ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
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Editorial
No full textEvery nation has a culture that includes language, literature, and art. The culture was created by humans to meet the needs of his life. This shows that every nation has cultural characteristics that differ from a culture of other community. There is not a single universal culture that can govern and meet the needs of everyone's life. Culture is the way a society copes with its own problems. Therefore, we can not compare a culture with another culture in a hierarchical position. The culture of a nation must be viewed in the sense that one culture coexists with the other culture in parallel position.The cultural identity of a nation is always associated with certain things. People have the view that identity has something to do with the person's origin or tradition. Therefore, in communication, identity not only gives individual meaning personally but becomes the hallmark of a particular culture. At the level of interpersonal relationships, the notion of identity refers to the way of putting one person in another's place (empathetic communication).Identity is understood as a way of identifying (through an understanding of identity) or detailing what is seen, heard, known, or described. Identity is often based on the role that the members of the community or community have in carrying out cultural practices. Sociologically, roles can be interpreted as a set of cultural expectations of a particular position. Someone is said to have a director role if he displays his or her identity, personality, verbal and nonverbal behavior as a director.Based on the above description, it can be argued that the role as an identity is closely related to cultural structure and social structure. The Cultural structure is the pattern of perception, thought, and feeling, while the social structure is the patterns of social behavior. In a simple sense, cultural identity is a breakdown of the characteristics or characteristics of a culture owned by a group of speakers who are known to their limits when compared with other speakers' characteristics or cultural characteristics. This means that to identify the cultural identity of a society is not sufficiently based solely on physical characteristics, but it should be noted also the order of thinking, feeling, and acting of a society
Analyzing “Kubah” and Efforts to Reconcile the 1965 Tragedy
No full textSocial conflict is a certainty for multiethnic societies such as Indonesia. As such efforts to prevent and seek a resolution to conflicts are an absolute matter. Writers through their works may actively contribute by creating works that contain values and attitudes of peace. The novel Kubah by Ahmad Tohari is one of the works that discuss the reconciliation of the 1965 tragedy. This novel explains the stages of reconciliation that both offenders and victims may go through. These stages are revealing the truth, forgiveness, and healing
A Study of Toddlers’ Humor Linguistic Mind
No full textHumor for a child can improve his intelligence and smooth his feeling and as a result, he has a strong mental endurance which affects physical stamina. Humor is considered as a language play in several aspects of language structure and function. Therefore, this study explains the linguistic view which explicitly and implicitly used by the speaker when telling humor. This is a qualitative study with ethnography of communication and pragmatic approach. The data are in the form of toddlers’ speech when they are communicating using humor which is represented while they are playing with their families and playmates. The data was then documented in the form of descriptive and reflective recording and field notes. The findings of this study show that humor is represented through language play such as pragmatics, syntax, morphology, phonology, and semantics in language mind with implicit meaning. Therefore theories of ambiguity play a role in linguistic mind. However, this study only focuses on the discussion of humor in toddlers’ linguistic mind which is represented in their speech act
PROBLEMATIC SCHOOL THEATER: INTERPRETING AESTHETICS AND PEDAGOGY
Get PDFThe phenomenon of school theater if classified includes the following issues: 1) the resources of teachers and coaches who are not all art education backgrounds, and understand the concepts of theater and theater (dramaturgy, acting techniques, and directing methods, 2) still a negative perception of school theater 3) goodwill and school interpretation of the purpose and benefits of school theater (just perform, practice community or human character building). The school theater is a form of activity that produces beauty with novelty in the work of the show. The work of theater performances in question is the artwork that berdramaturgi as a 'theater process'. Theaterpedagogy is interpreted as a theater education, educational process, and theater learning process. A process of changing the attitude and conduct of a person or group of people in an effort to mature human beings through the efforts of teaching and training; processes, ways, and deeds educate with, through / and use the art of theater. To solve the problem of school theater required renewal of the method in running the school theater based on aesthetic thinking and pedagogy
THE REPRESENTATION OF GENDER IDEOLOGY IN INDONESIAN TEXTBOOKS
Get PDFThis research seeks to examine issues related to the representation of gender ideology in learning topics entailed in Indonesian textbooks. This research is a qualitative research employing gender theory and van Djik’s model of discourse analysis. The data encompassed topics discovered in units of texts in the Indonesian textbooks for Elementary, Junior High, and High School level, particularly in the components of the learning materials that include explanation (theoretical), examples, exercises, and tasks both in the language aspect as well as the literary work. 36 textbooks were successfully collected as the main data in which 3 books were obtained from each class for each level. Documentation was employed as the main data collection technique and the researcher played a role as the main instrument. The data were analyzed by using van Djik’s model of critical discourse analysis as well as the perspective of gender analysis. The results of the study on the gender representation in the textbooks were manifested in three forms, namely, (1) gender identity, (2) gender role, and (3) gender status. With regard to those three components, some points are worth-highlighting: (1) there are dichotomous differences between men and women, (2) there are some misinterpretations of marginalization particularly of women, and (3) gender polarization is also evident. Such conditions were resulted from the authors’ mental awareness, for they are influenced by the discourse in the society where they live in which discrimination towards women and domination of men are prevalent and continuously produced
