children's language skills will grow along with the growth of activities expressed in everyday life.
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Hani, Andi, Ade Rahima, and Abdoel Gafar. "PEMEROLEHAN KOSAKATA DASAR NOMINA BAHASA INDONESIA ANAK USIA 3 TAHUN (STUDI KASUS DI KELURAHAN LEBAK BANDUNG KOTA JAMBI)." Aksara: Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (August 28, 2019): 25. http://dx.doi.org/10.33087/aksara.v3i1.95.
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This research is aimed at identifying the acquisition of basic noun vocabulary of Indonesian language on 3 years old childern in Lebak Bandung area. Thsi research is qualitative descriptive. In conducting the data, the question answer technique is used by showing pictures to 3 years old children in Kelurahan Lebak Bandung. Based on the result of the research, it can be found that 3 years old children are able to pronounce one to six vocabulary which categorize good and less good with their own words. Keywords : Acquisition, Indonesian Language Noun, 3 Years Old Children
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Olivia. "Bridging Ethnic Diversity through Service-Learning on Teaching Chinese Characters for Surabaya-Indonesia Toddler." SHS Web of Conferences 59 (2018): 01024. http://dx.doi.org/10.1051/shsconf/20185901024.
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This social activity is to give low-income children a chance to let the, understand the evolution of Chinese characters, hope through this activity, can attract the group of children to have more interested in other language, especially Chinese language. To understand the Chinese culture, no longer discriminate against the Indonesian Chinese culture. Evidence of discrimination against Chinese Indonesians can be found throughout the history of Indonesia, although government policies implemented since 1998 have attempted to redress this. Due to this discrimination, Chinese Indonesians have suffered an identity crisis, unable to be accepted by both native Chinese and native Indonesians. With this program, there is a hope to bridge the differences that exist with the introduction of the Chinese character on poor children in Surabaya, to let them more understand about Chinese language and the culture behind. And create a better relationship for the next generation in Indonesia. After the progress, we asking the children about this program, and they said they love it and wish to know more about China and their culture.
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Farahsani, Yashinta, Ika Puspita Rini, and Patria Handung Jaya. "YOUTUBE AS A MEDIUM FOR INDONESIAN TODDLERS’ SECOND LANGUAGE ACQUISITION (AN ANALYSIS THROUGH CHILDREN SONGS)." HUMANIKA 27, no. 2 (December 14, 2020): 147–54. http://dx.doi.org/10.14710/humanika.v27i2.33793.
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Language acquisition for children is started when they produce words on their own. Children’s language normally develop in line with their age. Usually they can produce sentence and speak their mother tongue language fluently at the age of three. In the same time, children are able to acquire other language which is called second language acquisition (SLA). In Indonesia, English has become second language that has become the main subject at school, from the elementary level to the university level. Toddlers are children at the range of age between 2-3 years. This is the peak time to acquire language, and at this age, children are able to create phrase or simple sentence. Since the technology has developed very rapidly, children also can get more facilities to learn language. One of the media to learn language is YouTube. Using interview method, the writers did interview to 21 respondents as the parents of pre-school students. There were four questions to answer and the answers were described based on the respondents’ opinion. The research results that children can start to learn English through YouTube by watching English songs. Their attraction in watching is followed by imitating the word, the way the characters sing, and also the manner. Parents become guide to improve the children’s process of English learning after they watched YouTube.
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M. Rafiek, M. Rafiek. "PEMASYARAKATAN BAHASA INDONESIA MELALUI MADIHIN BANJAR JHON TRALALA DAN HENDRA SEBAGAI UPAYA MEMPERERAT PERSATUAN BANGSA INDONESIA (THE SOCIALIZATION OF INDONESIAN LANGUAGE THROUGH MADIHIN BANJAR BY JHON TRALALA AND HENDRA AS EFFORTS TO STRENGTHEN NATIONAL UNITY OF INDONESIA)." JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA 3, no. 2 (March 1, 2018): 184. http://dx.doi.org/10.20527/jbsp.v3i2.4552.
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AbstractThe Socialization of Indonesian Language through Madihin Banjar by Jhon Tralalaand Hendra as Efforts to Strengthen National Unity of Indonesia.Madihin Banjar hostedby Jhon Tralala quite known in Indonesia. Jhon Tralala and Hendra, his son is able toadjust the language of poetry or rhyme madihin that brought the audience in attendancein front of him. When many people Banjar, of language poetry or rhymes that broughtmadihin Banjar language. However, when appearing before the lot is not the Banjar,Jhon Tralala and Hendra, Indonesian children will use in its presentation. Things likethis that make madihin Banjar Jhon Tralala and Hendra, his son is able to be acceptedby the people of Indonesia. Through poems or rhymes that speak Indonesian madihinJhon Tralala and Hendra, his son is able to disseminate ideas, ideas, and messages tostrengthen national unity of Indonesia.Keywords: madihin, indonesian, unifyingAbstrakPemasyarakatan Bahasa Indonesia melalui Madihin Banjar Jhon Tralala dan Hendrasebagai Upaya Mempererat Persatuan Bangsa Indonesia. Madihin Banjar yangdibawakan oleh Jhon Tralala cukup dikenal di Indonesia. Jhon Tralala dan Hendra,anaknya mampu menyesuaikan bahasa syair atau pantun madihin yang dibawakannyadengan khalayak yang hadir di hadapannya. Bila banyak orang Banjar, tentu bahasasyair atau pantun madihin yang dibawakannya menggunakan bahasa Banjar. Akantetapi bila yang hadir di hadapan lebih banyak bukan orang Banjar, Jhon Tralala danHendra, anaknya akan menggunakan bahasa Indonesia dalam penyajiannya. Halseperti inilah yang membuat madihin Banjar Jhon Tralala dan Hendra, anaknya mampuditerima oleh masyarakat Indonesia. Melalui syair atau pantun madihin berbahasaIndonesia itulah Jhon Tralala dan Hendra, anaknya mampu menyebarluaskan ide,gagasan, dan pesan-pesannya untuk mempererat persatuan dan kesatuan bangsaIndonesia.Kata-kata kunci: madihin, bahasa indonesia, pemersatu bangsa
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Widada, Dwi Masdi. "Menemukan Jati Diri Bangsa Melalui Bahasa Indonesia." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 3, no. 1 (December 30, 2016): 88. http://dx.doi.org/10.18860/jpips.v3i1.6857.
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<p>The Indonesian people known to the world as the diverse peoples and tribes. A nation that has a diversity of cultures, especially languages. Language and culture in the archipelago together to get to know each other through Indonesian. The process of the journey is not as easy to reverse the hands. Through the youth who live in his time, the historical milestone of the nation begins. Indonesian introduced Youth Pledge October 28, 1928 is a major milestone for the Indonesian nation. Indonesian is not just a communication tool between the speaker and the listener. Indonesian not just lessons are only given in schools. Indonesian is a means of unifying the diversity of cultures, customs, and ethnicities in the country. Literature as a bridge for the reader to know the culture presented through the language. Indoneisa language becomes a medium of communication culture through literature. The students have not been able to understand the significance of a language sebagaai means of unifying values of the culture, customs, and ethnicities. The students looked at, Indonesian merely subjects to be solved in the classroom with no follow-up in everyday life. Literature must be taught to the students in order daa developing creativity and imagination of children. Language development is increasingly fast. This development should be followed with the spirit and sense of belonging of a language. It is not yet visible to students today. The deciding factor is how many speakers Indonesian Indonesian menggunkan in everyday life. How many students we know the world of literature. Lesson literature becomes desirable, but inside it contains the values of life that is very useful for future generations. Language is a reflection of the nation as an identity that would distinguish with other nations</p><p><strong>Keywords: </strong>Nation, Culture, and Language</p>
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Suparlan, Suparlan. "Pembelajaran Bahasa Indonesia di Sekoah Dasar." FONDATIA 4, no. 2 (September 30, 2020): 245–58. http://dx.doi.org/10.36088/fondatia.v4i2.897.
