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Dissertations / Theses on the topic 'Indonesian language'
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1
Musgrave, Simon. "Non-subject arguments in Indonesian /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000239.
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Syahdan. "Sasak-Indonesian Codeswitching." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565566.
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Campbell, Ian Frank. "National literature, regional manifestations contemporary Indonesian language poetry from West Java /." Connect to full text, 2006. http://hdl.handle.net/2123/1219.
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Thesis (M. Phil.)--University of Sydney, 2007.Degree awarded 2007; thesis submitted 2006. Title from title screen (viewed 19 Dec. 2006). Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the School of Languages and Cultures. Includes bibliographical references. Also issued in print.
4
Son, Minjeong. "Causation and syntactic decomposition of events." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.05 Mb., 255 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3205430.
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Soemartono, Endang Sutartinah. "A study of subject omission in the spoken language of Indonesian primary school children aged 6 to 12 in Jakarta." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1337.
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This study investigates the occurrence of subject omission in spoken Indonesian spoken as a first language by primary school children in grades one to six and aged between six and twelve years in Jakarta. It also investigates the developmental stages of subject omission, and the effects of age, gender and degree of formality on the occurrence of empty or null subjects. Since the acquisition of language is ongoing during the students' primary schooling, this study also considers how null subjects in Indonesian may have an impact on learning and teaching at school. The omission of subjects occurs independent or matrix and in main clauses, and in coordinating and subordinating clauses in four types of sentences of basic, compound, complex, and compound-complex sentences. Developmental stages in subject omission, the setting or with whom the students are speaking, age and gender have a statistically significant impact on omission of subjects especially in independent, matrix and in the main clauses. Age and gender have no impact on the omission of subjects in the coordinating clauses of the compound sentences, in the subordinating clauses of complex sentences, and in the coordinating and subordinating clauses of the compound-complex sentences. Clauses where subject omission occurs here include indeendent basic sentences, the first or matrix clause in a compound sentence, the main clause in a complex sentence, and in the first clause of coordinate or subordinate clause in a compound-complex sentence. The similarities in the omission of subjects are that students omit subjects more when they speak with the researcher than with their peers, except for coordinating clause subjects in the compound-complex sentences. Overall subject omission decreased in independent basic clauses, in the first or matrix clauses of compound sentences, and in the main clauses of complex sentences as the students become older. However, subject omission in the coordinating and subordinating clauses in the compound-complex sentences increases. The main focus of the present study is the omission of subjects in main clauses since in the formal adult written Indonesian there is no omission of the subject in this position. This fact may have an impact on learning and teaching in that there is a decrease in their omission of independent, matrix or main clause subjects as they become older and use more formal language in writing.
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Campbell, Ian Frank. "National literature, regional manifestations: Contemporary Indonesian language poetry from West Java." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1219.
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This thesis 'maps' aspects of contemporary Indonesian language poetry and associational life related to that poetry from the Indonesian province of West Java, particularly, but not exclusively, in the period after 1998.
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Winarni, Indah. "Verbal, mental and behavioural processes in Indonesian." Thesis, The University of Sydney, 1985. https://hdl.handle.net/2123/26865.
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With the development of Indonesian as a national as well as official language, research on various aspects of the language has been conducted. However, many of the studies are concerned only with phonological and morphological aspects of the language. There is a real need for more work on the semantic-syntactic aspects of the language.
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Read, Julia Elizabeth. "Innovation in Indonesian language teaching an evaluation of the TIFL tertiary curriculum materials /." Access electronically, 2002. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041006.110804/index.html.
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Saragih, Sylvia. "Code-switching amongst Simalungun-Indonesian bilinguals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/912.
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This study investigates code-switching within a bilingual speech community. The languages used in this community are Indonesian, the national language 9f Indonesia, and Simalungun, one of the regional languages spoken in North Sumatra. Conversations amongst young bilinguals with balanced competence in both languages were recorded and passages containing examples of code-switching were transcribed for analysis. It was found that the base language of interaction was Simalungun, but that code-switching into Indonesian occurred in all conversations recorded. Analysis of the language data collected led to the conclusion that code-switching was used by the speakers in different ways. Indonesian loans were used to fill lexical gaps in the regional language. Indonesian was also used when quoting speakers in different interactions. Some Indonesian expressions used were generally associated with a particular domain, such as government or urban lifestyle. Speakers also used Indonesian code-switching as a conversation strategy - to mark particular expressions in contrast to the base language, to indicate interpersonal distance or for humour. Attitudes of the speakers obtained during post-recording interviews indicated that there was a general lack of consciousness of code-switching. Speech containing frequent code-switched expressions was not regarded as a particular style or described by a particular term. Speakers generally indicated positive attitudes to use of each language in its normal domain, but negative attitudes to mixing the two codes
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Crouch, Sophie Elizabeth. "Voice and verb morphology in Minangkabau, a language of West Sumatra, Indonesia." University of Western Australia. School of Humanities, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0010.
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Minangkabau is an Austronesian, Indonesian-type language spoken in West Sumatra by approximately seven million speakers. Despite its large number of speakers and the spread of Minangkabau people throughout the Indonesian Archipelago, Minangkabau remains under-described when compared to other Indonesian-type languages like Javanese. This study seeks to improve current understanding about Minangkabau by describing its system of voice alternations and verb morphology. This study presents a novel analysis of the forms and functions of voice marking in Minangkabau, incorporating naturalistic data into the analysis as well as taking the findings of recent typological and theoretical studies of Austronesian languages into consideration. The study makes use of naturalistic, conversational and narrative data from a database maintained by the Max Planck Institute for Evolutionary Anthropology Field Station in Padang. The study also makes use of elicited data collected in Perth and during fieldwork in Padang. Naturalistic and more formal, elicited Minangkabau data reveals different kinds of linguistic patterns, therefore this study makes a distinction between Colloquial Minangkabau and Standard Minangkabau. The study concludes that Minangkabau has a pragmatically motivated voice system encoded by the alternation between active voice, passive voice and the pasif semu construction. In addition, the study concludes that Minangkabau also has a conceptually motivated voice system that is encoded by a series of semantic and lexical/derivational affixes (ta-, pa-, and ba-) which show how the action originates and develops. The Minangkabau applicatives -an and -i are for the most part valency changing devices but operate within both the pragmatic and conceptual domains of Minangkabau voice. The active voice marker maN- also operates in both pragmatic and conceptual domains whereas the use of the passive voice marker di- is primarily motivated by pragmatic and syntactic factors. This analysis is supported by the finding that di- is a morphosyntactic clitic whereas the conceptual voice markers are affixes and have mainly lexico-semantic properties.
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Zentz, Lauren Renée. "Global Language Identities and Ideologies in an Indonesian University Context." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/232471.
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This ethnographic study of language use and English language learners in Central Java, Indonesia examines globalization processes within and beyond language; processes of language shift and change in language ecologies; and critical and comprehensive approaches to the teaching of English around the world. From my position as teacher-researcher and insider-outsider in an undergraduate English Department and the community surrounding the university, I engaged in reflections with students and educators in examining local language ecologies; needs for and access to English language resources; and how English majors negotiated "double positionalities" as both members of a global community of English speakers and experts in local meaning systems within which English forms played a role. In order to understand English, language ecologies, and globalization in situ, I triangulated these findings with language and education policy creation and negotiation at micro-, meso- and macro- levels, (Blommaert, 2005; Hornberger & Hult, 2010; McCarty, 2011; Pennycook, 2001, 2010).Globalization is found to be part and parcel of the distribution of English around the world; however, English's presence around the world is understood to be just one manifestation of contemporary globalization. More salient are the internationalization of standards, global corporate and media flows of information, and access to educational and information resources. These are all regulated by the state which, while working to maintain an Indonesian identity, relegates local languages to peripheries in space and time, and regulates access to all language resources, creating an upward spiral of peripheralization wherein the levels of proficiency in local, national, and English languages represent access gained to state-provided educational resources.