Utilization of Blended Learning Strategies Combined With Content Area Literacy to Improve The Capabilities of Writing Scientific Works at University
No full textThe facts show that the culture of students' literacy, including the culture of writing scientific papers, is low. Therefore, it is necessary to improve the culture of student literacy. One of them is by utilizing blended learning strategy combined with content area literacy to improve the ability to write scientific papers. This blended learning strategy allows students to read, write, and develop critical thinking combined with the use of communication and information technology that is characteristic of activity in the current era of technology. A blended learning strategy is done by assigning students to write scientific papers, while the content area literacy is done by deepening the substantive aspects of the topic of written scientific papers. When the course of writing scientific papers took place, students follow lectures face to face and combined with learning face-to-face (virtual learning). This learning brings advantages such as giving students the opportunity to work and consult scientific papers written anytime and anywhere
TABOO LANGUAGE WITHIN TERNATE SOCIETY: A STUDY ON ITS FORMATION AND REFERENCE
Get PDFThis study aims at describing a formation, reference, and background of taboo language within the society of Ternate. This study employed qualitative design research. To obtain the data, this study employed observation, interview, and questionnaire. The results of this study demonstrate that (1) taboo language occur within society of Ternate are in the form of root word, derivative word, word repetition, phrase, and clause; (2) taboo language also occur in the form of synonym, particularly Ternate Local Language (BDT) and Ternate Malayan Langauge (BMT). The tendency of the individual in using swearing words is not based on acquired language, except, the individual aims at generating a certain expression based on theemotion. (3) It confirms that there are several swearing words predominantly utilized within the youth, the adult, and elderly; (4) It also confirms that the taboo language is directed to other people and the speaker her or himself. (5) Predominantly, the speaker refers to animal, plant, and human body’s part to taboo; (6) It confirms that there is a code-mixing between Ternate Local Language (BDT) and Ternate Malayan Language (BMT) as well as Indonesian Language(BI) and Ternate Malayan Language (BMT); (7) It further argues that taboo language is common to close friends or relatives or both speaker and hearer have the same age. On the other hand, it is considered as rude if the speaker and hearer have no social relationship or both have a different age. To sum up, taboo language is commonly employed by both speaker and hearer with the same age and possess close relationship
THE IMPORTANCE OF ORAL PERFORMANCE: WHAT MAKES A SUCCESSFUL PROFICIENCY-BASED FOREIGN LANGUAGE PROGRAM
Get PDFMajor Foreign Language (FL) programs in Indonesia, i.e. Indonesian for non-native speakers (BIPA) and English for Indonesian Speakers (EIS), have no standard of assessments on what constitutes a successful program. Some in-country BIPA programs that measure their success using Oral Proficiency Interviews (OPI) show the standard of success in the form of oral proficiency. This paper’s purpose is to argue that oral proficiency tests such as OPI is not only a good measure of learners’ communicative competence in general, but it also necessitates curriculums, methods, and activities geared toward the better level of communicative proficiency. Therefore, FL learning should emphasize oral proficiency to show a higher level of performable learning outcomes. Based on class observations as well as interviews of BIPA and EIS learners and instructors, this paper shows that lack of oral performance practices and assessments lead to achievement in the target language (TL) knowledge but not the communicative competence. Thus, if communicative competence is the goal, oral proficiency must be the main outcome of any FL programs
STRUCTURE, FUNCTION AND VALUE THE TRADITION OF ORAL LITERATURE IN SUMENEP MADURA
Get PDFThe purpose of this research is: first, describe the structure, function and value of oral literature in Sumenep Regency. Second, obtain data objectively about the oral literary tradition in Sumenep Regency. Third, it examines the structure, function and value of oral literary tradition as one of theentertainment media, adhesives and silaturrahim forming mental as well as compiling Textbook-based Indonesian Language Education Oral literary tradition with ISBN. Indonesia as the country with the symbol of Bhinneka Tunggal Ika must uphold all forms of diversity and ethics that is rahmatan lil ' alamin. Indonesia is made up of many different tribes, ethnicities, cultures, religions, languages and traditions must maintain the integrity of the Union and the unity of the nation. It is this diversity that later gave birth to traditional knowledge andcultural expressions that are not owned by other Nations in the world. Oral literary tradition that developed in the island as a manifestation of the real cultural archipelago that is a spirit that needs to be preserved by generations and community supporters. This research is one of the endeavor to take good care of the legacy of tradition and culture which flourished in the archipelago
TEXT AS MEDIA, MATERIAL, AND LEARNING RESOURCES OF LITERATION TO DEVELOP A STUDENT CRITICAL THINKING ABILITY INSIDE THE DEVELOPMENT OF THE NATIONS
Get PDFIn literacy learning, the text has multiple roles. Many teachers worry about text positions in literacy learning. The text acts as a learning medium if it works directly as a messenger of learning that makes students easier to learn. For that purpose, the text needs to be modified, manipulated, and given a special identity in accordance with the interests of learning. The text acts as a learning material if the text serves as an object learned in learning. In order for the text to serve as a learning material, the text needs to be identified, analyzed, and interpreted in accordance with the learning objectives. The text also serves as a learning resource if the text serves as the source of the content of the material learned in the study. For this purpose, the textreveals its original form without any changes and treatment. Regardless of the role of the text in learning, the text can function to develop students' critical thinking skills so they can welcome and play a role in nation building. In order for the text to have a role it can train students to think critically; the form, treatment, and function of the text need to be differentiated