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Indonesian language lessons in elementary schools are basically teaching children to communicate using Indonesian. Indonesian language lessons in elementary schools that are directed at improving students' ability to communicate in Indonesian both spoken and written. Elementary schools have the goal of creating or preparing students to have the ability to continue to a higher level of education. One of the efforts made to achieve this goal is to improve student achievement.
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Alfin, Jauharoti, Zudan Rosyidi, and Husni Abdillah. "PENGEMBANGAN KEMAMPUAN BERBICARA BAHASA INDONESIA ANAK UMUR 5-6 TAHUN MELALUI METODE BERCERITA DENGAN MEDIA TELEVISI BERGAMBAR." JPUD - Jurnal Pendidikan Usia Dini 12, no. 2 (November 27, 2018): 271–80. http://dx.doi.org/10.21009/jpud.122.08.
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This study was aimed to obtain a description of ability to speak Indonesian through story telling with pictorial television media in children 5-6 years. The method of the study used Weak Experimental with One-Shot-Case-Study design. The subjects of the study were 27 kindergarten children 5-6 years in Gresik City. Data were collected using observation and documentation and analyzed using descriptive and quantitative method. The results showed that their ability to speak Indonesian language has developed in high category (85%) after the treatment through story telling with pictorial television media.
Keywords: Speaking ability, Indonesian Language, children aged 5-6 years, pictorial television media
Penelitian ini bertujuan untuk memperoleh gambaran mengenai kemampuan berbicara Bahasa Indonesia anak umur 5-6 tahun yang dikembangkan melalui metode bercerita dengan media televisi bergambar. Metode penelitian yang digunakan adalah Weak Experimental dengan desain One-Shot-Case-Study. Subyek penelitian sebanyak 27 anak umur 5-6 tahun dari salah satu TK di Kota Gresik. Pengumpulan data dilakukan melalui observasi dan dokumentasi. Hasil pengumpulan data selanjutnya dianalisis secara deskriptif dan kuantitatif dengan menentukan nilai persentase dari masing-masing indikator perkembangan kemampuan berbicara Bahasa Indonesia anak. Hasil penelitian menunjukkan bahwa secara kesuluruhan kemampuan berbicara Bahasa Indonesia anak umur 5-6 tahun telah berkembang dalam kategori tinggi (85%) setelah perlakuan penggunaan metode bercerita dengan media televisi bergambar.
Kata kunci: Kemampuan berbicara, Bahasa Indonesia, anak umur 5-6 tahun, media televisi bergambar.
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Amien, Ali Rachmad Pratama. "Media Pembelajaran Mengenai Kosakata Bahasa Jawa Krama Untuk Anak SD Berbasis Animasi Motion Graphic." Piwulang : Jurnal Pendidikan Bahasa Jawa 9, no. 2 (December 2, 2021): 185–94. http://dx.doi.org/10.15294/piwulang.v9i2.47130.
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Indonesia has various languages, one of which is Javanese. Javanese is the language used to communicate by people from the Javanese tribe. In the world of education, Javanese is included in elementary school learning in areas such as East Java. But not a few children who have difficulty in learning about learning the Java language so that it can trigger a lack of understanding of the Java language properly and correctly, especially the Java language Krama. Therefore, the need for a media that is useful for helping children in learning about Java language Krama. This paper focuses on designing a motion graphic animation instructional media that is effective and attractive to help children in learning about Krama Java language vocabulary using qualitative methods such as interviews and observation.
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Lestari, Erma, Cattleya Wahyu Pravitha, and Muhammad Yusi Kamhar. "PEMEROLEHAN BAHASA INDONESIA SEBAGAI B2 (BAHASA KEDUA) PADA ANAK DOWN SYNDROME DI LKS DARUL AZHAR." Inteligensi : Jurnal Ilmu Pendidikan 5, no. 1 (August 4, 2022): 9–15. http://dx.doi.org/10.33366/ilg.v5i1.3501.
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This study aims to determine the acquisition of Indonesian as a second language in children with Down syndrome. This research is important to be improved in order to improve the ability to speak Indonesian because it is the language of unity in Indonesian society. The research used qualitative method with samples obtained from 20 children with special needs at the LKS Darul Azhar orphanage through interviews and dialogue with children with special needs at the LKS Darul Azhar orphanage. These children are Down syndrome children who are introduced to Indonesian as B2 or a second language to learn, although not as fast as ordinary children. Environmental support and teaching methods for acquiring a second language greatly affect the tempo of acquiring B2. The acquisition of a second language (Indonesian) in Down Syndrome children needs to be developed because it has a positive impact on the development of communication which is also supported by the process of acquiring learning through training in vowel errors, preliminary tests through pronunciation of words and expressions, finding and characterizing lexical and grammatical.
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Novita, Haeriyah. "PEMEROLEHAN KALIMAT BAHASA INDONESIA ANAK USIA LIMA TAHUN (THE ACQUISITION OF INDONESIAN SENTENCE CHILDREN AGED FIVE YEARS)." JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA 8, no. 2 (October 31, 2018): 245. http://dx.doi.org/10.20527/jbsp.v8i2.5510.
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AbstractAcquisition is a process of mastery of language done by children naturally when he learned the firstlanguage or his mother tongue. In this case, there are two processes that occur in it, namely the acquisitionof language and language learning. Thus, language acquisition is concerned with the first language, whilelanguage learning is concerned with a second language. This study aims to describe the acquisition ofphrases and sentences of Indonesian children aged five years.This research uses a qualitative approachwith descriptive research type of analysis. All data obtained from the speech of a five-year-old childas a source of data. Techniques refer libat proficient, recording techniques, and techniques record is atechnique used by the author to collect data in this study.The results of this study found variations ofphrases and sentences. The phrase in question is a phrase consisting of a nominal phrase, a verbal phrase,a numeral phrase, an adverbial phrase, a preposition phrase, and an adjective phrase. In addition, thefive-year-old also has sentences consisting of core sentences and non-core sentences, single sentences andcompound sentences, major sentences and minor sentences, verbal sentences and non-verbal sentences,as well as free and bound sentences.Thus, the results of this study can be used as one of the comparativematerials with subsequent studies that will examine the acquisition of Indonesian sentence of five-yearoldchild although the aspects studied vary.Key words: earnings, sentences, children five yearsAbstrakPemerolehan Kalimat Bahasa Indonesia Anak Usia Lima Tahun. Pemerolehan merupakan prosespenguasaan bahasa yang dilakukan oleh anak secara natural pada waktu ia belajar bahasa pertamaatau bahasa ibunya. Dalam hal ini, terdapat dua proses yang terjadi di dalamnya, yakni pemerolehanbahasa dan pembelajaran bahasa. Jadi, pemerolehan bahasa berkenaan dengan bahasa pertama,sedangkan pembelajaran. Penelitian ini bertujuan mendeskripsikan pemerolehan frasa dan kalimatbahasa Indonesia anak usia lima tahun. Penelitian ini menggunakan pendekatan kualitatif denganjenispenelitian deskriptif analisis. Seluruh data yang didapatkan dari ujaran-ujaran anak usia lima tahunsebagai sumber data. Teknik simak libat cakap, teknik rekam, dan teknik catat merupakan teknik yangdigunakan penulis untuk mengumpulkan data dalam penelitian ini.Hasil penelitian ini ditemukannyabentuk-bentuk frasa dan kalimat yang bervariasi. Frasa yang dimaksud adalah frasa yang terdiri darifrasa nominal, frasa verbal, frasa numeral, frasa adverbial, frasa preposisi, dan frasa adjektival. Selainitu anak usia lima tahun tersebut juga sudah memperoleh kalimat yang terdiri dari kalimat inti dankalimat non-inti, kalimat tunggal dan kalimat majemuk, kalimat mayor dan kalimat minor, kalimat246verbal dan kalimat non-verbal, serta kalimat bebas dan terikat. Dengan demikian, hasil penelitian inidapat dijadikan salah satu bahan pembanding dengan penelitian-penelitian selanjutnya yang akanmengkaji tentang pemerolehan kalimat bahasa Indonesia anak usia lima tahun walaupun dengan aspekyang dikaji berbeda-beda.