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Suwarno, Bambang. "Indonesian language policy and the views of language teachers in Yogyakarta: Implications for action." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/119.
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This study critically examined Indonesian language policy and planning (ILPP) together with the views of Javanese language teachers of the impact of ILPP on heritage languages and the implications for policy review. It was found that ILPP might not be effective to stem language shift or be congruent with the Indonesian Constitution. Models were conceived for policy revision, one from the teachers’ views while another from language policy theory and Indian language policy.
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Abid. "Oral communication strategies instruction: Voices from Indonesian English language lecturers." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54090.
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This present study investigated the perspectives of Indonesian English lecturers of oral communication strategies instruction on the English Education Program in the Province of Gorontalo, Indonesia. Data were collected using interviews with lecturers and pre-service teachers majoring in the program, and from teaching syllabuses and classroom observations. Informed by a constructivist paradigm and a thematic analysis approach, the study sought to inform English language lecturers in the English Education Program.
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Sulistyo, Dore Corr. "Error analysis as an introduction to interference in Indonesian ESL composition." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1661.
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An overview of the historical background of error analysis and interference issues, followed by a sample error analysis in a case study context. This investigation of errors is significant in bringing to light the impact on English student writing of the differnces between English versus the indirect nature of various levels of Indonesian.
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Dharmaputra, Garnasih Aseanti. "Language Policy, Ideology and Language Attitudes: A Study of Indonesian Parents and their Choice of Language in the Home." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20291.
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This study is driven by my curiosity about Indonesian parents’ use of English, a foreign language in Indonesia, to raise children. It led me to ask why this seems like normal practice and why parents seem to have little attachment to Indonesian although they grew up speaking the language. Previous studies have focused, among others, on how Indonesian children navigated their identity as cosmopolites and how English language schools applied the national education policy. Meanwhile parents’ choice of home language has received little attention. This study fills the gap in the literature by focusing on the ideology of raising children in the school language. I draw on Bourdieu’s concept of habitus to explain the motivations behind the parents’ use of English. I discuss the impact of language policies during the Dutch and Japanese occupations, the New Order and post-New Order periods, on parents’ language attitudes and argue that the ideology of raising children in the school language is inculcated within more than one generation. In every generation, parents use the school language in the home, respectively, Dutch, Indonesian and English, reflecting the assumption that language is a tool for economic advancement. The study uses a combined quantitative and qualitative methodology, involving questionnaire and video/audio recordings of parent-children interactions. The participants consist of upper-middle class parents who send their children to English language schools. The findings show that most parents speak a mixture of Indonesian and English, which suggests that they still value Indonesian as the family language, but use English to support their children’s schooling. I show that parents’ attitudes reflect the ideology of language inculcated through language policy and implemented through education, which promotes the school language as a tool for achieving better social standing. Parents who want their children to succeed thus deem that English language schools are the best option for their children. This study contributes to the understanding of the role of English in the Indonesian education system and the impact of language policy on language attitudes. By focusing on Indonesia, it provides an example of the process involved in the dissemination of the language through the education system.
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Campbell, Ian Frank. "National literature, regional manifestations: Contemporary Indonesian language poetry from West Java." School of Languages and Cultures, 2007. http://hdl.handle.net/2123/1219.
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Master of PhilosophyThis thesis 'maps' aspects of contemporary Indonesian language poetry and associational life related to that poetry from the Indonesian province of West Java, particularly, but not exclusively, in the period after 1998.
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Barnard, Erlin Susanti. "The comprehension approach : its effect in the acquisition of Indonesian language." Thesis, Leeds Beckett University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416237.
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This study investigates the effect of applying the Comprehension approach in classroom instruction of Indonesian as a foreign language. The comprehension approach, also known as the input based approach, claims that for acquisition to take place there must be a period of time allowed to process input without any pressure to produce. In other words, instruction will be more effective if it is based on input rather than output practice. Most Indonesian language training, especially during the beginning stage of acquisition, has ignored this input based approach, emphasizing the output or production approach. This study compares two different interventions at the elementary level of the acquisition of Indonesian as a foreign language: one that is based on the comprehension approach, the other on the production approach. Students enrolled in two semesters of elementary Indonesian courses- a total of 200 students in semester one, and 58 in semester two-were divided into input and output groups, both of which were taught using equal amounts of time and materials by the same team of teachers. Students' language acquisition was measured based on the post and delayed post tests used to evaluate students' performance in comprehension, as well as production tasks. These tests were administered at the beginning, middle and end of each semester. In addition, an oral interview was administered at the end of each term. The findings from the first semester of study indicated that the input group students outperformed the output group students on the comprehension tasks, and performed as well as the output group on the production tasks. However, in the second semester of study it was found that there were no significant differences between the input and output groups on comprehension and written production tasks, although the output group outperformed the input group on oral production tasks. The results of this study suggest that focusing on comprehension input activities works very well in the early stages of Indonesian acquisition in developing comprehension and production skills. However, prolonged focus on comprehension activities may not be as beneficial in developing optimal oral production skills, as learners fail to benefit from the opportunity to experience pushed output in comparison to the output group. On the other hand, production training may develop comprehension as effectively as written-cum-oral production skills in the long run, although a focus on production activities at the early stage of acquisition seems to impede the development of comprehension skills. While the present study supports the assertion that input is paramount in facilitating acquisition, the results also indicate that at a later stage output plays a significant role in enhancing acquisition.
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Andriana, D. M., and n/a. "Seeking and giving advice : a cross cultural study in Indonesian and Australian English." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060601.162436.
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This study investigates behaviour in seeking and giving advice in
Australian English and Indonesian. It seeks to determine the crosscultural
similarities and differences in seeking and giving advice in both
languages in the areas of
(i) the use of language routines and strategies
(ii) the influences of cultural and social aspects.
Data were collected from two preliminary questionnaires and a Discourse
Completion Test (DCT). The DCT was completed by Australian and
Indonesian native speakers in their first language. Analysis focussed on
both qualitative and quantitative aspects. Findings reveal that speakers of
both languages use similar strategies in terms of politeness, directness or
indirectness and Speaker-or-Hearer Oriented utterances. The realization
of the language routines of advice seeking and giving in both languages
is, however, different. The influence of socio-cultural features is noticeable
in both languages in terms of formality, relationship of interlocutors, age
and gender. The results are not always consistent with the hypotheses
posed in the study.
Chapter 1 provides an introduction to the Study and Chapter 2 presents the
theoretical background and discusses the concept of advice.
In Chapter 3 the methodology of the Study is described and the hypotheses
are stated.
Chapter 4 presents the results of the analysis of data and Chapter 5 sets out
conclusions and recommendations.
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Johnson, Richard K. School of Modern Language Studies UNSW. "Terms and processes in translation between Indonesian and English." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/23080.
