Muhammad Bima, Linda Fauziyah Ariyani, Siska Meinita Putri Sanjaya
Sebagai mata pelajaran yang mengandung cakupan materi yang sangat luas, mata pelajaran IPAS (Ilmu Pengetahuan Alam dan Sosial) memiliki beban materi yang lebih banyak dibandingkan dengan mata pelajaran yang liannya. Oleh karena itu, perlu adanya metode khusus yang lebih menarik agar tujuan pembelajaran IPAS dapat tercapai dengan optimal. Penelitian tindakan ini untuk menganalisis penggunaan metode inkuiri untuk meningkatkan hasil belajar siswa. Penelitian ini dilakukan dalam dua siklus yang melibatkan 15 siswa sebagai subjek penelitian. Data hasil belajar siswa didapatkan melalui angket, observasi, dan wawancara. Analisis data pada siklus pertama menunjukkan adanya peningkatan nilai dengan persentase 13,33% dalam pemahaman konsep dan keterlibatan siswa dalam proses pembelajaran. Dimana nilai awal siswa memiliki rata-rata 76,8 meningkat menjadi 77,9. Dalam hal ini beberapa siswa masih belum mencapai nilai ketuntasan belajar yaitu 78. Sedangkan nilai pada siklus kedua menunjukkan peningkatan yang lebih besar dalam hasil belajar siswa dengan persentase 100% diatas nilai ketuntasan dengan rata-rata nilai sebesar 84,8. Peningkatan nilai juga diiringi dengan peningkatan dalam hal keaktifan, pemahaman, dan respons pembelajaran siswa pada pembelajaran inkuiri. Kegiatan pembelajaran yang menerapkan metode inkuiri pada mata pelajaran IPAS dapat memberikan dampak yang signifikan untuk meningkatkan hasil prestasi dan minat belajar siswa di kelas IV SDIT Ibnu Hajar Balikpapan. Selain itu, berdasarkan hasil penelitian pembelajaran dengan metode inkuiri dapat menjadi bukti bahwa pendekatan inkuiri bisa digunakan dalam konteks pembelajaran di sekolah dasar untuk mempromosikan pemahaman yang lebih mendalam dan keterlibatan siswa yang lebih aktif dalam pembelajaran IPAS.
作为一门涵盖广泛材料的学科，《国际自然与社会科学》(nature and social science)的学科比以往任何一门学科都要多。因此，需要更有趣的特殊方法来达到最佳的学习目标。本行动研究对潜伏法的使用进行分析，以提高学生的学习成绩。这项研究是在两个周期内进行的，其中15名学生是研究对象。学生的学习成绩是通过成绩、观察和采访获得的。对第一个周期数据的分析表明，学生在概念理解和学习过程中的参与度增加了13.33%。一开始的分数平均为76.8，增加到77.9。在这一点上，一些学生仍然没有取得78分的学习成绩。而第二个周期的分数显示，学生的学习成绩比平均成绩84.8高出100%。增加的价值观还会增加学生对孵化学习的活化、理解和反应。对IPAS学科实行潜伏期方法的学习活动可以对提高学生的四年级成绩和学习兴趣产生重大影响。此外，基于潜伏期学习方法的研究结果，可以证明潜伏期方法可以用于小学的学习环境，促进更深入的理解和更积极的学生参与IPAS学习。
{"title":"Meningkatkan Hasil Belajar Siswa Kelas IV SDIT Ibnu Hajar Balikpapan Menggunakan Metode Inkuiri pada Pembelajaran IPAS","authors":"Muhammad Bima, Linda Fauziyah Ariyani, Siska Meinita Putri Sanjaya","doi":"10.53299/diksi.v4i2.340","DOIUrl":"https://doi.org/10.53299/diksi.v4i2.340","url":null,"abstract":"Sebagai mata pelajaran yang mengandung cakupan materi yang sangat luas, mata pelajaran IPAS (Ilmu Pengetahuan Alam dan Sosial) memiliki beban materi yang lebih banyak dibandingkan dengan mata pelajaran yang liannya. Oleh karena itu, perlu adanya metode khusus yang lebih menarik agar tujuan pembelajaran IPAS dapat tercapai dengan optimal. Penelitian tindakan ini untuk menganalisis penggunaan metode inkuiri untuk meningkatkan hasil belajar siswa. Penelitian ini dilakukan dalam dua siklus yang melibatkan 15 siswa sebagai subjek penelitian. Data hasil belajar siswa didapatkan melalui angket, observasi, dan wawancara. Analisis data pada siklus pertama menunjukkan adanya peningkatan nilai dengan persentase 13,33% dalam pemahaman konsep dan keterlibatan siswa dalam proses pembelajaran. Dimana nilai awal siswa memiliki rata-rata 76,8 meningkat menjadi 77,9. Dalam hal ini beberapa siswa masih belum mencapai nilai ketuntasan belajar yaitu 78. Sedangkan nilai pada siklus kedua menunjukkan peningkatan yang lebih besar dalam hasil belajar siswa dengan persentase 100% diatas nilai ketuntasan dengan rata-rata nilai sebesar 84,8. Peningkatan nilai juga diiringi dengan peningkatan dalam hal keaktifan, pemahaman, dan respons pembelajaran siswa pada pembelajaran inkuiri. Kegiatan pembelajaran yang menerapkan metode inkuiri pada mata pelajaran IPAS dapat memberikan dampak yang signifikan untuk meningkatkan hasil prestasi dan minat belajar siswa di kelas IV SDIT Ibnu Hajar Balikpapan. Selain itu, berdasarkan hasil penelitian pembelajaran dengan metode inkuiri dapat menjadi bukti bahwa pendekatan inkuiri bisa digunakan dalam konteks pembelajaran di sekolah dasar untuk mempromosikan pemahaman yang lebih mendalam dan keterlibatan siswa yang lebih aktif dalam pembelajaran IPAS.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136291535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.64713