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Ninsiana, Widhiya. "PENDEKATAN MULTIKULTURAL DALAM PEMBELAJARAN BAHASA INGGRIS MELALUI MEDIA DONGENG PADA ANAK USIA DINI." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 1 (June 15, 2017): 41. http://dx.doi.org/10.32332/elementary.v3i1.787.
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Indonesia is a multicultural country, because it consists of various cultures, customs, and a variety of habits. These components are generally bonded together (integrated/embedded) with ethnicity, language, and culture. The use of foreign languages, especially English, in all its forms is related teaching foreign languages in formal and informal education in Indonesia. Even some foreign language has been introduced on early childhood. Seeing this phenomenon, educators must have a knowledge of foreign languages, willingness and skills to introduce and involve all educate into a global context. The introduction and engagement multicultural (cross-cultural disposition) that should be conducted transformative or practical experience (cross-cultural encounter) in learning English language, such as a fairytale. The multicultural approach in English learning by fairytale on early childhood will make the children more tolerant the other cultures.
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Tyasrinestu, Fortunata. "Lirik Musikal pada Lagu Anak Berbahasa Indonesia." Resital: Jurnal Seni Pertunjukan 15, no. 2 (December 1, 2014): 163–68. http://dx.doi.org/10.24821/resital.v15i2.850.
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Penelitian ini mengkaji bahasa lagu anak berbahasa Indonesia. Lagu anak berbahasa Indonesia adalah lagu yang diperuntukkan dan dinyanyikan oleh anak-anak sesuai dengan perkembangan anak. Tujuan penelitian ini adalah untuk mendeskripsikan karakteristik lagu anak (LA) secara musikal dengan memperhatikan kata-kata atau lirik yang ada dalam lagu anak berbahasa Indonesia. Karakteristik lirik dan karakteristik musikal yang saling menyatu merupakan harmoni yang indah dalam lagu anak. Penelitian ini menggunakan metode deskriptif. Analisis yang diterapkan adalah metode holistik yang dipergunakan untuk melihat LA dari beberapa perspektif melalui wawancara dan angket yang diperoleh dari praktisi musik dan praktisi pendidikan, guru, orangtua, siswa dan awam. Hasil penelitian menunjukkan bahwa lagu anak berbahasa Indonesia mempunyai beberapa karakteristik secara lirik dan musikal yaitu 1) pola ritme yang diulang secara musikal, 2) melodi yang diulang secara musikal, 3) motif yang diulang secara musikal, dan 4) kata-kata yang diulang secara musikal. Fungsi lagu anak berbahasa Indonesia selain untuk belajar bahasa juga mengandung nilai pendidikan dan karakter positif untuk anak dengan kata-kata bermakna positif pada lirik-liriknya. The Characteristics of Musical Lyrics on Indonesian Children Songs.The study tries to examine the discourse of Indonesian children songs. Indonesian children songs are songs that are composed for and sung by children in accordance with the child development stages. The purpose of this study is to describe the discourse of Indonesian children songs which describe their musical characteristics by giving more attention on words or lyrics of the songs. The characteristics of lyrics and musical characteristics that belong to each other are mainly a beautiful harmony in children songs. This study uses a descriptive method. The holistic method is employed to analyze children songs from some perspectives by doing the interview and distributing questionnaires to musicians, educators, teachers, parents, students, and common people in terms of composition background, the actual condition, and the resulted effect. The result shows that the Indonesian children songs have their own lyrics and musical characteristics as the followings: 1) the pattern of repeated musical rhythm, 2) the musically-repeated melody , 3) the repeated musical motives, and 4) the musically-repeated words. The function of Indonesian children songs is to learn a language of which the songs may also contain positive education values and characters for children by showing the meaningful words in the lyrics.
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Yektiningtyas, Wigati, and Grace J. M. Mantiri. "PEMBELAJARAN BAHASA SENTANI UNTUK ANAK MENGGUNAKAN CERITA RAKYAT DI SEKOLAH ADAT SENTANI HOBONG, KABUPATEN JAYAPURA." JURNAL PENGABDIAN PAPUA 4, no. 1 (April 1, 2020): 21–26. http://dx.doi.org/10.31957/.v4i1.1143.
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Sentani language used by Sentani people in Jayapura Regency is one of 300 local languages in Papua that is not actively used by most Sentani people, especially children. Preservation of Sentani language by teaching it again is needed especially for children so they will not lose their identity. This Community Service is dissemination of a PDUPT research 2017 entitled “Preservation of Sentani Language for Children using Folktales in Jayapura Regency, Papua” founded by the Ministry of Research, Technology and Higher Education of Republic of Indonesia. One of the research output is a text book of Sentani language teaching for children. This book is used to teach Sentani Language for children in Sentani Customary School in Hobong, Central Sentani, Jayapura Regency. This activity is an initiative of infusing folktales to teach Sentani language for children. Besides involving children, this activity also involved the teachers of the school. Using folktales children learned (1) pronunciation, (2) vocabularies, (3) clause, (4) simple sentences, and (5) counting system. Folktales were also used to introduce them to Sentani’s socio-culture and as media of character building. Keywords: folktales, preservation, Sentani language
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Sari, Riski Amrina. "AN ANALYSIS OF LANGUAGE CHOICE OF INTERETHNIC MARRIAGE DYAK-MADURESE COUPLES." HUMANIKA 27, no. 1 (June 11, 2020): 33–43. http://dx.doi.org/10.14710/humanika.v27i1.29750.
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This research explained the choice of language for Dyak-Madurese couples with interethnic marriage. In this research there are the aims of the research, this research aims to investigate the language choice used by interethnic marriage Dyak-Madurese families and to investigate the factors affecting language choice of interethnic marriage Dyak-Madurese couples. The method of this research was descriptive qualitative research. The researcher selected three families of Dyak-Madurese interethnic marriage as participants to achieve the aim of the research. The data were obtained by observing and interviewing. The results of this research have shown that interethnic marriage families Dyak-Madurese prefer the Indonesia language as their first language and are commonly used in everyday contact at the home domain. This research found that the children of the third family preferred a different language when interacting with their father, he preferred the Madura language, but he also uses the Indonesia language when communicating with his parents. The finding also showed that interethnic marriage Dyak-Madurese families use the Indonesia language in another domain such as neighborhood domain and with friends. The research also found that the children of the first and second families from interethnic marriage families were unable to speak the ethnic language, it has caused the younger children not to be taught the ethnic language. The children of the third family can speak Madura language because the father taught him the Madura language. In data there are three factors affecting language choice in interethnic marriage Dyak-Madurese couples, they are the participant, social context, the function of the language. Based on the research the interethnic marriage Dyak-Madurese families show a negative attitude toward their ethnic language, but the father of the third family has a positive attitude.