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This thesis aims to examine particular problems that the Indonesian language poses for translators, whether translating from Indonesian to English or English to Indonesian. The notation Indonesian~English translation substitutes the swung dash ~ substitutes for the hyphen -. This notation is used in this thesis to indicate translation either from Indonesian to English or from English to Indonesian. It is a convenient way to make it clear when translation is in both directions. A multifaceted approach to translation will enable translation to be viewed in much the same way as the kinds of demands it places on the translator, who needs constantly to be aware of author~reader, source~target culture, syntax, semantics, semiotics, even geography and even politics. The use of metaphor and illustrations to describe the theoretical processes of translation is justified in the same way that imagery is justified in literature. To go a step further, it is important to see through the artificial distinction often made between interpretation and translation, so that translation acquires flexibility and a deeper ethical structure. A symbolic approach may be used by the translator., involving the perception of modules within text, identified with symbols, that can facilitate the process of translation. With Indonesian, the influx of foreign words occurred in three identifiable stages, Sanskrit, Arabic and Dutch/English. In relation to Indonesian~ English translation, the levels of Javanese and the co-existing presence of the Jakarta dialect may be compared to English vocabulary levels, for example Anglo- Saxon versus Latinate forms. This means an awareness of the existence of layers on the part of the translator. It does not imply a match between the layers in each language, philological layers between English and Indonesian, or strict equivalence between one set of borrowings in English and one in Indonesian. The hypothesis put forward is that there are advantages for the translator in being aware of waves of foreign and regional input that are part of the history of Indonesian as well as English, and that there is potential for creative utilisation of the resources of the two languages. Although a match between the layers in each language or strict equivalence between one set of borrowings in English and one in Indonesianis not implied, it is useful to recognise word origins where this may impact on the appropriate translation. Examination of the corpus presented in this thesis has shown that the history of Indonesian words can readily affect their meaning, while the history of English words may affect the choice of terms/. Nevertheless it has proved difficult to demonstrate any particular effect of the history or layer of meaning on the choice of terminology in translation. It seems that once the Indonesian term has been understood, the translation that will emerge will not particularly be bound by reference to the history of English terminology. The hypothesis then may be reduced to an observation that the derivation of Indonesian terms, like that of English terms, is important in fully understanding the scope of meaning of the terms. The other hypothesis in this thesis is that texts or terms can be viewed as a root system containing various nodes content that the translator can respond to and wrap into the translated version, with the form of the target text possibly differing from that of the source text. The process of translation can be compared to a process of unpackaging various semantic and other elements in a unit to be translated and repackaging them for the target version. The undbundling~rebundling hypothesis is in the end a very practical matter. It aims to enlarge the discretion of the translator to carry over content with judicious changes in form. It is fair to summarise examination of the corpus by concluding that evidence of the need for unbundling~rebundling has not been convincingly presented in this thesis. It is also fair to say that in general the English translation has followed the order of the Indonesian original quite closely, and this means that a process of unbundling~rebundling is often unlikely to be necessary. Nevertheless the validity of the unbundling~rebundling approach remains, and if a text requires this kind of analysis there is ample justification for its use.
20
Palmer, Blair D. "Production grammars for the kinship terminologies of Burmese and several Indonesian languages." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37156.pdf.
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Fitriyah, Siti. "Experiencing policy change and reversal : Indonesian teachers and the language of instruction." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/experiencing-policy-change-and-reversal-indonesian-teachers-and-the-language-of-instruction(3bc847fd-2494-4e7c-b6df-8495fbfc4ecd).html.
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As set in the Indonesian context of changing policies regarding the language of instruction in a particular stream of public schools, known as the International Standard Schools (ISSs), the study reported in this thesis explored the experiences of Science and Mathematics teachers regarding the introduction, implementation, and reversal of the use of English as the medium of instruction (EMI). Through this study, I aimed to develop insights with regard to teachers' experiences of educational language policy change and reversal. A qualitative, narrative-based approach to the study was adopted. I sought to attend to the meanings that seven Science and Mathematics teachers attributed - through their narration with me - to their experiences of the language of instruction policy change and reversal. A broader context for their meaning-making narratives was gained from the narrativised experiences of one curriculum leader and one teacher trainer. The narrations took place in the participants' preferred language of Bahasa Indonesia with a mixture of some vernacular languages, and, having restoried their narrations into reader friendly texts in the original language(s), I then analysed them from holistic and categorical content perspectives. Next, as informed by this analysis and my reflexively-surfaced understandings of this context, I explored the influences that may have shaped the teachers' experiences. This study identified main patterns in the teacher experiences of change, namely: i) a willingness to embrace change - struggle - fulfilment - disappointment; ii) a willingness to embrace change - excitement - fulfilment - disappointment; and iii) a resistance to change- struggle - fulfilment - relief. There were both internal and external shaping influences on these patterns. Such internal influences include teachers': i) language confidence; ii) perceptions of EMI, and iii) stage of career. These internal influences may have shaped teachers' willingness either to make the most of their involvement in the programme or to simply be part of the programme without many expectations. Possible external shaping influences include: i) societal perceptions of EMI; ii) support from school and government; iii) opportunities to interact with other teachers; and iv) support from colleagues. These external influences seemed to have created an environment which either facilitated or hindered the teachers' performance as EMI teachers and their continuing development for and through the EMI programme. My study also identified three stages of experiences of reversal, i.e.: Stage One - turbulence, intense-emotions, and feelings of nostalgia; Stage Two - readjustments; and Stage Three - acceptance and adaptation. The teachers who responded negatively towards the reversal tended to experience all the three stages. Meanwile, those who were relieved by the reversal directly moved to Stage Three: acceptance and adaptation, without experiencing Stage One and Stage Two. My study has implications for how educational language policy change and reversal may be addressed in countries with a complex linguistic landscape, e.g. Indonesia. It also offers some suggestions for policy makers and teacher educators regarding teachers' experiences and needs when potentially reversing existing or introducing a new educational language policy.
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Hananto and n/a. "An analysis of CALL and implications for Indonesia." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060720.121226.
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Computers have begun to be exploited for English
teaching purposes by some Indonesian teachers.
Unfortunately, the potential of the computer is not fully
realized. There is also a danger that the computer is
misused. For example, the computer use is limited to
delivering exclusively dri11-and-practice exercises. It
is, therefore, very essential for Indonesian EFL teachers
to explore avenues for improving the computer use.
The aim of this study is explore how CALL (Computer
Assisted Language Learning) is used in the ACT in order
to encourage and improve the use of CALL in relation to
English teaching in Indonesia.
In this study, the different theories of CALL are
reviewed. This is followed by a description of how CALL
is utilized in the ACT. This CALL survey is offered as a
model for comparison. Since CALL is still considered a
controversial issue, students' and teachers' attitudes
toward CALL are also investigated. Finally, implications
and suggestions are put forward for Indonesian EFL
teachers and educational authorities. Important insights
from the survey are emphasized. Necessary information
which was not found in the survey, such as the latest
developments in CALL, is included.
23
Suwono, S. "Tense, aspect and time concepts in English and Bahasa Indonesia: Pedagogical implications." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1151.