Muhammad Rizkyanca Nurfairuz, Tri Indri Hardini, Dudung Gumilar
This study investigates the antagonistic behaviour of Alice –as someone who is in favour of extreme-right wing authority–, who initially conceals her support for the dominance of the extreme right-wing party that espouses white supremacy ideology in her interaction with Ousmane as someone who has affected by racism and discrimination. As film progresses, there is a change in her attitude from being concealed to being openly supportive of the ideology of the right-wing or even far-right party, which does not favour pluralism, immigrants, and non-white people, also known as xenophobia. Regarding Alice's behaviour, all of her speech acts will be analysed using Pragmatics-Sociolinguistics theory. It is hoped that by using Pragmatics-Sociolinguistics theory, the behavior and speech acts of the character Alice can be explained and analyzed.
{"title":"Language use in 'Loin du Périph': A sociopragmatic study of characters","authors":"Muhammad Rizkyanca Nurfairuz, Tri Indri Hardini, Dudung Gumilar","doi":"10.21831/diksi.v31i2.64713","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.64713","url":null,"abstract":"This study investigates the antagonistic behaviour of Alice –as someone who is in favour of extreme-right wing authority–, who initially conceals her support for the dominance of the extreme right-wing party that espouses white supremacy ideology in her interaction with Ousmane as someone who has affected by racism and discrimination. As film progresses, there is a change in her attitude from being concealed to being openly supportive of the ideology of the right-wing or even far-right party, which does not favour pluralism, immigrants, and non-white people, also known as xenophobia. Regarding Alice's behaviour, all of her speech acts will be analysed using Pragmatics-Sociolinguistics theory. It is hoped that by using Pragmatics-Sociolinguistics theory, the behavior and speech acts of the character Alice can be explained and analyzed.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.61570
Susi Darihastining, Jimat Susilo, Rahmad Hidayat, Heny Sulistyowati, Siti Maisaroh, Chalimah Chalimah, Ahmad Faris
In the millennial era, our students are already infatuated with digital. Javanese language which is included in the local content of Junior High Schools, students are presented with local languages which have shifted a lot in usage. Students rarely use Javanese which is difficult in the form of pronunciation. The problems are (1) students in reading, writing and speaking Javanese do not understand and find it difficult to apply aspects of pronunciation and phonetics in their use. (2) the lack of interest of millennial students in preserving regional languages. (3) based on observations, today's students are lacking, mastering Javanese is called "ora njawani". And (4) the lack of teaching materials to attract students' interest, especially in the current trend, through digital. Teachers can use digital media Student Pocket Book Products which contain content from the creativity of students and teachers. In addition, students are used to using digital features. The solution to the problem of Servants is to train and assist teachers and students using digital-based learning methods and media and maintain culture. The Jombangan dictionary digital book product is used as a blended learning’s medium media. This book is equipped with a barcode that contains infographic content or Javanese Jombangan YouTube content that can trigger student motivation in applying Javanese. So that students can use digital dictionaries independently and innovatively. This method can help students and teachers learn Javanese pronunciation.