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NUGRAHAENI, AGUSTYA DYAH, BURHAN EKO PURWANTO, and KHUSNUL KHOTIMAH. "GANGGUAN BERBAHASA PADA ANAK BERKEBUTUHAN KHUSUS DAN IMPLIKASINYA BAGI PEMBELAJARAN BAHASA INDONESIA DI SLB NEGERI 1 PEMALANG." Widya Accarya 11, no. 2 (October 31, 2020): 147–57. http://dx.doi.org/10.46650/wa.11.2.894.147-157.
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Abstrak
Penelitian ini berisikan tentang gambaran umum mengenai gangguan berbahasa pada anak berkebutuhan khusus dan implikasinya bagi pembelajaran bahasa Indonesia di SLB Negeri 1 Pemalang. Tujuan penelitian ini adalah Untuk mengetahui jenis gangguan berbahasa pada anak berkebutuhan khusus dan implikasinya bagi pembelajaran Bahasa Indonesia di SLB Negeri 1 Pemalang.
Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Sumber data adalah guru atau karyawan di SLB Negeri 1 Pemalang dengan wujud data hasil peserta didik selama mengikuti kegiatan pembelajaran di sekolah yang diperoleh peneliti melalui wawancara yang berupa kartu data, dan dokumentasi. Teknik pengumpulan data dengan menggunakan teknik observasi, wawancara dan studi dokumentasi. Teknik analisis data menggunakan tiga teknik yaitu pengklasifikasian, pendeskripsian serta penyimpulan kemudian penyajian hasil analisis yaitu menggunakan metode informal.
Hasil penelitian menunjukkan bahwa Jenis gangguan Bahasa yang dialami oleh anak di SLB Negeri 1 Pemalang pada dasarnya mereka adalah anak penyandang disabilitas tunanetra, tunarunguwicara, tunadaksa, dan tunagrahita. Gangguan bahasa pada anak tunanetra terletak pada pemahaman serta perasaan mereka kurang baik dimana bahasa yang digunakan dalam komunkasi harus bisa dinalar. Gangguan bahasa pada anak tunarunguwicara terletak pada pendengaran dan bicaranya sehingga terhambatnya komunikasi lisan/verbal baik secara berbicara ataupun memahami pembicaraan orang lain. Gangguan bahasa pada anak tunadaksa terletak pada kelainan/kerusakan pada otak yang dapat mengakibatkan gangguan gerak, kecerdasan, perilaku, adaptasi, komunikasi, koordinasi, dan persepsi. Gangguan bahasa pada anak tunagrahita terletak pada keterbelakangan intelektual yang disebabkan oleh beberapa faktor terkait yang dapat menyebabkan penderitanya memiliki kecerdasan intelektual di bawah rata-rata, keterbatasan dalam fungsi intelektual yang diantaranya yaitu kecerdasan penalaran, penyelesaian masalah, keterampilan kognitif, dan pembelajaran. Gangguan bahasa pada anak berkebtuhan khusus jika diimplikasikan dalam pembelajaran bahasa Indonesia keduanya saling berkaitan
Kata Kunci: Gangguan Berbahasa, Anak Berkebutuhan Khusus, Pembelajaran Bahasa Indonesia.
Abstrack
This study contains an overview of the language disorder in children with special needs and the implications for Indonesian language study in SLB Negeri 1 Pemalang. The purpose of this research is to know the type of language disorder in children with special needs and the implications for learning Bahasa Indonesia in SLB Negeri 1 Pemalang.
This study uses a qualitative approach with a descriptive method. The data source is the teacher or employee of SLB Negeri 1 Pemalang with the form of students ' results during the learning activities in schools obtained by researchers through interviews in the form of data cards, and documentation. Data collection techniques using observation techniques, interviews and documentation studies. Data analysis techniques using three techniques, namely classifying, descriptant and presentation and then presenting the results of analysis is using informal methods.
The results showed that the type of language disorder experienced by children in the state SLB 1 Pemalang Basically they are children with impaired disability, Tunarunguwicara, Tunadaksa, and disabled. Language disorder in the blind child lies in the understanding and feeling they lack better where the language used in the communication should be normalable. Language disorders in the child's Tunarunguwicara lies in the hearing and speech so that the abuse of verbal /verbal communication either speak or understand the talks of others. The child's language disorder lies in the abnormalities/damage to the brain that can result in impaired motion, intelligence, behaviour, adaptation, communication, coordination, and perception. The language disorder in children of disabled lies in the intellectual retardation caused by several related factors that can cause the sufferer to have below average intellectual intelligence, limitation in intellectual function such as intelligence reasoning, problem solving, cognitive skills, and learning. Language disorders in children are special when implied in Indonesian language learning are interconnected.
Keywords: Language, disorder, children with special needs, Indonesian language learning.
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Aqus Pujiartha, Lalu. "Al-Lughah al-Arabiyyah: Makanatuha wa Ta'tsiruha fi al-Lughah al-Indunisiyyah Dirasah Wasfiyyah Tahliliyyah." Mauriduna: Journal of Islamic Studies 3, no. 2 (November 28, 2022): 145–54. http://dx.doi.org/10.37274/mauriduna.v3i2.624.
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تحتل اللغة العربية مكانة عالية في قلوب المسلمين وهي متجذرة في تقاليد القرآن لتصبح لغة العربية والمسلمين. دخلت اللغة العربية الأرخبيل ، إندونيسيا ، من خلال تسهيلات تجارية بين التجار العرب والمحليين. اللغة العربية لها مكانة خاصة في قلوب المسلمين الإندونيسيين لأنها لغة القرآن والسنة ومصدر الشريعة الإسلامية. ويحرصون على تعليم أبنائهم اللغة العربية ، وفي هذا الصدد يبذلون جهودًا وقدرات كبيرة في التعليم العام والخاص ، وما زالوا يقومون بذلك بحماس ودؤوب حتى اليوم. اللغة العربية لها تأثير كبير على الإندونيسية. بما في ذلك بناء المفردات الإندونيسية ، فإن ما يصل إلى 12.5 بالمائة من المفردات مأخوذ من اللغة العربية. والعديد من الكلمات والمصطلحات العربية خاصة في مجال الدين. ساهمت اللغة العربية والإسلام في مجال الأدب الإندونيسي في تطوير اللغة والأدب الإندونيسيكوسيلة لنشر الإسلام والعربية في إندونيسيا
The Arabic language has a high place in the hearts of Muslims and deepened roots in the descent of the Koran, became the language of Arabs and Muslims. The Arabic language has already entered Nusantara Island, Indonesia, through means of trade between Arab and local merchants. The Arabic language has gained a special place in the hearts of Indonesian Muslims because it is the language of the Holy Quran, Sunnah and the source of Islamic law. And sought to teach their children the Arabic language, and in this regard made great efforts and ability in public and private education, and they are still doing so with passion and tirelessness until today. The Arabic language has a significant impact on the Indonesian language. Including the construction of the vocabulary of the Indonesian language until 12.5 per cent of its vocabulary is taken from the Arabic language. And many Arabic words and terms especially in the religious field. The Arabic language and Islam in the field of Indonesian literature contributed to the development of the Indonesian language and literature as a means of spreading the Islamic religion and the Arabic language in Indonesia.