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The aim of the study has been to provide theoretical foundations on which padagogical approaches to the teaching of English tense-aspect complexes to EFL teacher trainees in Indonesian tertiary institutions can be based. The study investigates how expression of time and related concepts in English and Bahasa Indonesia (BI) can be compared with particular regard to pedagogical implications. Two major areas of investigation have been explored: 1. questions relevant to the general linguistic theory of tense and aspect and how the two languages compared fit into such a general theory; ii. questions relevant to how the teaching of English tense-aspect complexes can be seen as consistent with contemporary views based on Second Language Acquisition (SLA) research. Within the former area, the theory of tense as a deictic category and the related 'theory' of aspect developed by Comrie (1976, 1985) are reviewed. A model of tense-aspect complexes developed for the purposes of interlanguage comparison is presented. On the basis of the model the English tense-aspectcomplexes and BI 'temporal-aspectual complexes' are described. In relation to matters pertaining to SLA theory, thefollowing steps have been taken: (1) The speciflc requirements of Indonesian EFL teacher education have been considered in the light of contemporary SLA theory; (2) Textbooks currently used for the teaching of English tense-aspect complexes in Indonesian EFL teacher education at IKIP/FKIPs have been analysed; (3) Current practices and attitudes of the teacher trainers teaching English tense-aspect complexes to EFL teacher trainees at IKlP/FKIPs have been explored. In conclusion, approaches for presenting the English tense aspect complexes based on the major findings of the study are suggested.
24
Setyawan, Yusak Budi. "Models of God of Sallie McFague and its relevance to Indonesian patriarchal culture." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Raharjo, Irawati, and n/a. "Teaching Indonesian as a foreign language in the A.C.T using the communicative approach." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061107.091143.
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For some years now, linguists have been developing
methods of teaching second language learners to communicate
effectively in the foreign language, concentrating on methods of
developing skills in oral communication.
Although there are many factors in Australia which
would favour the introduction of Communicative Language
Teaching for Indonesian - such as well-equipped classrooms and
small class sizes - the Communicative Approach to teaching does
not appear to have been fully developed. This is partly because
of the lack of communicatively-based textbooks and teaching
materials.
The aim of this study is to suggest some ways in which
Australian teachers could adapt the currently available materials
and textbooks for use in communicative teaching of Indonesian,
and also to propose methods of assessing students'
communicative abilities.
Chapter One describes the background to the study, and
defines its aims, its scope and the research method used.
Chapter Two looks at the teaching of Indonesian in the
A.C.T., concentrating on the equipment and textbooks which are
available. Some of the problems of teaching and assessment are
also outlined.
The discussion of Communicative Language Teaching in
Chapter Three covers the development of language teaching
methodology in general terms.
A description and analysis of my research conducted on
students and teachers of Indonesian in the A.C.T. is included in
Chapter Four.
The last two chapters contain a presentation of possible
teaching materials and methods of introducing communicative
activities (Chapter Five), and possible ways of assessing
communicative activities (Chapter Six). Some of the problems of
the Communicative Approach are also discussed.
This Study Report is intended only to suggest some ways
of introducing communicative activities into A.C.T. classrooms in
the waiting period before new textbooks and materials, hopefully
based on the Communicative Approach, become available.
26
Yuwono, Grace Ika. "Indonesian EFL teacher professionalism : a case study in Salatiga Municipality." Thesis, Faculty of Education and Social Work, 2008. http://hdl.handle.net/2123/14297.
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Munajat, Rama. "Discourse-based analysis of surface-marking strategy shift in Sundanese foregrounding written narrative segments : a pattern of Indonesian structural influence." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370881.
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This present study examines the structural impact of language contact on discourse information marking in narrative. It focuses on the surface patterns and underlying linguistic principles used to describe the foregrounding events in traditional and modem short stories, written in Indonesian (the official language of Indonesia) and Sundanese (the native language of West Java province). These two languages have been in an intensive contact since 1945.The data indicate that aspect sets apart background from foreground, whereas tense distinguishes ordinary from significant within the background and foreground levels. Cross-linguistically, the ordinary background information appears in existential, stative, and progressive constructions, marked by the underlying past-tense and imperfective aspect; the significant background and significant foreground types occur in a direct speech and/or direct quote, with the underlying Historical Present. Besides signaling a switch from the past-tense to the HP, the direct speech or direct quote also marks a shift in deixis, distal to proximal. The ordinary foreground information, containing events that advance the story, appears in the underlying past-tense and perfective aspect.The surface markings of the ordinary foreground events, however, are different. In the traditional and modern Indonesian data, these events are dominantly depicted in the active-voice structure. The traditional and modern Sundanese texts, on the other hand, show two different dominant surface marking patterns: the KA (particle) and the active-voice constructions respectively. This appears as a shift in the surface marking strategy attributed to the Indonesian structural influence. The KA- to active voice surface-marking strategy shift indicates the change from the KA + Topic – Comment pattern to the Subject – Predicate structure, suggesting the adoption of the SVX word-order pattern. This affects not only the pragmatic relations of the constituents in an utterance, but also the marking of given-new information distinction.The study demonstrates that the KA to active-voice marking shift in the modern Sundanese data is mitigated by the long-term language contact with Indonesian. Follow-up investigations with varied narrative themes and oral speech data are warranted. Since the shift also appears to indicate the authors' unbalanced bilingual skills, it raises an issue pertinent to the current teaching of Sundanese in the West-Javanese provincial curriculum.Department of English
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Asian, Jelita, and jelitayang@gmail com. "Effective Techniques for Indonesian Text Retrieval." RMIT University. Computer Science and Information Technology, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080110.084651.
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The Web is a vast repository of data, and information on almost any subject can be found with the aid of search engines. Although the Web is international, the majority of research on finding of information has a focus on languages such as English and Chinese. In this thesis, we investigate information retrieval techniques for Indonesian. Although Indonesia is the fourth most populous country in the world, little attention has been given to search of Indonesian documents. Stemming is the process of reducing morphological variants of a word to a common stem form. Previous research has shown that stemming is language-dependent. Although several stemming algorithms have been proposed for Indonesian, there is no consensus on which gives better performance. We empirically explore these algorithms, showing that even the best algorithm still has scope for improvement. We propose novel extensions to this algorithm and develop a new Indonesian stemmer, and show that these can improve stemming correctness by up to three percentage points; our approach makes less than one error in thirty-eight words. We propose a range of techniques to enhance the performance of Indonesian information retrieval. These techniques include: stopping; sub-word tokenisation; and identification of proper nouns; and modifications to existing similarity functions. Our experiments show that many of these techniques can increase retrieval performance, with the highest increase achieved when we use grams of size five to tokenise words. We also present an effective method for identifying the language of a document; this allows various information retrieval techniques to be applied selectively depending on the language of target documents. We also address the problem of automatic creation of parallel corpora --- collections of documents that are the direct translations of each other --- which are essential for cross-lingual information retrieval tasks. Well-curated parallel corpora are rare, and for many languages, such as Indonesian, do not exist at all. We describe algorithms that we have developed to automatically identify parallel documents for Indonesian and English. Unlike most current approaches, which consider only the context and structure of the documents, our approach is based on the document content itself. Our algorithms do not make any prior assumptions about the documents, and are based on the Needleman-Wunsch algorithm for global alignment of protein sequences. Our approach works well in identifying Indonesian-English parallel documents, especially when no translation is performed. It can increase the separation value, a measure to discriminate good matches of parallel documents from bad matches, by approximately ten percentage points. We also investigate the applicability of our identification algorithms for other languages that use the Latin alphabet. Our experiments show that, with minor modifications, our alignment methods are effective for English-French, English-German, and French-German corpora, especially when the documents are not translated. Our technique can increase the separation value for the European corpus by up to twenty-eight percentage points. Together, these results provide a substantial advance in understanding techniques that can be applied for effective Indonesian text retrieval.
