1,721,001 research outputs found
Language Learning and Learner Psychology: Building Autonomy in Multilingual Culture
Full text linkThe notion of autonomous learning used in second language learning has become a focal point of scholars in recent years. However, building an autonomy in specific language learners might be different in the view of psychology within multilingual culture which raised interesting issues. However, learners’ psychology determines about how far they must learn the second language. In addition, the multilingual culture has important role as variable but in an abstract way. It appears that in some languages learners who had multilingual culture backgrounds have different situation in comprehending the English, which also affect in choosing suitable learning strategies to comprehend by their own. Therefore, this research addresses to find out the interrelation in case of building leaner autonomy on English as second language learning in the aspect of multilingual culture in Indonesia. Trough library research, the author found the correlation between learners’ psychological condition such as interest, needs and motivation has some impact on how successful in their own language learning within the multilingual culture as it background. Therefore, building autonomy in second language learning must be aware of multilingual and social culture in society to reap a good result
Satuan Lingual Penanda Gender
Full text linkBahasa sebagai suatu sistem memiliki seperangkat subsistem yang masing-masing mengorganisasikan komponen- komponennya sehingga membentuk keteraturan yang sistemik. Perangkat subsistem yang dimaksud adalah subsistem bunyi, subsistem gramatikal, dan subsistem makna. Tiap-tiap subsistem itu memiliki unsur-unsur yang secara terorganisasi membentuk subsistemnya sendiri-sendiri. Unsur-unsur subsistem yang dimaksud adalah fonem sebagai satuan lingual terkecil sampai wacana sebagai satuan yang terbesar. Satuan-satuan lingual tersebut memiliki fungsi masing-masing. Ada yang berfungsi sebagai penanda jumlah (number), penanda kala (tenses), dan ada pula yang berfungsi sebagai penanda jenis kelamin (gender). Penandaan yang berkenaan dengan jumlah, dalam bahasa Indonesia misalnya, ditandai dengan digunakannya satuan lingual berupa bentuk perulangan (reduplikasi), misalnya: dari kata rumah menjadi rumah-rumah 'banyak rumah'; kata memukul menjadi memukul-mukul 'berkalikali memukul', dan sebagainya. Sementara itu, satuan lingual sebagai pewujud keterangan waktu dapat berupa kata seperti: kemarin, sekarang, besok , dan sebagainya. Dalam hubungan dengan satuan lingual penanda gender dalam bahasa Indonesia cenderung dipengaruhi oleh faktor sosiobudaya dan semantis. Walaupun demikian, aspek-aspek kebahasaan seperti fonologi, morfologi, dan sintaksis tidak mustahil juga berpengaruh. Dengan kata lain, satuan lingual penanda gender mungkin dapat berwujud fonem, morfem, kata, dan frasa. Misalnya, dalam tataran fonologi, fonem /a/ dapat menandai gender maskulin, sedangkan fonem /i/ menandai gender feminin seperti terlihat pada contoh kata putra dan putri. Kata putra mengacu pada gender maskulin, sedangkan kata putri mengacu pada gender feminin. Perbedaan antara kedua kata itu semata-mata hanya karena perbedaan fonem /a/ pada kata putra dan fonem /i/ pada kata putri. Dengan kata lain, perbedaan kedua gender tersebut berada pada tataran fonologis. Kata-kata lain yang beranalogi dengan pasangan di atas, sekalipun jumlahnya terbatas, terdapat pada pasangan kata-kata dewa-dewi, siswa-siswi, muda-mudi, dan sebagainya
DEUTSCH ZUM SPASS: MODEL PEMBELAJARAN INOVATIF BAHASA JERMAN
Full text linkAbstrak Deutsch Zum Spass: Model Pembelajaran Inovatif Bahasa Jerman. Model pembelajaran Deutsch zum Spass merupakan alternatif model pembelajaran inovatif bahasa Jerman yang menyenangkan. Model pembelajaran ini meliputi pembelajaran aktif, kreatif, efektif, kolaboratif, partisipatif, dan menyenangkan. Dalam pembelajaranya, model ini mengintegrasikan semua kompetensi kebahasaan yang meliputi Hoverstehen, Sprechfertigkeit, Leseverstehen, dan Schreibfertigketi kedalam satu kesatuan pembelajaran bahasa Jerman yang utuh. Model ini juga disebut contextual teaching and learning. Tujuan pembelajaran untuk mengetahui tindakan yang telah dilakukan seseorang pengajar dalam satu team teaching sehingga pengajar lainnya dapat melanjutkan materi pembelajaran secara urut dan berkesinambungan. Kolaborasi antarpengajar dapat dipantau melalui buku protokol. Hal ini digunakan untuk refleksi terhadap tindakan yang dilakukan seorang pengajar agar pengajar lainnya dapat menjaga terciptanya suasana pembelajaran yang menyenangkan. Refleksi juga digunakan untuk menentukan langkah pembelajaran berikutnya yang dilakukan oleh pengajar, agar bermanfaat dan dapat mengoptimalkan tercapainya keberhasilan pembelajaran. Materi ajar diunggah ke dalam media belajar yang telah disediakan oleh UNY dengan alamat http://besmart.uny.ac.id/ yang merupakan media e-learning. Deutsch zum Spass mampu menumbuhkan suasaa aktif, kreatif, dan partisipatif pada diri pembelajar, sehingga keefektifan proses belajar mengajar dapat optimal. Dengan demikian, tujuan pembelajaran bahasa Jerman dapat tercapai dengan maksimal. Untuk mengukur penguasaan kompetensi yang dimiliki oleh peserta didik pada keempat keterampilan bahasa Jerman tersebut, dapat dilakukan melalui tes kebahasaan secara online.Kata kunci: model pembelajaran Deutsch zum Spass, pembelajaran inovatif, e-learning Abstract Deutsch Zum Spass: Innovative Teaching Model for Teaching German. It is an alternative teaching model for teaching German which is fun. This teaching model is also an