Bahasa Arab mendapat tempat yang tinggi di hati umat Islam dan mengakar dalam turun-temurun Alquran, menjadi bahasa Arab dan umat Islam. Bahasa Arab sudah masuk ke Pulau Nusantara, Indonesia, melalui sarana perdagangan antara pedagang Arab dan lokal. Bahasa Arab telah mendapatkan tempat khusus di hati umat Islam Indonesia karena merupakan bahasa Al-Qur'an, Sunnah dan sumber hukum Islam. Dan berusaha untuk mengajari anak-anak mereka bahasa Arab, dan dalam hal ini melakukan upaya dan kemampuan yang besar dalam pendidikan publik dan swasta, dan mereka masih melakukannya dengan semangat dan tak kenal lelah hingga saat ini. Bahasa Arab memiliki pengaruh yang signifikan terhadap bahasa Indonesia. Termasuk konstruksi kosakata bahasa Indonesia hingga 12,5 persen kosakatanya diambil dari bahasa Arab. Dan banyak kata dan istilah bahasa arab khususnya dalam bidang agama. Bahasa Arab dan Islam dalam bidang sastra Indonesia memberikan kontribusi bagi perkembangan bahasa dan sastra Indonesia sebagai sarana penyebaran agama Islam dan bahasa Arab di Indonesia.
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Perdana, Silva Audya, Bernie Endyarni Medise, and Erni Hernawati Purwaningsih. "Duration of watching TV and child language development in young children." Paediatrica Indonesiana 57, no. 2 (April 28, 2017): 99. http://dx.doi.org/10.14238/pi57.2.2017.99-103.
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Background Many factors contribute to language development in children. About 5-8% of children in Indonesia experience delayed language skills. Young children need appropriate stimulation for optimal development. Children who watch television (TV) for long periods of time may receive less two-way interaction, the appropriate stimulation for learning. As such, shorter duration of the appropriate stimulation may impede language development in small children.Objective To assess for an association between duration of watching TV and language development in young children.Methods This cross-sectional study was done with primary data collected from questionnaires. Subjects, aged 18 months to 3 years, were from a Jakarta-area community health center (Puskesmas) Jatinegara and the Pediatric Growth and Development Clinic, Cipto Mangunkusumo Hospital, Jakarta. Their language development was tested using the Developmental Pre-screening Questionnaire (Kuesioner Pra Skrining Perkembangan, KPSP) and the Early Language Milestone (ELM Scale 2) test.Results From a total of 84 subjects, 47 (56%) had normal and 37 (44%) had delayed language development. Duration of watching TV was categorized as <4 hours per day or >4 hours per day. Children who watched TV >4 hours/day (OR 4.4; 95%CI 1.68 to 11.7; P=0.002), and children who watched both Indonesian and English language TV programs (OR 14.7; 95%CI 1.77 to 123.0; P=0.004) had higher risk of language delay. Other variables such as sex, first age exposed to TV, use of gadgets, and TV in the bedroom had no significant associations with delayed language development.Conclusion Children who watch TV >4 hours/day had four times higher risk of developing language delay. In addition, those who watch TV programs in both Indonesian and English, also have a 14.7 higher risk of delayed language development.
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Selli Eka Wardani and Eska Dwi Prajayanti. "Pengaruh Stimulasi Bahasa Melalui Metode Flashcard Terhadap Kemampuan Bahasa Anak 4-6 Tahun di Ra Nurrohman Pacitan." SEHATMAS: Jurnal Ilmiah Kesehatan Masyarakat 1, no. 4 (October 29, 2022): 497–504. http://dx.doi.org/10.55123/sehatmas.v1i4.870.
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The World Health Organization (WHO) in 2018 stated that the prevalence data for children under five with growth and development disorders was 28.7%. Indonesia ranks third with the highest prevalence in the South-East Asia Region (SEAR). Children's growth and development in Indonesia must receive serious attention, about 5-10% experience general developmental delays. One in 100 children have a language delay. The problem of language skills of children aged 4-6 years can be honed by providing language stimulation through the flashcard method. To determine the effect of language stimulation through the flashcard method on the language skills of children 4-6 years old at Raudhotul Athfal Nurrohman. Quasi Experimental Design Research with One Group Pre-test – Post-test Design, non-probability sampling technique with purposive sampling method, population 50 students, sample 33 respondents, research instrument with Denver II test. after analyzing the data using the Wilcoxon test, the p value = 0.000 <0.05. There is an effect of language stimulation through the flashcard method on the language skills of children 4-6 years old at Raudhotul Athfal Nurrohman.
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Noorman, Safrina, and Nia Nafisah. "Contesting Indonesia in children’s films: An analysis of language use and mise-en-scène." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 294. http://dx.doi.org/10.17509/ijal.v5i2.1353.
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This research aims to investigate and interpret nationalism in Indonesian films for children with local settings. Four films for children –Garuda Di Dadaku (2009), Di Timur Matahari (2011), Serdadu Kumbang (2011), dan Tanah Surga…katanya (2012)- are analyzed with reference to the theoretical assumption of film as a form system covering its language use and mise-en-scène (Bordwell & Thomson, 2010). Employing a formal system analysis, aspects of nationalism were constructed and interpreted using Bhabha’s (2000) dissemination theory and a seminal theory of ideology in children and teenagers’ literary texts by Hollindale (1988). Results show that nationalism is presented: 1) through the films’ mise-en-scène which generates attachment to Indonesian nation; 2) in abstract notions through the films interconnection with aspects of humanity, social justice, and unity; 3) the use of children characters’ points of view. The presentation implied that, in the context of building nationalism, the constructed meanings from exposures on nationalism originated in local issues as well as socio-cultural issues have placed children in an instrumental role as the glue in the weaving of Indonesian nationalism. These findings generate three implications: (1) giving inputs about the kind of texts for children which focus on children’s point of view; (2) encouraging the exposure of localities to raise the sense of nationalism; and (3) preparing practical ways to empower film as part of national character building in teaching children.
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Hasniar, Hasniar. "PEMEROLEHAN KOSAKATA BAHASA INDONESIA ANAK USIA PRASEKOLAH DI KECAMATAN BARRU: KAJIAN PSIKOLINGUISTIK." JURNAL ILMU BUDAYA 8, no. 2 (October 20, 2020): 357–66. http://dx.doi.org/10.34050/jib.v8i2.11473.
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Family environment and social environment influence the process of acquiring Indonesian vocabulary for preschool children. This study aims to determine the vocabulary mastery of Indonesian preschool children. The case study of this research was located in Barru Regency. The research object studied was the mastery of the Indonesian language, the type of word class, and the factors that influenced it. The method used is a qualitative descriptive research method. The results of this study include the form of acquisition of Indonesian preschool children which consists of 4 words, phrases, clauses, and sentences. The dominant type of word class is the object vocabulary category (noun), and four factors affect the vocabulary mastery of Indonesian preschool children in Barru Regency, namely environmental factors, facilities, and children's health. The family environment and the environment in which preschool children generally speak Bugis language affect the Bugis dialect of preschool children in Indonesian.
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Aziz, Zulfadli A., Yunisrina Qismullah Yusuf, Chairina Nasir, and Claudia Masyithah. "CROSS-LINGUISTIC INFLUENCES OF MALAY THROUGH CARTOONS ON INDONESIAN CHILDREN’S LANGUAGE USE IN THE HOME DOMAIN." Indonesian Journal of Applied Linguistics 7, no. 2 (September 30, 2017): 101. http://dx.doi.org/10.17509/ijal.v7i2.8135.