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Jubhari, Ria Rosdiana. "Cultural influences on the rhetorical structure of undergraduate thesis introductions in Bahasa Indonesia and English." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/9373.
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Ariatna. "Mentoring a teacher’s innovation with task-based language teaching in an Indonesian secondary school." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88904.
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A teacher-educator assisted a teacher with no prior experience of task-based language teaching. Focusing on how the teacher implemented TBLT over a 12-week period, I document changes in the teacher’s use of the L1, questions, and focus-on-form and draw lessons for how educators can assist teachers with innovating with TBLT.
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Young, Wendy L. "The relationship between individual differences, training in second language aural comprehension strategies and performance in year 9 Indonesian language students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/105.
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There are three distinct but interrelated parts to this research. The first part measures language learning strategies (LLS) and other individual differences (IDs), as well as the relationship between LLS and the other IDs of year 9 students of Indonesian as a foreign language (L2). The second part measures differences in use of LLS between the control and experimental groups, and then over time. The third part measures the effects of training in LLS on listening comprehension. The study had three main aims. One was to determine the relationship between participants' LLS use and their language learning background, affective factors, learning styles and aptitude. A second was to determine changes to strategy use following training in certain LLS. The third was to find what changes occurred to strategy use following the training.
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Cole, Deborah L. "Performing 'unity in diversity' in Indonesian poetry: Voice, ideology, grammar, and change." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280597.
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The main insight of this dissertation is that we can commit to recognizing diversity by sounding others' voices with our voices. I argue that articulations of 'unity' using the familiar sounds of linguistic diversity enables ideological change in the practice of performing poetry in Bahasa Indonesia. Multiple types of data in Bahasa Indonesia are examined and presented to support this argument including newspaper articles, literature textbooks, personal interviews, conference papers, and recordings of poetry performances. In these data, we hear a variety of voices in Indonesia articulate two ideologies about the function of literature in society, which are: 'Literature develops the citizens'' and 'Literature enables unity in diversity'. We also hear various voices articulate an ideology about the proper form of performed poetry, which is: 'Proper reading (or sounding) of a poem results from deeply understanding another's heart'. Transcriptions and descriptions of poetry readings illustrate how these ideologies are realized in performance. I have called the complex interaction of these component ideologies 'Language Celebration in Bahasa Indonesia.' This dissertation makes several important contributions. This analysis brings together two separated approaches to language study (i.e., linguistic anthropology and formal linguistics) to show that both are needed to provide an account of an interaction between phonetics and ideologies. Further, this analysis articulates a theory of sound as one kind of physical (or material) aspect of language that can be exploited to produce ideological change. As a reflexive written document, this analysis examines differences between modes of linguistic production, specifically literary and scientific modes. Finally, by analyzing the structural differences between American and Indonesian language ideologies, I demonstrate why these two cultures differently value giving 'voice' to their internally diverse populations. Combining ethnographic description with formal modeling of language, as well as juxtaposing usually separated genres (like poetry and social theory) I hope to enable readers to arrive at empathetic trans-cultural understandings of Other values 'on their own'.
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Mistar, Junaidi 1967. "Strategies of Indonesian learners of English across individual differences." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8067.
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Ihsan, Diemroh. "A linguistic study of tense shifts in Indonesian-English interlanguage autobiographical discourse." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558344.
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The purpose of the study was two-fold. First, it investigated, described, and analyzed tense shifts and the roles of the present tense forms in IEIL autobiographical discourse. Second, as a contribution to the study of English interlanguage of Indonesian EFL learners it presents some pedagogical implications for the EFL teaching and learning in Indonesia and offers suggestions for further research. The data used for the study were twenty-six essays containing 1700 verb phrases in 937 sentences, which were written by twenty-six freshman EFL learners of the University of Sriwijaya in Palembang, Indonesia, in 1986.The results of the study show that tense use in IEIL is systematic, on one hand, and variable, on the other. Shifts of tense from past to present are generally predictable. The present tense usually functions to present the writer's evaluation or opinion, habitual occurrences, general truth, or factual descriptions functioning as permanent truth in relation to the writer's childhood. Occasionally, the present tense functions as the Historical Present to narrate past events. The past tense, on the other hand, usually functions to describe past truth and, at times, to narrate historical events such as the writer's date and place of birth.Variability also characterizes IEIL autobiographical discourse. That is, IEIL writers do not completely follow the present and past tense rules. For instance, they usually use the present tense to express habitual occurrences, but at other times they use past tense accompanied by such expressions as "on Sundays," "on holidays," "whenever," etc.In addition, the following conclusions have been drawn: (1) IEIL autobiographical discourse largely contains description expressed in the past tense; (2) discourses are highly recommended to be used as the first material in teaching linguistic phenomena such as tense shifts to Indonesian EFL learners; and (3) following the IL theory and principles, EFL teachers should not treat EFL learner's should treat them as a sign that they are in fact in the process of learning.deviants as a sign of improper usage and harmful but instead should treat them as a sign that they are in fact in the process of learning.Department of English
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Wirza, Yanty. "Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.
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England, Neil Arthur. "Intercultural dialogue with Indonesian state sector language teacher educators about the epistemology of ELT INSET." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12324.
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This is a study through, and of, intercultural dialogue about the epistemology of in-service courses (INSET) for Indonesian primary and secondary state sector teachers of English. The dialogue was with the local experienced and novice language teacher educators from the English Department of an INSET centre attached to the Indonesian Ministry of National Education. The dialogue took place in Indonesia and was conducted almost exclusively in English. Beliefs about the epistemology of INSET in English language teaching (ELT INSET) are understood to be the value attached to, and the perceived relationship between, the different forms of language teacher knowledge that feature in the ELT INSET classroom. The participants’ epistemological beliefs were co-constructed through different forms of dialogue, incorporated in a range of activities designed both for research and professional learning purposes. These activities included the observation of, and post-observation dialogue about, two of the experienced language teacher educators’ ELT INSET classroom practices. The study of intercultural dialogue dimension to the thesis is a product of a reflexive stance on such activities in an intercultural context where issues of language, power, rapport and role expectations were heightened. The participants’ epistemological beliefs were found to reflect much current international thinking about language teacher learning, and there were numerous areas of correspondence between stated beliefs and observed ELT INSET classroom practices. The dialogue “pushed” the participants to make principled justifications of their ELT INSET classroom practices, and to consider additional and alternative practices. The study makes a range of recommendations related to the spirit, scope, sequence, content and management of intercultural dialogue about the epistemology of ELT INSET, for both research and language teacher educator professional learning purposes.
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Mathew, Ingrid B. "Errors in pronunciation of consonants by Indonesian, Gayo and Acehnese learners of English as a foreign language." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/904.
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This thesis reports on research into consonantal phoneme pronunciation errors in the English of EFL learners from three different first language groups in the province of Aceh, northern Sumatra, Indonesia. It is a qualitative study, describing the errors found for each first language group. Error data was collected from each participant in the language laboratory using an aural discrimination test, a word repetition test and a reading passage test, and also from interviews with each participant which were recorded on audio cassettes. Analysis and explanation of the error data then followed. There were eight participants from each of the three first language groups, with equal numbers of male and female participants in each group. All were students at the State Islamic Institute or other universities in Banda Aceh, either in the English teacher training department or taking English as a compulsory subject in their degree program. At the time of the research they were aged between 19 and 25, and had all taken EFL as a subject for six years in high school. Where it was not their first language, the national language, Indonesian, was their second language. All had studied Arable. The findings indicate errors are largely limited to final stops and sibilants, and initial and final affricates and interdentals.