active, creative, effective, collaborative model. It integrates all the language skills, Hoverstehen, Sprechfertigkeit, Leseverstehen, and Schreibfertigketi, into one contextual teaching and learning process. The model aims to find out the actions done by a teacher in one teaching team to facilitate another member of the team to continue the material in a continous and well-structured order. Between-teacher collaboration is recorded through a protocol book, which records the fun class activities of one member to be continued and maintained by other members. The book also records the teachers’ reflective ideas and notes that can be used as points to consider. The teaching materials are provided and uploaded into http://besmart.uny.ac.id/ by UNY. Deutsch zum Spass as a teaching model is able to create active, creative, and participation encouraging atmosphere that allow students to achieve their learning goals. Students ‘language mastery is tested through online language test.Keywords: deutsch zum spass model teaching, e-learning, innovative teaching model
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
GERMAN VERBS IN STUDIO-D A1 BOOK: A MORPHOLOGY ANALYSIS
Full text linkThe study aimed at describing: (1) the patterns of German verbs in Studio- D A1 book, and
(2) the function of verbs in German sentences. The object of this study was a lingual unit
in the form of German verbs taken from Studio- D A1 book. The techniques of padan and
agih (Sudaryanto, 2015) were employed to analyse the data. The former technique
incorporated a referential selection, while the latter one used a component division and a
markah reading. The findings reveal that the patterns of German verbs were manifested in
the forms of action and non-action verbs, were static and dynamic, and underwent inflection
and derivation
MEANINGS OF MODALVERBEN CONSTRUCTIONS IN GERMAN SENTENCES AND THEIR EQUIVALENCES IN INDONESIAN
Full text linkThis study aims to describe: (1) Modalverben constructions in German sentences, (2) meanings
of Modalverben in German sentences, and (3) equivalences of Modalverben in German
sentences in Indonesian. This was a qualitative descriptive study. The objects of the research
data were lingual units of modality constructions with objective and subjective meanings in
both German phrases and sentences. The subjects of the data were modal verbs in German
sentences. The data sources were the magazine NADI Indonesia Deutsch 2012 and 2013. The
data were collected by means of reading and noting techniques and analyzed by means of the
translational, equivalent, and distributional techniques. The data validity was assessed through
the semantic validity and the inter-rater and intra-rater techniques. The research findings are
as follows. (1) the objektive Modalverben construction in German is S - Inf+Modalverb and the
subjektive Modalverben construction is S+Inf – Modalverb. (2) Meanings of objektive
Modalverben are those which are loose in nature because because lexical elements of modality
can reveal utterance contents while meanings of subjektive Modalverben are those outside
lexical elements because they are affected by speakers’ subjective intentions. (3) The
equivalences of objektive und subjektive Modalverben in German sentences in Indonesian are
in the form Modalverb können appearing 107 times, equivalent to meanings of dapat, bisa,
ada, menjadi, berhasil, mampu, meraih, terdiri, sungguh, and makna zero. Modalverb dürfen
(8) are equivalent to meanings of dapat, boleh, and makna zero. Modalverb sollen (27) are
equivalent to meanings of harus, akan, bisa, seharusnya, perlu, dan makna zero. Modalverb
wollen (3) are equivalent to meanings of ingin, terus terang, and makna zero. Modalverb
müssen (31) are equivalent to meanings of harus, dapat, bisa, and makna zero. Modalverb
möchten (16) are equivalent to meanings of ingin, berminat, perlu, and makna zero
PENINGKATAN PEMBELAJARAN HORVERSTEHEN III SECARA INTERAKTIF MELALUI PROGRAM MULTIMEDIA-INTERNET
No full textThis action research is aimed at (1) improving students 'participation in the class of Horverstehen Ill, (2) improving students' motivation in joining Horverstehen 111, (3) improving students' positive attitudes to study of Horverstehen Ill, and (4) improving students' achievement in Horverstehen III. The subjects are students of the German Departement FBS UNY who take Horverstehen 111 in academic year 200612007. This studyis carried in the Dreamlab. The study consists of two cycles. First cycle, aimed at improving students' attitudes to participate and share activities during the instructional interaction ofHorverstehen III by interactive self-supporting method. Classes are carried out in systematicly, collectively, collaboratively, reflectively, and critically. The second cycle, executed as according to result of first cycle evaluation, and suggestion of student and collaborator. Monitoring and evaluation through observation, questionnaire, and test, which its result used for the reflection of to action. And is hereinafter used to improve; repair insujjiency so that action more success. The result showed that evaluatedfrom process facet, product facet, and value facet. Process facet marked the existence of academic atmosphere, more motivation, and spirit of doing high duties. Productfacet marked by result of work of student in theform of eight duty of Horverstehen which have been sent to lecturer enamel. Valuefacet marked by the existence of more reached score ofstudent offirst duty till eight duty. As for total score which obtained by student is value of A counted 29,41%, value B (47,05%) and also assess C (23,52%
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