{"title":"Javanese language learning assistance through digital media for teachers and students","authors":"Susi Darihastining, Jimat Susilo, Rahmad Hidayat, Heny Sulistyowati, Siti Maisaroh, Chalimah Chalimah, Ahmad Faris","doi":"10.21831/diksi.v31i2.61570","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.61570","url":null,"abstract":"In the millennial era, our students are already infatuated with digital. Javanese language which is included in the local content of Junior High Schools, students are presented with local languages which have shifted a lot in usage. Students rarely use Javanese which is difficult in the form of pronunciation. The problems are (1) students in reading, writing and speaking Javanese do not understand and find it difficult to apply aspects of pronunciation and phonetics in their use. (2) the lack of interest of millennial students in preserving regional languages. (3) based on observations, today's students are lacking, mastering Javanese is called \"ora njawani\". And (4) the lack of teaching materials to attract students' interest, especially in the current trend, through digital. Teachers can use digital media Student Pocket Book Products which contain content from the creativity of students and teachers. In addition, students are used to using digital features. The solution to the problem of Servants is to train and assist teachers and students using digital-based learning methods and media and maintain culture. The Jombangan dictionary digital book product is used as a blended learning’s medium media. This book is equipped with a barcode that contains infographic content or Javanese Jombangan YouTube content that can trigger student motivation in applying Javanese. So that students can use digital dictionaries independently and innovatively. This method can help students and teachers learn Javanese pronunciation.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.64681
Sudiati Sudiati
Penelitian ini bertujuan menguji keterbacaan wacana pada buku teks pelajaran Bahasa Indonesia terbitan Kemendikbud Ristek bagi Sekolah Penggerak jenjang SMP dan SMA/SMK menggunakan Grafik Fry. Penelitian ini menggunakan desain penelitian kualitatif. Sumber data berupa buku pelajaran Bahasa Indonesia kelas VII dan X terbitan Kemendikbud Ristek bagi Sekolah Penggerak. Data difokuskan pada materi membaca. Teknik pengumpulan data melalui baca dan catat. Instrumen penelitian berupa human instrumen dan Grafik Fry. Teknik analisis data meliputi kondensasi data, penyajian data, pengambilan dan verifikasi kesimpulan. Hasil penelitian menunjukkan keterbacaan wacana buku teks pelajaran Bahasa Indonesia bagi Sekolah Penggerak jenjang SMP kelas VII dan jenjang SMA/SMK kelas X belum sesuai. Berdasar hasil perhitungan menggunakan Grafik Fry, keterbacaan buku Bahasa Indonesia bagi Sekolah Penggerak kelas VII berada pada level 5 sedangkan kelas X pada level 6. Tingkat keterbacaan merupakan suatu perkiraan sehingga kemungkinan terjadi penyimpangan ke atas atau ke bawah. Oleh karenanya, level keterbacaan yang diperoleh hendaknya ditambah satu level dan dikurangi satu level. Dengan demikian dapat dikatakan jika hasil uji keterbacaan wacana pada Grafik Fry berada di level 5 berarti wacana tersebut cocok untuk kelas IV, V, VI dan jika hasil uji keterbacaan wacana berada pada level 6 berarti wacana tersebut cocok untuk kelas V, VI, VII.
{"title":"Discourse readability of Indonesian language textbooks for middle school and high school/vocational schools","authors":"Sudiati Sudiati","doi":"10.21831/diksi.v31i2.64681","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.64681","url":null,"abstract":"Penelitian ini bertujuan menguji keterbacaan wacana pada buku teks pelajaran Bahasa Indonesia terbitan Kemendikbud Ristek bagi Sekolah Penggerak jenjang SMP dan SMA/SMK menggunakan Grafik Fry. Penelitian ini menggunakan desain penelitian kualitatif. Sumber data berupa buku pelajaran Bahasa Indonesia kelas VII dan X terbitan Kemendikbud Ristek bagi Sekolah Penggerak. Data difokuskan pada materi membaca. Teknik pengumpulan data melalui baca dan catat. Instrumen penelitian berupa human instrumen dan Grafik Fry. Teknik analisis data meliputi kondensasi data, penyajian data, pengambilan dan verifikasi kesimpulan. Hasil penelitian menunjukkan keterbacaan wacana buku teks pelajaran Bahasa Indonesia bagi Sekolah Penggerak jenjang SMP kelas VII dan jenjang SMA/SMK kelas X belum sesuai. Berdasar hasil perhitungan menggunakan Grafik Fry, keterbacaan buku Bahasa Indonesia bagi Sekolah Penggerak kelas VII berada pada level 5 sedangkan kelas X pada level 6. Tingkat keterbacaan merupakan suatu perkiraan sehingga kemungkinan terjadi penyimpangan ke atas atau ke bawah. Oleh karenanya, level keterbacaan yang diperoleh hendaknya ditambah satu level dan dikurangi satu level. Dengan demikian dapat dikatakan jika hasil uji keterbacaan wacana pada Grafik Fry berada di level 5 berarti wacana tersebut cocok untuk kelas IV, V, VI dan jika hasil uji keterbacaan wacana berada pada level 6 berarti wacana tersebut cocok untuk kelas V, VI, VII.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.65438
Susana Widyastuti