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Irnanda, S. "Phonological awareness and word reading development in Acehnese-Indonesian bilinguals learning English as a third language." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/35829/.
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This study investigates the phonological awareness and multi-literacy acquisitions of Indonesian-speaking children with a varied level of Acehnese spoken language experience. The study specifically looks for the possibility of metalinguistic awareness benefit on the level of phonology by having Acehnese as a second spoken language after Indonesian, and the possibility of transfer of this phonological awareness into the third language English which is learnt formally at school as a foreign language. The other purposes of the study are to examine the roles of both Acehnese and English oral language vocabulary in the Acehnese and English word reading performances, respectively, once the L1 Indonesian word-reading skill is controlled. Forty-six 7-year-old children from a primary school in Banda Aceh, Indonesia were given three vocabulary tests, each in Indonesian, Acehnese and English, and were assessed for their daily (passive and active) spoken language use in Indonesian and Acehnese through a parental questionnaire. The participants were also assessed for their non-verbal intelligence and phonological awareness abilities that includes phoneme deletion, syllable deletion, onset oddity and rime oddity in the three languages. Finally, the participants were assessed for their Indonesian, Acehnese and English word reading abilities through a list of 30 words arranged in increasing difficulty level. The results of the study show that when Indonesian literacy skills is not controlled, having exposure to spoken Acehnese at home does not facilitate literacy and phonological awareness skills in Acehense, Indonesian or English. Once the Indonesian word reading skill and the level of intelligence are controlled, the Acehnese spoken language skills (Acehnese active use and Acehnese receptive vocabulary) is found to significantly predict the Acehnese word reading. The role of English vocabulary in English reading score is indicated to be significant even before the Indonesian literacy skill is controlled, but the significance level of L1 Indonesian word reading is still higher than the L3 English vocabulary skill in English word reading. The absence of L2 Acehnese orthographic knowledge, the L1 Indonesian orthographic dominance, as well as the L3 English opaque orthography are the primary causes of why no Indonesian-Acehnese bilingualism benefit found in the children's L3 English phonological awareness and word reading skills, and why Indonesian and English proficiency levels are more important for increasing the phonological awareness. This study contributes to early literacy teaching and learning in Aceh-Indonesian context, especially the teaching and learning to read in English as a foreign language. My study provides evidence that among multilingual children, the phonological processing skill can be elevated through teaching the orthographic knowledge of all the languages.
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Martin, Kylie. "Unity in diversity or diversity in unity? : an explorative study of the Javanese language and cultural influence within the Indonesian language, and its impact of the diversity of indigenous languages /." Title page, contents and preface only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arm3811.pdf.
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Mirahayuni, Ni Ketut School of Modern Language Studies UNSW. "Investigating textual structure in native and non-native English research articles : strategy differences between English and Indonesian writers." Awarded by:University of New South Wales. School of Modern Language Studies, 2002. http://handle.unsw.edu.au/1959.4/19068.
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Research into English research articles (RAs) has largely been focused on articles produced by native English writers. This thesis aims to investigate the textual structure of research articles written by non-native English writers, which may contribute to their acceptance for international publication. A comparison is made between RAs written by native English speakers, Indonesian writers writing in English, and Indonesian writers writing in Indonesian, all in the field of Language and Language Teaching. It explores the relation of text's generic structure, context and linguistic realization. The thesis develops a framework for the generic structure analysis based on Swales' CARS model of moves. A complementary analysis using Systemic-Functional Linguistics' (SFL) approach to texture, namely, text's method of development and structure of information, is conducted to further reveal the textual strategies of the different groups. The findings indicate significant differences in both forms and functions of textual strategies between the native and non-native texts. The differences may partly be due to the influence of writing practices in the non-native writers' first language and partly to the writer's attempt to find an appropriate format in the absence of well-established research writing conventions in the first language. Consequently, non-native English texts may show textual features and organising strategies unfamiliar to both the native English and native Indonesian texts. Findings from the research highlight two issues. First, formal and functional differences of generic structure elements and their realizations between the native and non-native English texts may disadvantage the non-native writers, particularly with regards to employment of unfamiliar organizational strategies. Second, besides knowledge of formal generic structure, more importantly, non-native English writers need to acquire the knowledge of the nature of scientific writing in English in order to achieve full control of the writing process and thus produce successful writing. The implications for further research and the teaching of academic writing are discussed.
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Farmasari, Santi. "Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205615/1/Santi_Farmasari_Thesis.pdf.
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This qualitative instrumental case study analyzed the manifestations of teacher agency through one complete cycle of a School-Based Assessment (SBA) practice of English in a primary school in Indonesia. Through an ecological approach, this study indicates that agency is influenced by teachers’ past experiences, perspectives and beliefs, and the school’s cultural, structural, and material conditions; some of which are enabling and constraining teacher agency. A problematic relationship between agency and sound language assessment in terms of validity, reliability and fairness was revealed. Actions to be taken by national policy makers, the school, the SBA practitioners, and teacher educators are recommended.
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Machali, Rochayah. "The occurrence of shifts and the question of equivalence in translation." Australia : Macquarie University, 1991. http://hdl.handle.net/1959.14/44598.
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"March 1990".Thesis (PhD)--Macquarie University, School of English & Linguistics, 1991.
Bibliography: leaves 219-221.
PART ONE: Research preliminaries -- The occurrence of shifts and the question of equivalence in translation -- Research methodology -- Theoretical orientation to the analysis of translation and texts -- The profile of major discourse types in Bahasa Indonesia -- PAERT TWO: Chapters of analysis -- The translation of procedural discourses -- The translation of hortatory discourses -- The translation of expository discourses -- The translation of narrative discourses -- PART THREE: Chapters of discussion -- Synthesis of translation shifts -- Translation types and translation equivalence at the textual level -- PART FOUR: Concluding chapter -- Conclusion and implications.
The study focuses on translation shifts, on their occurrence and their consequences, and especially how they relate to the question of equivalence in translation. For this purpose, eight Indonesian source language texts (SLTs) and eighty English translations (TLTs) were analysed, in terms of their, notional and prominent text features, rhetorical purpose, cohesion, topic-comment structures, and topical progression. The results of the analysis show how translators' behaviour and reactions to the SLTs vary, as indicated by divergencies in their translations. The variations indicate the kinds of shift fostered in the translation: obligatory and/or optional. -- Another fruit of the study is the identification of a number of shiftsensitive items in Indonesian grammar, such as /DI-/, /NG-/, /-LAH/. The textual effects of the shifts vary from the localized shift of interpersonal tenor to global shifts affecting text type and sub-type, and even to shifts of referential meaning. Although the shifts of text type and of sub-type show a tendency towards directness and neutrality, the shifts raise the question of whether or not the resulting TLTs can be considered as justified translations and as translation equivalences. The answer is the need to postulate a more flexible and wider view of equivalence, whilst setting up limits to acceptance of shifts which cause mistranslations, i.e shifts of referential meaning. This view provides a basis for distinguishing translation from adaptation and from mistranslation, a distinction which has hitherto been taken for granted in translation and in the training of translators. -- Appendices containing the TL texts (the SL texts are presented in each chapter of analysis) are presented at the back of the thesis. There is also a glossary of terms used in the study.
