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Готові списки джерел за темами / Language and education Indonesia

Добірка наукової літератури з теми "Language and education Indonesia"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 6 лютого 2022

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Статті в журналах з теми "Language and education Indonesia":

1

Umami, Maslihatul. "Rethinking Language Education in Indonesia." Register Journal 1, no. 1 (June 30, 2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.1-22.

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Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After reviewing a number of models of bilingual education and comparing them with what has been done in Indonesia, a preferred model will be offered. Finally, it will also be suggested that language education in Indonesia should be associated with literacy development in a wider sense. Furthermore, meanwhile language education should be given an adequate room; language teaching should be based on the functional use of the existing languages in the country and should be done in tandem with the teaching of content since content is delivered through the medium of language. Keywords: education; language function; literacy development; content

2

Umami, Maslihatul Umami. "Rethinking Language Education in Indonesia." Register Journal 1, no. 1 (June 30, 2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.413.

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Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After reviewing a number of models of bilingual education and comparing them with what has been done in Indonesia, a preferred model will be offered. Finally, it will also be suggested that language education in Indonesia should be associated with literacy development in a wider sense. Furthermore, meanwhile language education should be given an adequate room; language teaching should be based on the functional use of the existing languages in the country and should be done in tandem with the teaching of content since content is delivered through the medium of language.

3

Kertiasih, Ni Nyoman. "BAHASA INDONESIA DAN NASIONALISME DI INDONESIA." KULTURISTIK: Jurnal Bahasa dan Budaya 2, no. 1 (January 12, 2018): 187. http://dx.doi.org/10.22225/kulturistik.2.2.808.

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[Title: Indonesian Language and Nationalism in Indonesia] This paper reveals the relationship between the Indonesian language and nationalism, and their relation to one another. Indonesian recognized derived from the Malay language is the lingua franca formerly in trade in the archipelago. This paper is lifted language and nationalism with the following questions: (1) how the Malay language to be Indonesian? (2) how the spirit of Indonesian nationalism becomes a factor?, (3) how the Indonesian language in Indonesia's national and local context? From the results it appears that the Indonesian study originated from the ancient Malay language which evolved into the lingua franca in the association between the peoples of the Indonesian archipelago. Malay language that can momentum in youth congress Indonesia II (1928), expressed as the Indonesian language. Associated with nationalism, the Indonesian language becomes an important factor because of the language, ideas of nationhood developed within political organizations in the colonial period and the period afterwards. Indonesian in a local context to be understood that the regional languages have enriched the Indonesian language in its development. Next in the national context, the Indonesian language remain important, as a symbol of unity, a unifying tool, serves as an introduction in education, as a means of communication at the national level, as a means of development of culture, science, and technology.

4

Zein, Subhan. "English, multilingualism and globalisation in Indonesia." English Today 35, no. 1 (May 2, 2018): 48–53. http://dx.doi.org/10.1017/s026607841800010x.

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Indonesia is the second most linguistically diverse nation in the world. It has established its reputation as one of the largest markets of English language education. This paper examines the context of multilingualism in Indonesia in relation to the increasingly dominant role of English from my viewpoint as a researcher. I begin the paper by outlining how Indonesia is currently adapting to the role of English as a global language. I then discuss the position of English within the linguistic ecology of the country, highlighting how its promotion in the educational system adversely affects the maintenance of the indigenous and heritage languages. Finally, I point to the need for deliberate action in education that promotes multilingualism. I argue for a redirection in the Indonesian educational system towards multilingual education in order to ensure the preservation of the indigenous and heritage languages while adopting English as a Lingua Franca.

5

Nababan, P. W. J. "Language in education: The case of Indonesia." International Review of Education 37, no. 1 (1991): 115–31. http://dx.doi.org/10.1007/bf00598171.

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6

Hidayati, Tuti. "English Language Teaching in Islamic Education in Indonesia; Challenges and Opportunities." Englisia Journal 3, no. 2 (March 20, 2017): 65. http://dx.doi.org/10.22373/ej.v3i2.751.

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The dominant use of English in every field covering politic, economic, and sosial culture these days has manifested in its gaining a special position in many countries where it is not spoken. In Indonesia, it is a foreign language officially constituted as part of national education curriculum and becomes a requirement in a number of higher education and workforce entry. Yet, ELT in Indonesia faces various constraints including, but is not limited, the anxiousness to threat the purity of Bahasa Indonesia, the national language, and the worry about liberal western values embedded in English to corrupt the youngsters moral and attitudes. Interestingly, Islamic education that maintains a vital role among Indonesians has included English alongside other secular sciences and technology as part of its curriculum in its current advancement. In this regard, the paper will show how critical Islamic education role among Indonesians is, how ELT in Indonesia has developed, what challenges it experiences, and what opportunities it posseses in the context of Indonesian Islamic Education. The paper argues that Islamic education remains the choice of the Indonesian Muslim communities as long as it is able to meet the demands of living in the globalization era while keeping the Islamic values in all the learning process. It further suggests that ELT in Indonesia needs to incorporate Islamic values and show that English learning put no threats and negative influences to Indonesian culture in general and Islamic religious values in particular.