Group work in language learning has been praised for its success stories in encouraging collaboration and interaction among learners. However, a scant attention has been given to explore how students perceive the Other and how group work can be a platform for identity construction. Within the context of EFL classroom where different cultures and values interact, this study focuses on students’ preference towards group work and peers, which is reflected through their perception and behaviours towards different attributes of the constructed Self and Other. The data were collected through questionnaires involving 241 students of English Literature Study Program at a state university in Indonesia. The results show that, first, despite the challenges to embrace difference among the members, group work is still preferred over individual work for the advantages, productivity, and enjoyment it offers. Second, while friendship is seen as a crucial contributor for a successful group work, students choose peers based on personalities and skills on English language, teamwork, communication, leadership, and technology. This preference motivates stereotyping and othering, whereby the good characteristics of the preferred Self are contrasted with the bad qualities of the dis-preferred Other. This study has proven that subtle othering prevails in group work practices in the academic environment and that such othering practices have influenced students’ behaviours, roles, and abilities to engage and succeed in group work. Pedagogical attempts should be devoted to decrease othering, so as to foster awareness towards difference, in order to create a more accommodative environment for language learning.
{"title":"Subtle othering in EFL group work","authors":"Susana Widyastuti","doi":"10.21831/diksi.v31i2.65438","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.65438","url":null,"abstract":"Group work in language learning has been praised for its success stories in encouraging collaboration and interaction among learners. However, a scant attention has been given to explore how students perceive the Other and how group work can be a platform for identity construction. Within the context of EFL classroom where different cultures and values interact, this study focuses on students’ preference towards group work and peers, which is reflected through their perception and behaviours towards different attributes of the constructed Self and Other. The data were collected through questionnaires involving 241 students of English Literature Study Program at a state university in Indonesia. The results show that, first, despite the challenges to embrace difference among the members, group work is still preferred over individual work for the advantages, productivity, and enjoyment it offers. Second, while friendship is seen as a crucial contributor for a successful group work, students choose peers based on personalities and skills on English language, teamwork, communication, leadership, and technology. This preference motivates stereotyping and othering, whereby the good characteristics of the preferred Self are contrasted with the bad qualities of the dis-preferred Other. This study has proven that subtle othering prevails in group work practices in the academic environment and that such othering practices have influenced students’ behaviours, roles, and abilities to engage and succeed in group work. Pedagogical attempts should be devoted to decrease othering, so as to foster awareness towards difference, in order to create a more accommodative environment for language learning.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.65749
Wahyu Handayani Setyaningsih, Lufi Wahidati
This article examines hegemony spread through Japanese popular series, Doraemon. In 2008, the character Doraemon was made the Anime Ambassador and was sent around the world to campaign for Japanese popular culture. This appointment is part of the Japanese government's public diplomacy strategy. Doraemon is then synonymous with the perfect character figure, which has become one of the symbols of the progress of the Japanese state. Hegemony theory is used to dissect how ideology works through characters that have become state icons and are widely accepted with a very positive image. The results of the analysis show that patriarchal hegemony works through the depiction of scary female characters, male superiority, and the role of the media as a means of ideological dissemination. The Doraemon series preserves the patriarchy wrapped in a beautiful dream story of a future with Japan's advanced technology.
{"title":"Watching Doraemon: Dismantling hegemony in a Japanese popular series","authors":"Wahyu Handayani Setyaningsih, Lufi Wahidati","doi":"10.21831/diksi.v31i2.65749","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.65749","url":null,"abstract":"This article examines hegemony spread through Japanese popular series, Doraemon. In 2008, the character Doraemon was made the Anime Ambassador and was sent around the world to campaign for Japanese popular culture. This appointment is part of the Japanese government's public diplomacy strategy. Doraemon is then synonymous with the perfect character figure, which has become one of the symbols of the progress of the Japanese state. Hegemony theory is used to dissect how ideology works through characters that have become state icons and are widely accepted with a very positive image. The results of the analysis show that patriarchal hegemony works through the depiction of scary female characters, male superiority, and the role of the media as a means of ideological dissemination. The Doraemon series preserves the patriarchy wrapped in a beautiful dream story of a future with Japan's advanced technology.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.65026
Anfa Farkhan Alfaya, Dewi Rochsantiningsih, Sumardi Sumardi
The present study uncovered the cultural contents of the Indonesian ELT textbook for tenth-grade secondary-level students Bahasa Inggris “Work in Progress” based on the cultural types using content analysis. The book is chosen because it is nationally used and based on the curriculum Merdeka 2022. This study focused on analyzing the cultural contents, represented with graphical images integrated with text (e.g., pictures with monologue, dialogue, or description). The findings showed that among the four types of culture, the Target culture was dominantly represented in the textbook 59 times (50,9%). Then, it was followed by the culture neutral 23 times (19,8%), the international culture 18 times (15,5%), and the last source culture 16 times (13,8%). The various and well-organized cultural content proportion should be put more attention.