Mode of access: World Wide Web.
viii, 250 leaves
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Mulyani, Petra Kristi. "ALIGNMENT OF INDONESIAN CURRICULUM WITH PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1899.
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Progress in International Reading Literacy Study (PIRLS) was used to measure Indonesian fourth grade elementary school students’ reading comprehension in 2006 and 2011. Indonesian students scored among the lowest of the participating countries with a score of 405 in 2006 and 428 in 2011, with the PIRLS average scale score being 500. These results raised questions about the alignment of the Indonesian curriculum with PIRLS. Alignment research between the PIRLS 2021 frameworks and the Curr13 language standards and textbooks (the current Indonesian curriculum) was conducted to provide Kemendikbud (Indonesian Ministry of Education and Culture) with a prediction of students’ performance in future PIRLS. The alignment research was mixed methods research with an exploratory sequential design (a three-phase design). The first phase was qualitative data collection and analysis. Alignment instruments were developed using the components of Webb, NAEP ESSI, and HumRRO alignment models. The second phase identified features to be tested, where I revised the alignment instruments, guidelines, and codebook based on the first phase and created a new table. The revised instruments were then used to align Curr13 and PIRLS. The third phase was quantitative calculation using Webb's quantitative criteria (categorical concurrence, depth-of-knowledge consistency [DOK], range-of-knowledge correspondence, and balance of representation) and descriptive statistics. After the three phases, the interpretation used both the qualitative and quantitative data. The results found inconsistencies between Curr13 and PIRLS frameworks. There was no categorical concurrence between PIRLS frameworks and Curr13 unit assessments. Curr13 language standards and unit assessments did not include one PIRLS framework, evaluating and critiquing content and textual elements. This resulted in the absence of DOK for this framework. One PIRLS framework mostly covered by Curr13 language standards and unit assessments was interpreting and integrating ideas and information. DOK and balance of representation were achieved in this framework. Two PIRLS frameworks on comprehension processes (focusing on and retrieving explicitly stated information and making straightforward inferences) aligned to Curr13 and had a balance of representation but weak DOK. Meanwhile, Curr13 unit resources mostly aligned to one of two reading purposes in the PIRLS framework, acquiring and using information, but was weakly aligned with the other one, literary experience. The implication of research findings was to support Kemendikbud in predicting students’ performance in future PIRLS participation by examining the inconsistencies between Curr13 and PIRLS. Recommendations were provided for the elementary school teachers, students, parents, publishers, policymakers, local governments, and other elementary school stakeholders to be familiar with and understand PIRLS. The role of AKSI should also be maximized. In addition, the concept and practice of curriculum alignment should be introduced and enacted into the educational system in Indonesia.
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Magrath, Priscilla Anne. "Moral Landscapes of Health Governance in West Java, Indonesia." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612836.
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The democratic decentralization of government administration in Indonesia from 1999 represents the most dramatic shift in governance in that country for decades. In this dissertation I explore how health managers in one kabupaten (regency) are responding to the new political environment. Kabupaten health managers experience decentralization as incomplete, pointing to the tendency of central government to retain control of certain health programs and budgets. At the same time they face competing demands for autonomy from puskesmas (health center) heads. Building on Scott's (1985) idea of a "moral economy" I delve beneath the political tensions of competing autonomies to describe a moral landscape of underlying beliefs about how government ought to behave in the health sector. Through this analysis certain failures and contradictions in the decentralization process emerge, complicating the literature that presents decentralization as a move in the direction of "good governance" (Mitchell and Bossert 2010, Rondinelli and Cheema 2007, Manor 1999). Decentralization brings to the fore the internal divisions within government, yet health workers present a united front in their engagements with the public. Under increasing pressure to achieve global public health goals such as the Millennium Development Goals, health managers engage in multiple translations in converting global health discourses into national and local health policies and in framing these policies in ways that are comprehensible and compelling to the general public. Using the lens of a "cultural theory of state" (Corrigan and Sayer 1985) I describe how health professionals and volunteers draw on local cultural forms in order to render global frameworks compatible with local moralities. I introduce the term "moral pluralism" to describe how individual health workers interrelate several moral frameworks in their health promotion work, including Islam, evidence based medicine and right to health. My conclusion is that kabupaten health managers are engaging in two balancing acts. The first is between decentralization and (re)centralization and deals with the proper way to manage health programming. The second is between global health discourses and local cultural forms and concerns the most effective way to convey public health messages in order to bring about behavior change in line with national and global public health goals. This is the first anthropological study of how government officials at different levels negotiate the process of health decentralization in the face of increasing international pressure to achieve global public health goals.
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Sulfasyah. "Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/602.
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This study focused on the interpretation and implementation of the Kurikulum Tingkat Satuan Pendidikan (KTSP) in primary schools in Makassar City, Indonesia. The KTSP is a school-based curriculum which was introduced in 2006 and became compulsory across Indonesia in 2009. The main purpose of the study was to explore teachers‟ interpretation of the KTSP in relation to teaching writing to Year 2 students; to investigate how these teachers implemented the KTSP when teaching writing; and, to identify factors that influenced their interpretation and implementation of the KTSP in relation to writing. The teachers‟ interpretation and implementation of this new curriculum were assessed through the lens of six key concepts taken from the KTSP. These included student-centred learning, active learning, the role of the teacher as a facilitator, students‟ interaction as a means of promoting learning, assessment for learning and a thematic approach to learning. This study emerged from an interest in understanding the processes and outcomes of curriculum reform that would inform effective implementation of existing and future curricula in Indonesia.
This study utilised a mixed method approach with two phases of data collection, in which the Researcher collected quantitative data in Phase 1, followed by qualitative data in Phase 2. In Phase 1, 61 Year 2 teachers from 29 primary schools in Makassar City, Indonesia, completed a questionnaire about their interpretation and implementation of the KTSP in writing classes and identified factors that influenced their interpretation and implementation. In Phase 2 of the study, 10 of the 61 teachers were selected. Qualitative data were gathered from these teachers through classroom observations, informal discussions at the end of each observed lesson and post-observation interviews. In addition, the teachers‟ writing syllabi, plans of the observed lessons and students‟ writing samples from the observed lessons were collected and analysed to provide additional evidence of the teachers‟ interpretation and implementation of the KTSP in writing. This added depth to the quantitative findings.
The study found that the teachers‟ interpretation and implementation of the KTSP in relation to writing appeared to reflect a traditional view of learning, despite the intent of the KTSP to move away from this approach to teaching and learning. The teachers‟ existing knowledge and understanding of the KTSP, their limited pedagogical practices, apparent lack of relevant professional development and their classroom contexts appeared to mitigate against changed practice. In addition, the nature of the expected competencies for writing in Y2, which were very narrow and skill-based, coupled with the teachers‟ even narrower interpretation of them, appeared to reinforce their traditional teacher-centred method of teaching. As a result, the majority of writing activities were teacher directed and restricted to low level writing skills, with an emphasis on handwriting and the use of basic punctuation. Assessment was also based on these low level skills and students were only required to achieve proficiency in the given competencies.