7

Suharyo and Nurhayati. "Javanese Language Maintenance Based on Sociocultural Approach (A Case Study on Women in Rembang, Central Java)." E3S Web of Conferences 202 (2020): 07071. http://dx.doi.org/10.1051/e3sconf/202020207071.

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Like other regional languages in Indonesia, Javanese language is progressively endangered by Indonesian language. This research employs a questionnaire and observation to answer the given hypothesis. The results indicate that , (a) the Javanese language variety of “ngoko” is still moderately maintained by the speakers (women in Rembang coastal area), (b) the Javanese krama variety is almost extinct, (c) Indonesian and mixed languages have threatened the existence of Javanese. Several efforts made to preserve Javanese language is by exerting sociocultural approach, namely (a) speaking in Javanese language at home, (b) speaking in Javanese language with neighbors, (c) formal education, (d) non-formal education, (e) art / tradition, (f) religious activities, and (g) media.

8

Funada, Kyoko. "PENDIDIKAN BAHASA INDONESIA DI JEPANG." LINGUA : JURNAL ILMIAH 15, no. 1 (May 29, 2019): 40–56. http://dx.doi.org/10.35962/lingua.v15i1.14.

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BIPA is an abbreviation for Indonesian for Foreign Speakers. Precisely, Indonesian language skills learning programs, namely speaking, writing, reading, and listening to foreign speakers. In Japan, Indonesian is taught at universities, language schools and several high schools. In some universities Indonesian language can be learned as a second foreign language / language of choice after they learn English. In general, the material taught is only about language. However, there are several universities that have Indonesian Language Study Programs or Programs. The scope of teaching is broader. In addition to language, those who take the program can study the arts, culture, literature, religion, social, economics, and politics of Indonesia. Can I study Indonesian language in a department or study program that can be called BIPA? According to the author it is different from BIPA because BIPA is only limited to language learning. Indonesian (Malay) education in Japan began in the early 1900s in Tokyo. This article discusses the development of Indonesian language education in Japan from the past to the present.

9

Suhaeb, Laelah Azizah S. "MEMAKNAI BUDAYA LOKAL DAN GLOBAL DALAM PENGAJARAN BAHASA ASING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 3, no. 2 (July 15, 2010): 145. http://dx.doi.org/10.24036/ld.v3i2.7375.

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Multicultural diversity in Indonesia has become an amazing icon for many other countries which feel envy with the cultural richness of the archipelago. Although the Indonesian culture constantly growing, our civilization must be maintained and kept. Foreign Languages has been recognized in formal and non formal education in Indonesia. Learning and teaching foreign languages is not easy because it does not just teach vocabulary and grammar but also teaches how and when language is used, or in other words, learning the language is also learning culture. Foreign language teaching materials should contain the local culture and the culture of the target language in balanced. Because of the language would be useful if it can be used where the language is required

10

Dewi Yulianti, Ni Ketut. "Epic Ramayana As A Medium for Teaching Indonesian Culture and Language: A Perspective of Darmasiswa Students." Lekesan: Interdisciplinary Journal of Asia Pacific Arts 3, no. 1 (August 6, 2020): 15–19. http://dx.doi.org/10.31091/lekesan.v3i1.1080.

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This paper discusses the epic Ramayana as a medium for teaching Indonesian culture and Indonesian language for the students of Darmasiswa RI / DRI (Darmasiswa of Republic of Indonesia). The epic Ramayana story contains adjective phrases as a media for teaching Indonesian culture which is full of the value of character education. This paper can be a reference for students and teachers who study and teach Indonesian culture and also Indonesian language for foreign speakers. Besides, it can also be beneficial for those who want to learn more about the structure of Indonesian language and character education of with the values of Indonesian culture in accordance with Ramayana text in which good character and personality become the main goal of national education in Indonesia. The research methodology statement is missing in this abstract. Considering that the Darmasiswa RI program is also part of education in Indonesia, the education of Indonesian character values cannot be separated from the education followed by Darmasiswa RI program participants. For this reason, there are two main points discussed in this paper, (1) the Ramayana text as a medium for teaching Indonesian culture and enhancing the mastery of Indonesian language and (2) the adjective phrase in the Ramayana text as a medium for the education of Indonesian character values. Theoretically and practically, this paper can contribute to the world of education both in terms of Indonesian culture and language and the noble values of Indonesian characters for foreign speakers, so that it can help in improving the success of national education, and also to improve the competitiveness of the nation.