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The Malay cartoons that air on Indonesian television channels are now popular among children in Indonesia. The shows Upin & Ipin, Boboboi, and Pada Zaman Dahulu are especially popular with Acehnese children. Initial observations found that these cartoons have played a great role in the increased use of contemporary Malay in their Indonesian. Thus, this study discusses the cross-linguistic influences of Malay from cartoons in Indonesian children’s language use in the home domain. Data were collected through recordings and field notes. Some steps based on the framework by Lacey and Luff (2007) were taken to analyze the data. The results were transcribed and sifted to distinguish the significant data. The recording and its transcription were then re-checked. The last step was categorizing the data into cross-linguistic influences based on Ringbom (1987). These influences include borrowing, hybrids, phonetic influence, and relexification. The results showed the presence of only two aspects of cross-linguistic influences: borrowing and phonetic influences. Borrowing was the most frequent aspect, followed by phonetic influence. Relexification and hybrid did not appear in the data. Nevertheless, there were other cross-linguistic aspects that were found in the data, including intonation, parenthetic remark, and interjection. In the broad-spectrum, the initial mimic on the Malay cartoon characters has expanded to employment in the language use of the children while speaking Indonesian. This study is expected to contribute in some ways or another towards the development of sociolinguistics, especially in cross-linguistic influence in children’s language use. Indonesia and Malaysia are neighboring countries, and language contact between the two countries is inevitable and evident. Hence, the study on the influences can benefit sociolinguistics, especially when investigating language change in the future.
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Kudadiri, Amhar, Ida Basaria, and Pribadi Bangun. "Pergeseraan Bahasa Pakpak Dairi: Kajian Sosiolinguis." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 1, no. 1 (October 17, 2018): 128–37. http://dx.doi.org/10.32734/lwsa.v1i1.153.
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Para ahli bahasa yang mencurahkan perhatiannya pada gejala kepunahan bahasa-bahasa minoritas, terutama bahasa-bahasa di negara-negara berkembang berkesimpulan bahwa sebab utama kepunahan bahasa-bahasa adalah karena para orang tua tidak lagi mengajarkan bahasa ibu kepada anak-anaknya dan tidak lagi secara aktif menggunakannya di rumah dalam berbagai ranah komunikasi (Grimes 2000 : 17). Jadi, kepunahan itu bukan karena penuturnya berhenti bertutur, melainkan akibat dari pilihan penggunaan bahasa sebagian besar masyarakat tuturnya. Penutur bahasa memilih tidak membelajarkan bahasa ibu kepada anakanaknya dan memilih tidak menggunakan cara aktif dalam ranah pertuturan di rumah. Selain itu, kepunahan sebuah bahasa juga ditentukan oleh tekanan bahasa mayoritas dalam suatu kawasan masyarakat multilingual. Memilih tidak menggunakan bahasa ibu dan menggunakan sebuah bahasa lain serta tekanan bahasa mayoritas merupakan tiga faktor penting penyebab kepunahan bahasa.Dalam konteks kebahasaan di Indonesia, yang multilingual, multietnis, dan multikultural, dengan intensitas kontak antara kelompok etnis yang satu dan yang lainnya cukup tinggi, persaingan kebahasaan tidak dapat dielakkan. Lebih-lebih lagi jika persaingan itu dihubungkan dengan perkembangan dan kemajuan bahasa Indonesia dan bahasa Inggris yang begitu cepat dan menyeluruh pada hampir setiap kelompok lapisan masyarakat. Dengan menggunakan pisau analisis teori sosiolinguistik, penelitiaan ini ingin mengkaji bagaimana dan seberapa besar gejala pergeseran bahasa Pakpak Dairi (BPD) pada penuturpenuturnya. Sebab diasumsikan bahwa generasi muda penutur BPD bukan hanya sangat berkurang minatnya mempelajari BPD sebagai identitas kedaerahannya tetapi juga makin meningkatnya kecenderungan orangtua yang berasal dari keluarga satu suku untuk memilih memakai bahasa Indonesia (BI) sebagai alat komunikasi utama mereka di rumah. Hal ini mengindikasikan bahwa ranah pemakaian BPD di dalam rumah tangga lambat laun mulai tergeser oleh BI, yang berarti pula telah memicu terjadinya apa yang disebut ―pergeseran bahasa‖ (language shift).
Linguists who devote their attention to the symptoms of the extinction of minority languages, especially languages in developing countries, conclude that the main reason for the extinction of languages is that parents no longer teach mother tongue to their children and are no longer actively using it at home in various ways of communication (Grimes 2000: 17). So, the extinction is not because the speaker stopped speaking, but rather a result of the choice of language usage of the majority of the speech community. Speakers of languages choose not to teach their mother's language to their children and choose not to use active ways to communicate at home. In addition, the extinction of a language is also determined by the pressure of majority language in a multilingual community area. Choosing not to use mother tongue and using another language and also the pressure of majority language are three important factors that cause language extinction. In the language context in Indonesia, which is multilingual, multiethnic, and multicultural, the intensity of contact between one ethnic group to another is quite high. The linguistic competition is inevitable. Moreover, if the competition is related to the development and progress of Indonesian 4cand accelerated and comprehensive English language in almost every group of society. By using the analysis of sociolinguistic theory, this research tried to examine how and how much the symptoms of Pakpak Dairi (BPD) language shift on its speakers. Because it was assumed that the young generation of BPD speakers was not greatly reduced in their interest in studying the BPD as their regional identity, and there was an increasing tendency of parents from one ethnic family to choose Indonesian (BI) as their main communication tool at home. This indicated that the realm of the use of BPD in the household gradually began to be displaced by BI, which also meant that it had triggered the "language shift".
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Cahyani, Isah, and Daris Hadianto. "Rekonstruksionisme: Metode Komunikatif Dalam Pemerolehan Dan Pembelajaran Bahasa Untuk Mengembangkan Kemampuan Berbahasa." Jurnal KATA 2, no. 1 (May 3, 2018): 118. http://dx.doi.org/10.22216/jk.v2i1.3065.
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<p>Penelitian ini bertujuan untuk mengetahui fenomena berbahasa Indonesia pada peserta didik, bagaimana pandangan rekonstruksionisme dan peran metode komunikatif dalam mengembangkan kemampuan berbahasa pada peserta didik. Metode penelitian yang penulis gunakan adalah metode penelitian kualitatif. Metode penelitian kualitatif yang bersifat deskriptif dilakukan dengan teknik. Adapun hasil dari penelitian ini, yaitu peserta didik masih kesulitan menggunakan bahasa Indonesia yang baik dan benar pada situasi formal. Hal ini tidak terlepas dari pemerolehan dan pembelajaran bahasa yang diperoleh peserta didik sebelumnya. Dengan berpijak pada teori rekonstruksionisme dan metode komunikatif, peserta didik dapat memperoleh dan menggunakan suatu bahasa dengan baik jika bahasa itu sering digunakan atau bersifat komunikatif. Hal ini mengimplikasikasikan bahwa seseorang dapat membangun kemampuan berbahasa dari pengalaman-pengalaman yang diperolehnya, artinya peserta didik harus sering mengalami atau menggunakan bahasa tersebut. Adapun peran dari metode komunikatif itu sendiri, yaitu meningkatkan atau mengembangkan kemampuan berbahasa peserta didik. Peran sekolah dan guru adalah mendorong anak untuk menggunakan bahasa-bahasa tersebut dengan mencipatakan situasi-situasi tertentu (situasi komunikatif) agar kemampuan berbahasa peserta didik berkembang dengan baik, baik itu berbahasa Indonesia maupun berbahasa Asing.</p><p><em>This study aims to find out the phenomenon of Indonesian language in learners, how the views of reconstructionism and the role of communicative methods in developing language skills in learners. The research method that I use is qualitative research method. Descriptive qualitative research method is done by technique. The results of this study, namely learners are still difficult to use the Indonesian language is good and true in the formal situation. This can not be separated from the acquisition and learning of language obtained by previous learners. Based on the theory of reconstructionism and communicative methods, learners can acquire and use a language well if the language is often used or communicative. This implies that a person can build the language skills of the experiences he / she obtains, meaning that learners should often experience or use the language. The role of the communicative method itself, which is to improve or develop the language skills of learners. The role of schools and teachers is to encourage children to use these languages by creating specific situations (communicative situations) so that the language skills of learners develop well, be it Indonesian-speaking or foreign languages. </em></p>
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Wijayanto, Agus. "LANGUAGE CHOICE PERFORMED BY JAVANESE CHILDREN AND TEENAGERS AT KALASAN SUBDISTRICT, YOGYAKARTA INDONESIA." Kajian Linguistik dan Sastra 19, no. 1 (March 25, 2015): 14–20. http://dx.doi.org/10.23917/kls.v19i1.4406.