This study identified three key issues which emerged from the findings and have implications for curriculum change. The first is that effective implementation of a new curriculum at the classroom level is very challenging if teachers do not have both adequate knowledge and working conditions to meet the demands of the new curriculum. In-depth and ongoing learning and support for teachers about all aspects of the new curriculum is a crucial element of effective curriculum change. The second issue relates to the potential conflict between the learning outcomes and the underlying philosophical and pedagogical perspectives that inform new curricula. The apparent dichotomy between the prescribed competencies and the constructivist approach to teaching and learning was extremely difficult for the teachers in this study to interpret and implement. In new curriculum frameworks, that determine both outcomes and the underlying philosophical and pedagogical practices, there is a need to ensure a match between these central elements of curriculum.
The third key issue highlighted by the study revolves around the problematic nature of importing a Western-based philosophy of teaching and learning directly into a significantly different context, without recognising the cultural and educational dissonance existing between the two cultures.
Failure to address these three aspects at both the macro-and micro-level will encourage the teachers to retain their old practices and thereby lead to superficial change.
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Martin, Terrence Lance. "Towards improved speech recognition for resource poor languages." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/35771/1/Terrence_Martin_Thesis.pdf.
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In recent times, the improved levels of accuracy obtained by Automatic Speech Recognition (ASR) technology has made it viable for use in a number of commercial products. Unfortunately, these types of applications are limited to only a few of the world’s languages, primarily because ASR development is reliant on the availability of large amounts of language specific resources. This motivates the need for techniques which reduce this language-specific, resource dependency. Ideally, these approaches should generalise across languages, thereby providing scope for rapid creation of ASR capabilities for resource poor languages. Cross Lingual ASR emerges as a means for addressing this need. Underpinning this approach is the observation that sound production is largely influenced by the physiological construction of the vocal tract, and accordingly, is human, and not language specific. As a result, a common inventory of sounds exists across languages; a property which is exploitable, as sounds from a resource poor, target language can be recognised using models trained on resource rich, source languages. One of the initial impediments to the commercial uptake of ASR technology was its fragility in more challenging environments, such as conversational telephone speech. Subsequent improvements in these environments has gained consumer confidence. Pragmatically, if cross lingual techniques are to considered a viable alternative when resources are limited, they need to perform under the same types of conditions. Accordingly, this thesis evaluates cross lingual techniques using two speech environments; clean read speech and conversational telephone speech. Languages used in evaluations are German, Mandarin, Japanese and Spanish. Results highlight that previously proposed approaches provide respectable results for simpler environments such as read speech, but degrade significantly when in the more taxing conversational environment. Two separate approaches for addressing this degradation are proposed. The first is based on deriving better target language lexical representation, in terms of the source language model set. The second, and ultimately more successful approach, focuses on improving the classification accuracy of context-dependent (CD) models, by catering for the adverse influence of languages specific phonotactic properties. Whilst the primary research goal in this thesis is directed towards improving cross lingual techniques, the catalyst for investigating its use was based on expressed interest from several organisations for an Indonesian ASR capability. In Indonesia alone, there are over 200 million speakers of some Malay variant, provides further impetus and commercial justification for speech related research on this language. Unfortunately, at the beginning of the candidature, limited research had been conducted on the Indonesian language in the field of speech science, and virtually no resources existed. This thesis details the investigative and development work dedicated towards obtaining an ASR system with a 10000 word recognition vocabulary for the Indonesian language.
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Mistica, Meladel. "An investigation into deviant morphology : issues in the implementation of a deep grammar for Indonesian." Phd thesis, 2014. http://hdl.handle.net/1885/155942.
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This thesis investigates deviant morphology in Indonesian for the implementation of a deep grammar. In particular we focus on the implementation of the verbal suffix -kan. This suffix has been described as having many functions, which alter the kinds of arguments and the number of arguments the verb takes (Dardjowidjojo 1971; Chung 1976; Arka 1993; Vamarasi 1999; Kroeger 2007; Son and Cole 2008). Deep grammars or precision grammars (Butt et al. 1999a; Butt et al. 2003; Bender et al. 2011) have been shown to be useful for natural language processing (NLP) tasks, such as machine translation and generation (Oepen et al. 2004; Cahill and Riester 2009; Graham 2011), and information extraction (MacKinlay et al. 2012), demonstrating the need for linguistically rich information to aid NLP tasks. Although these linguistically-motivated grammars are invaluable resources to the NLP community, the biggest drawback is the time required for the manual creation and curation of the lexicon. Our work aims to expedite this process by applying methods to assign syntactic information to kan-affixed verbs automatically. The method we employ exploits the hypothesis that semantic similarity is tightly connected with syntactic behaviour (Levin 1993). Our endeavour in automatically acquiring verbal information for an Indonesian deep grammar poses a number of lingustic challenges. First of all Indonesian verbs exhibit voice marking that is characteristic of the subgrouping of its language family. In order to be able to characterise verbal behaviour in Indonesian, we first need to devise a detailed analysis of voice for implementation. Another challenge we face is the claim that all open class words in Indonesian, at least as it is spoken in some varieties (Gil 1994; Gil 2010), cannot linguistically be analysed as being distinct from each other. That is, there is no distiction between nouns, verbs or adjectives in Indonesian, and all word from the open class categories should be analysed uniformly. This poses difficulties in implementing a grammar in a linguistically motivated way, as well discovering syntactic behaviour of verbs, if verbs cannot be distinguished from nouns. As part of our investigation we conduct experiments to verify the need to employ word class categories, and we find that indeed these are linguistically motivated labels in Indonesian. Through our investigation into deviant morphological behaviour, we gain a better characterisation of the morphosyntactic effects of -kan, and we discover that, although Indonesian has been labelled as a language with no open word class distinctions, word classes can be established as being linguistically-motivated.
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Risaharti and 瑞珊. "Language Socialization of Indonesian Students in Taiwan." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/04459506001537376655.
Full textAbstract:
碩士國立臺灣科技大學
應用外語系
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As higher education in Taiwan is increasingly internationalized, the presence of international students on university campuses has become very common. Language socialization involves how newcomers in a culture gain language and cultural competency to function as a member through interaction with the more competent members. This thesis reports a study of Indonesian students in Taiwan in the perspective of language socialization, including their language socialization experiences and the sources facilitated their language socialization, how they perceived the cultural differences between their home and host countries, and the acculturation strategies they used in obtaining language socialization. Twenty-six Indonesian students in Taiwan participated in the study. Data were collected with multiple methods, including an open questions survey, follow-up interviews, emails, and a collection of their Facebook communication with their consent. Four other Indonesian students in Australia and German were also surveyed to make additional comparison with the students in Taiwan. Results of a qualitative analysis indicate that fellow students and initial source of information which introduce and teach about Taiwan have an important position for assisting students to obtain the new languages and cultural knowledge. Interaction with local society also allowed the students to gain both social and academic competence. Their sense of community belonging contributes to their language inputs. In the process of achieving their language socialization, acculturation attempts were shown as well by the students applying different strategies to deal with the similarities and differences in the host country. The results showed that the most common acculturation strategies applied was integration, followed by separation and assimilation. No specific examples can be found which showed the students’ preference to apply marginalization. After the acculturation efforts they made, they found clearer perception of their multicultural cultural identities.
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Cumming, Susanna Arens. "Syntactic function and constituent order change in Malay." 1988. http://catalog.hathitrust.org/api/volumes/oclc/23630426.html.
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Thesis (Ph. D.)--University of California, Los Angeles, 1988.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 290-298).
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Armstrong, Irawati Raharjo. "The acquisition of the syntax of negation and adjectives by adult Australian learners of Indonesian." Phd thesis, 2003. http://hdl.handle.net/1885/151282.
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