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Дисертації з теми "Language and education Indonesia":

1

Putra, Kristian Adi. "Youth, Technology and Indigenous Language Revitalization in Indonesia." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.

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The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students’ Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples’ engagement with contemporary technology as a tool (Thorne & Reinhardt, 2008; Reinhardt & Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.

2

Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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3

Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

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4

Machmud, Karmila. "The Integration of Technology in a Decentralized Curriculum Setting: The Case of English as a Foreign Language (EFL) Instruction in Gorontalo, Indonesia." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305039388.

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5

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.

6

Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

7

Widiyanto, Yohanes Nugroho. "The Interconnectedness between Translingual Negotiation Strategies and Translingual Identities: A Qualitative Study of an Intensive English Programin Gorontalo - Indonesia." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471262435.

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8

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.

9

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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10

Hartisari. "Aspects of language change in Gayo : a language of Sumatra in Indonesia /." Title page, abstract and table of contents only, 1997. http://web4.library.adelaide.edu.au/theses/09ARM/09armh329.pdf.

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Книги з теми "Language and education Indonesia":

1

Alwasilah, Adeng Chaedar. Language, culture, and education: A portrait of contemporary Indonesia. Bandung: Andira, 2001.

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2

Jauhar, Mohammad. Glosarium pendidikan: Untuk pelajar, mahasiswa, profesional & praktisi : edisi Inggris-Indonesia & Indonesia-Inggris. Jakarta: Cerdas Pustaka Publisher, 2008.

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3

Jauhar, Mohammad. Glosarium pendidikan: Untuk pelajar, mahasiswa, profesional & praktisi : edisi Inggris-Indonesia & Indonesia-Inggris. Jakarta: Cerdas Pustaka Publisher, 2008.

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4

Astar, Hidayatul. Penggunaan bahasa Indonesia dalam buku ajar sekolah dasar. Jakarta: Pusat Bahasa, Kementerian Pendidikan Nasional, 2010.

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5

Inglis, Christine. Education in Southeast Asia: A select bibliography of English language materials on education in Indonesia, Malaysia, Philippines, Singapore and Thailand 1945-1983. Aldershot: Gower, 1985.

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6

Seminar Nasional Pendidikan Bahasa, Sastra Indonesia, dan Pengajarannya (3rd 2014 Universitas Pendidikan Ganesha). Paradigma baru pembelajaran bahasa, sastra Indonesia dalam kurikulum 2013 dan implementasinya. Denpasar, Bali: Pustaka Larasan bekerja sama dengan Jurusan Pendidikan Bahasa dan Sastra Indonesia, Fakultas Bahasa dan Seni, Universitas Pendidikan Ganesha, 2014.

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7

Inglis, Christine. Education in Southeast Asia: A select bibliography of English language materials on education in Indonesia, Malaysia, Philippines, Singapore, and Thailand, 1945-1983. Aldershot, Hants, England: Gower Pub. Co., 1985.

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8

Panggidaej, Lenny. Kamus pendidikan. Jakarta: Restu Agung, 1995.

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9

Astuti, Wiwiek Dwi. Kebakuan bahasa ajar di sekolah dasar. Jakarta: Pusat Bahasa, Kementerian Pendidikan Nasional, 2010.

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10

Convention, Indonesian Cultural and Educational Institute International. Australia and Indonesia: common challenges reflecting cultural diversity: Proceedings of the third International Convention of the Indonesian Cultural and Educational Institute, 25-29 June 1989, Northern Territory University. [Australia]: International Project Management Unit (IPMU), Northern Territory, Dept. of Education, for the Indonesian Cultural and Educational Institute, 1990.

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Частини книг з теми "Language and education Indonesia":

1

Zein, Subhan. "Language-in-education policy." In Language Policy in Superdiverse Indonesia, 165–205. New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429019739-6.

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2

Kohler, Michelle. "Language education policy in Indonesia." In The Routledge International Handbook of Language Education Policy in Asia, 286–97. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315666235-20.

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3

Musgrave, Simon. "Language Shift and Language Maintenance in Indonesia." In Language, Education and Nation-building, 87–105. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137455536_5.

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4

Arfiandhani, Puput, and Subhan Zein. "Utilizing SLA Findings to Inform Language-in-education Policy: The Case of Early English Instruction in Indonesia." In Language Policy, 81–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75963-0_5.

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5

Hamied, Fuad Abdul. "English in Multicultural and Multilingual Indonesian Education." In English as an International Language in Asia: Implications for Language Education, 63–78. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4578-0_5.

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6

Sugishima, Natsuko. "Current ICT in Japanese Language Education in Indonesia and its Future Direction." In Proceeding of The 13th International Conference onMalaysia-Indonesia Relations (PAHMI), 77–81. Warsaw, Poland: Sciendo, 2019. http://dx.doi.org/10.2478/9783110680003-015.