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Javanese language is geographically spoken in wide areas; however, it seemsthat its speakers began to give up using it. This can be seen that the quality of itsusage among the young Javanese is deteriorated. This phenomenon mainly happensin the urban areas where the young Javanese tend to use Indonesian languagerather than Javanese language. They think that Javanese language is complicatedrequiring its speakers some regulations and etiquettes, thus they tend to use Indonesianlanguage that is considered as neutral and easy. If this language attitudeoccurs for a long period of time, the Javanese language will be abandoned by itsspeakers or die. The research sample is taken by restricted random sampling technique.They are 244 children and teenagers (between 5 to15 year old ) living insome housings in Kalasan regency. They are chosen from the genuine Javanesefamily whose parents and grand parents are Javanese in nature. The research datais all information about language choice of Javanese and Indonesian languagedone by the subjects of the study in the domain of their houses, schools, and publicplaces spoken to parents, teachers, schoolmates, friends at home, neighbors, auntsand uncles, guest or visitors, grand-mothers and fathers, and strangers. The datais taken by survey questionnaire. Based on the field data, most of the subjectschoose Indonesian language when they communicate with parents, teachers, schoolmates,friends at home, neighbors, aunts and uncles, guest or visitors, grand-mothersand fathers, and strangers. Most of them speak in Low level Javanese (ngoko) toparents, schoolmates, friends at home, neighbors, aunts and uncles, grand-mothersand fathers. They rarely use Middle level Javanese (madya) and High level Javanese(krama).
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Zen, Evynurul Laily. "JAVANESE LANGUAGE AS AN ETHNIC IDENTITY MARKER AMONG MULTILINGUAL FAMILIES IN INDONESIA." Linguistik Indonesia 39, no. 1 (March 3, 2021): 49–62. http://dx.doi.org/10.26499/li.v39i1.195.
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The rise of a pan-Indonesian national identity and the global significance of English have weakened heritage languages in Indonesia’s various ethnolinguistic communities. Focusing on the case of Javanese, the largest ethnic group, this study examines the role of the HL as an ethnic marker and its interplay with factors such as ethnic self-identification, proficiency, and usage frequency. The data were collected via parental surveys of 183 primary school children in East Java. The findings indicate that the Javanese language is still highly valued as ethnic marker and that Javanese people view its maintenance as central to their identity construction. However, inconsistencies are identified between attitudes and practices, with use of Javanese as a home language decreasing, and children’s production showing extensive influence from Indonesian. Taken together, positive attitudes regarding the Javanese as identity marker and the apparent ethnolinguistic vitality of Javanese is not necessarily translated into intergenerational transmission.
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Rijal, Andi Samsu, and Andi Mega Januarti Putri. "Determinants of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar, Indonesia." International Journal of Humanities and Innovation (IJHI) 2, no. 2 (April 10, 2019): 1–7. http://dx.doi.org/10.33750/ijhi.v2i2.36.
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The essence of language is human activity. Communication with language is carried out through two basic human activities; speaking and listening during the interaction in a group of people. Immigrants in Makassar city communicate with immigrant communities and Makassar people. They used English and Indonesia to communicate with others. The aims of this article were to find out determinant factors of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar and why they used English as their language choice to communicate with other people out of them. The data were taken from UMC in the shelter under the auspices of Makassar’s Social Office and in the public area of Makassar. This research was a qualitative approach; it was from a sociolinguistic perspective and focuses its analysis with the language choice among UMC. This research showed that most immigrants chose English as their language choice since they were in Makassar because they have acquired better than other international language and it has been mastered naturally by doing social interaction among themselves and people outside their community. UMC had more difficulties to socialize with Indonesian than the adult of Immigrants. Other than their lack of language mastery, they also have the anxiety to adapt to other immigrants and Makassar people. English was used by UMC to show their status as a foreigner who lived in a multicultural situation. Language becomes a power for a human being and it becomes a social identity for language user in one community. During the interaction of UMC in Makassar city, the role of English as an International language is shown.
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Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (July 1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.
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ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure) could be seen in the absence of differences in teaching strategies. In English, the results showed that a relationship between script exposure and phonological awareness develops in line with the orthographic depth hypothesis (Frost, Katz, & Bentin, 1987). The Bahasa Indonesia group exhibited the highest levels of alphabetic phonological awareness, followed by the English group and then the Chinese group. In Mandarin, the pupils' performance on the Hanyu Pinyin spelling test suggested that tonal phonological awareness is relatively independent of alphabetic phonological awareness. It seems that language background can influence the nature and development of phonological awareness, and that this in turn may affect children's strategies for the subsequent acquisition of a second (or third) written language.
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Hardi, Vitri Angraini, and Lusi Marleni. "Do The Children Need To Learn English at Elementary Level ?" Jurnal Basicedu 4, no. 3 (April 30, 2020): 551–57. http://dx.doi.org/10.31004/basicedu.v4i3.399.
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This aim of this research is to provide an insight on English as foreign language learning at elementary school level. Since the English is learned as foreign language in Indonesia, the shifting of English in Indonesia curriculum is one of the interested research focus. It is explicitly declared in Curriculum 2013 that English is taught as an extracurricular subject in Indonesia elementary school. The government does not obligate the elementary students to learn English. The elementary schools have an opportunity to decide English to be included as a subject in the curriculum. The shifting of the government’s consideration in deciding the starting focus of English learning at junior high school level is the maturity level of learners in learning a foreign language. Dealing with the stated focus, a critical overview on the foreign language learning is conducted. Several research reported that learning a foreign language is better to be started at the early age because of the early age students are easier to imitate the new language. The way of thinking in imitating stages is assumed as the best time to start learning a foreign language. In another point, several research reported that maturity level of learners is the essential point to be considered because learning a foreign language need is not only imitating the language but also understanding the culture, combining linguistics aspects and so on. Despite the fact on the different views of scholars, both of the parties agree on the focus of learning a language is not a matter of age. The contributions of several factors are also part of the supported system in learning foreign language. In term of English foreign language learning, different age-level have to be given different learning input. An early age students should be given speaking and listening topics due to the students do not involve the critical thinking process. Meanwhile, the mature students are better to be provided reading and writing topic due to the depth thinking phase is in theirs.
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Nasution, Sarita Riski, and Liah Rosdiani Nasution. "HUMAN DEVELOPMENT IN MINORITY COMMUNITIES: A STORY OF GROWTH." BUHUTS AL-ATHFAL: Jurnal Pendidikan dan Anak Usia Dini 2, no. 2 (November 28, 2022): 143–57. http://dx.doi.org/10.24952/alathfal.v2i2.5836.
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A huge number of immigrant families live and work in America where most aspects of lives are remotely similar to the ones we have here in Indonesia, for instance. Many of their children experience some unique developmental realities that are different from the ones experienced by children in some other parts of the world. Some experience challenges in their growth through the dynamics of their relationship with others, particularly their family members. Some others experience it because of their socioeconomic status. This study looks at children from Asian minority communities growing up in the US, Zahra and Linda. Understanding their developments is deemed critical to help us understand the distinction of their developments. Zahra is from Saudi Arabia and lives with her parents in Northern Albuquerque and Linda is from Indonesia, living in California. For Zahra, Arabic is her first language and she is still learning English at this time. Linda, however, was born in Indonesia but raised since she was 3 months old in the US which makes English her first language, although her family still uses Indonesian at home. By observing them, we can gain great insights into their cognitive, social, and physical development and utilize that knowledge to better understand childhood and adolescent development within the immigrant community as a whole
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Muti'ah, Nunuk. "DEIKSIS DALAM BAHASA INDONESIA PADA TUTURAN ANAK USIA 5 TAHUN (DEIXIS IN INDONESIAN LANGUAGE USED BY 5- YEARS-OLD CHILDREN)." JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA 11, no. 2 (October 5, 2021): 176. http://dx.doi.org/10.20527/jbsp.v11i2.11715.
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Abstract Deixis in Indonesian Language Used by 5-Years-Old Children. Deixis is a type of language that has a different reference . This research examined the problem of Deixis in Indonesian language used by 5-years-old children. This research was means to (1) describe the form of personal deixis on 5-year-old children, (2) describe and analyze the form of spatial deixis on 5-years-old children, (3) describe and analyze the form of temporal deixis on 5-year-old children, and (4) describe the function of deixic on 5-yearold children. This research was conducted using a qualitative approach with the observation method. The sources of data in this research were 5-year-old children. Data were collected using the techniques by which (a) the researcher tapped by participating while listening, participating in the conversation, and listening to the conservation, (b) she only acted as an observer on the use of language by her informants, and she noted and recorded. Data were analyzed on the basis of qualitative descriptive techniques. The research results showed that (1) personal deixis were found in several deixis forms, namely first person, second person, and third person (2) spatial deixis were found in several forms, namely proximal, semi-proximal, and distal. Meanwhile, (3) temporal deixis were found in several words, such as besok (tomorrow), kemarin (yesterday), dulu (ago), and tadi (a while ago). Based on (4) the function of deixis, the researcher found several functions, such as emotive, conative, and referential functions. Key words: deixis, form of deixis , function of deixis, children’s utterance Abstrak Deiksis dalam Bahasa Indonesia pada Tuturan Anak Usia 5 Tahun. Deiksis merupakan jenis bahasa yang memiliki acuan atau referen yang berbeda. Penelitian ini meneliti tentang masalah Deiksis dalam Bahasa Indonesia pada Tuturan Anak Usia 5 Tahun. Tujuan penelitian ini adalah untuk (1) mendeskripsikan wujud deiksis persona pada anak usia 5 tahun, (2) mendeskripsikan dan menganalisis wujud deiksis ruang pada anak usia 5 tahun, (3) mendeskripsikan dan menganalisis wujud deiksis waktu pada anak usia 5 tahun, dan (4) mendeskripsikan fungsi deiksis pada anak usia 5 tahun. Penelitian ini Jurnal Bahasa, Sastra dan Pembelajarannya Vol 11, No 2, Oktober 2021 ISSN 2089-0117 (Print) Page 176 - 193 ISSN 2580-5932 (Online) 176 ǀ Jurnal Bahasa, Sastra dan Pembelajarannya dilaksanakan dengan menggunakan pendekatan kualitatif dengan metode observasi. Sumber data dalam penelitian ini adalah anak usia 5 tahun. Penggalian data ditempuh dengan menggunakan teknik simak libat cakap, teknik simak bebas libat cakap, catat, dan rekaman. Untuk menganalisis data digunakan teknik deskriptif kualitatif. Berdasarkan hasil penelitian tentang deiksis dalam bahasa Indonesia pada tuturan anak usia 5, diperoleh kesimpulan (1) deiksis persona ditemukan beberapa wujud deiksis, yakni persona pertama, persona kedua, dan persona ketiga (2) deiksis tempat, pada anak usia 5 tahun ditemukan beberapa wujud, yakni proksimal, semi-proksimal, dan distal. Sementara itu, (3) deiksis waktu, pada anak usia 5 tahun ditemukan beberapa kata, seperti besok, kemarin, dulu, dan tadi. Berkenaan dengan (4) fungsi deiksis, pada tuturan anak usia 5 tahun ditemukan fungsi-fungsi, seperti fungsi emotif, fungsi konatif, dan fungsi referensial. Kata-kata kunci: deiksis, jenis deiksis, fungsi deiksis, tuturan anak
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Larasaty, Gina. "The Translation Procedure in Children Novel – Spiderwick Chronicle." Wiralodra English Journal 3, no. 1 (June 25, 2019): 239–43. http://dx.doi.org/10.31943/wej.v3i1.40.
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This research aims to find translation procedures from English to Indonesian which are used in translating Spiderwick Chronicles novel. The translator translates from source language (English) to target language (Indonesia). The researcher used the descriptive qualitative method to analyze the data, relates to the aim of this research is to find out the categories of translation procedure in Spiderwick Chronicle Novel. The researcher used the translation procedure (Newmark, 1988:82-91) framework by Peter Newmark for examining the data. Based on the result from the analysis showed that the total number Newmark’s translation procedure applied in Spiderwick Novel is 59 . The most translation procedure applied is shift or transposition with 20 (33,9%), and the least of translation procedure applied are Cultural equivalent , synonymy and functional equivalent with the total frequency 1 (1,7%). The translator used modulations as the second most translation procedure applied in the Spiderwick novel with 14 (23,7%). .
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Pujiawati, Nia, and Yasir Riady. "Parental discourse strategies in Indonesian multilingual families." LADU: Journal of Languages and Education 2, no. 3 (March 31, 2022): 97–103. http://dx.doi.org/10.56724/ladu.v2i3.117.
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Background: In Indonesia, the amount of family speaking more than one language recently increase in intensity. They not only speak their official language and mother tongue for daily communication, but do they also be fluent in another foreign language for example English.
Purpose: The present study closely examines spontaneous interactions between parents and children and explore the family members’ efforts to shape children’s foreign language use and learning outcomes. The focus is on the parental discourse strategies which presents a sequential analysis of the child’s language mixing in interaction which each parent and how the parent reacts to that mixing.
Design and methods: To obtain the data, open-ended questionnaires were sent out to five families in which the children actively use English in their daily conversation. Using Lanza’s (1997) parental discourse strategies.
Results: the result reveals that parents mostly follow code-switching in negotiating and enforcing their children to maintain their communication in English.
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Sary, Fetty Poerwita. "TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 41. http://dx.doi.org/10.25134/ieflj.v1i1.612.
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The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills�speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.
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Mubarak, Faisal. "تكنولجيا التعليم ودوره في تعليم اللغة العربية للناطقين بلغة أخرى." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 9, no. 2 (April 11, 2020): 156. http://dx.doi.org/10.22373/ls.v9i2.6739.
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Arabic is one of the seven world languages recognized by the United Nations. Besides being an international language, the existence of Arabic in Indonesia cannot be separated from the language of Religion. The entry of Arabic in Indonesia is accompanied by the presence of Islam. Arabic in Indonesia has a very important influence. As a world language, Arabic is a compulsory subject that is taught in our country starting from the Ibididaiyah level to the university level, but the results are far from what is expected. This is none other than not because the results of language acquisition in most Islamic Education institutions from elementary to tertiary level are still low. In addition, the atmosphere and tradition of Arabic speaking is very rarely found in the Education environment. Various kinds of analysis that reveal the low language ability of children, starting from the methodology to teaching materials and materials and also that are not less important are media or learning technology. Through this research the author wants to map the extent of the influence of the use of media for teaching Arabic for non-Arabs.