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7

Widodo, Handoyo Puji. "Language Policy in Practice: Reframing the English Language Curriculum in the Indonesian Secondary Education Sector." In Language Policy, 127–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_6.

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8

Herawati, Henny. "Learners as Story Writers: Creative Writing Practices in English as a Foreign Language Learning in Indonesia." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 71–87. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_5.

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9

Oriyama, Kaya. "Reforming Australian Policy for Chinese, Indonesian, Japanese, and Korean Heritage Languages." In The Routledge Handbook of Heritage Language Education, 265–81. New York, NY ; Milton Park, Abingdon, Oxon : Routledge, [2017] | Series: Routledge Handbooks in Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315727974-20.

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10

Lie, Anita. "Learning Chinese as a Heritage Language by Two Multilingual Youths in Indonesia." In Educating Chinese–Heritage Students in the Global–Local Nexus, 47–66. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-4.

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Тези доповідей конференцій з теми "Language and education Indonesia":

1

Yuniarti, Netti, Andoyo Sastromiharjo, Dadang Sunendar, and Yeti Mulyati. "Intercultural Communication in Indonesia Language Education (Reflection of Attitude Language on Indonesian Language in the Trade Context by Indonesia-Malaysia Border Communities in West Kalimantan)." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2282010.

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2

Merawati, Fitri, and Iis Suwartini. "The Discourse of Cyber Literature in Indonesia." In 2nd Workshop on Language, Literature and Society for Education. EAI, 2019. http://dx.doi.org/10.4108/eai.21-12-2018.2282796.

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3

Fahmi, Royan Nur, Muawal Panji Handoko, and Kurniawan. "BIPA (Bahasa Indonesia bagi Penutur Asing/Indonesian as a Foreign Language) Policy as the Implementation of National Language Politics." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.053.

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4

Radfar, Zakir Hussain, and Nenden Sri Lengkanawati. "Exploring the Motivation of English Language Learning Students in Indonesia." In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.026.

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5

Nugrahanto, Septya, and Darmiyati Zuchdi. "Indonesia PISA Result and Impact on The Reading Learning Program in Indonesia." In Proceedings of the International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icille-18.2019.77.

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6

Lawet, Pilipus Wai, and Yuliana Setyaningsih. "Editorial Argument Typification of Bisnis Indonesia." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.084.

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7

Saddhono, Kundharu. "Language Usage of Foreign Students in Teaching Indonesian to Speakers of Other Languages (TISOL): Sociolinguistic Studies Based on Local Culture in Indonesia." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007106408170821.

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8

Alfianika, Ninit, Dadang Sunendar, Andoyo Sastromiharjo, and Vismaia S. Damaianti. "Writing Scientific Work for Indonesia Language and Literature Education Study Program Students at University." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008998803490358.

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9

Gunawan, Fahmi, and Abdul Kadir. "Lecturers' Language Style and Higher Students' Academic Emotions In Indonesia." In 2nd International Conference on Education, Science, and Technology (ICEST 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icest-17.2017.58.

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10

Arono, Arono, Syahriman Syahriman, Nadrah Nadrah, Ade Villia, and Elvi Susanti. "Comparative Study of Digital literacy in Language Learning among Indonesian Language Education and English Language Education Students in the New Normal Era." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305230.

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Звіти організацій з теми "Language and education Indonesia":

1

Akresh, Richard, Daniel Halim, and Marieke Kleemans. Long-term and Intergenerational Effects of Education: Evidence from School Construction in Indonesia. Cambridge, MA: National Bureau of Economic Research, November 2018. http://dx.doi.org/10.3386/w25265.

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2

Harrison, George C. Research, Development, Training and Education Using the Ada Programming Language. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada210760.

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3

Tilson, John. Manipulation or education? : symbolic language, belief system and the Truman Doctrine. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5565.

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4

Olken, Benjamin, Junko Onishi, and Susan Wong. Should Aid Reward Performance? Evidence from a Field Experiment on Health and Education in Indonesia. Cambridge, MA: National Bureau of Economic Research, March 2012. http://dx.doi.org/10.3386/w17892.

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5

Alrich, Amy A., Claudio C. Biltoc, Ashley-Louise N. Bybee, Lawrence B. Morton, Richard H. White, Robert A. Zirkle, Jessica L. Knight, and Joseph F. Adams. The Infusion of Language, Regional, and Cultural Content into Military Education: Status Report. Fort Belvoir, VA: Defense Technical Information Center, January 2011. http://dx.doi.org/10.21236/ada562774.

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6

Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2516.

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7

Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7218.

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8

Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2310.

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9

Policy Studies, Center for Indonesian. Valorizing Research and Evidence for Social Inclusion in Indonesia: A Situational Analysis of the Current Information Uptake in Education Policymaking. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2019. http://dx.doi.org/10.35497/281875.

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10

Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2073.

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