{"title":"Cultural representation in the ELT textbook “Work in Progress”","authors":"Anfa Farkhan Alfaya, Dewi Rochsantiningsih, Sumardi Sumardi","doi":"10.21831/diksi.v31i2.65026","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.65026","url":null,"abstract":"The present study uncovered the cultural contents of the Indonesian ELT textbook for tenth-grade secondary-level students Bahasa Inggris “Work in Progress” based on the cultural types using content analysis. The book is chosen because it is nationally used and based on the curriculum Merdeka 2022. This study focused on analyzing the cultural contents, represented with graphical images integrated with text (e.g., pictures with monologue, dialogue, or description). The findings showed that among the four types of culture, the Target culture was dominantly represented in the textbook 59 times (50,9%). Then, it was followed by the culture neutral 23 times (19,8%), the international culture 18 times (15,5%), and the last source culture 16 times (13,8%). The various and well-organized cultural content proportion should be put more attention.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.59103
Aiqing Wang
孺子歌图 Ruzi Ge Tu ‘Chinese Mother Goose Rhymes’ is an anthology cumulated, rendered and illustrated by Isaac Taylor Headland (1859-1942) in 1900, which comprises 152 nursery rhymes predominantly prevailing in Beijing during the Qing (1644-1912) dynasty and aims to nurture sympathy for Chinese children and paint portraits of the masses from both ends of the social spectrum. Chinese nursery rhymes are replete with depictions pertaining to familial bonds and adoration, yet they simultaneously abound with fiendish plots and representations in graphic detail as well as political statements alluding to historical events and personages, parallel to their Western counterparts. In Chinese Mother Goose Rhymes, there is a range of nursery rhymes concerning decease, suicide, impoverishment, dilapidation and animal abuse, whereas only a proportion of them entail educational purposes and convey moral values.
孺《中国鹅妈妈歌图》是由艾撒·泰勒·海德兰(Isaac Taylor Headland, 1859-1942)于1900年收集、绘制和插图的一本诗集，收录了152首在清朝(1644-1912)期间在北京盛行的童谣，旨在培养对中国儿童的同情，并描绘社会两极群众的肖像。中国的童谣充满了关于家庭纽带和崇拜的描述，但它们同时充斥着恶魔般的情节和图形细节的表现，以及暗指历史事件和人物的政治声明，与西方的童谣相似。在中国的《鹅妈妈儿歌》中，关于死亡、自杀、贫困、破败和虐待动物的儿歌种类繁多，但只有一小部分儿歌具有教育目的和道德价值。
{"title":"Gruesome nursery rhymes in Chinese Mother Goose rhymes","authors":"Aiqing Wang","doi":"10.21831/diksi.v31i2.59103","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.59103","url":null,"abstract":"孺子歌图 Ruzi Ge Tu ‘Chinese Mother Goose Rhymes’ is an anthology cumulated, rendered and illustrated by Isaac Taylor Headland (1859-1942) in 1900, which comprises 152 nursery rhymes predominantly prevailing in Beijing during the Qing (1644-1912) dynasty and aims to nurture sympathy for Chinese children and paint portraits of the masses from both ends of the social spectrum. Chinese nursery rhymes are replete with depictions pertaining to familial bonds and adoration, yet they simultaneously abound with fiendish plots and representations in graphic detail as well as political statements alluding to historical events and personages, parallel to their Western counterparts. In Chinese Mother Goose Rhymes, there is a range of nursery rhymes concerning decease, suicide, impoverishment, dilapidation and animal abuse, whereas only a proportion of them entail educational purposes and convey moral values.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.64944
Venny Indria Ekowati, Tri Sugiarto, Nandyan Ayu Nooryastuti, Endang Nurhayati, Sri Hertanti Wulan
This article presents a report on the needs analysis of Javanese learning for speakers of other languages. Applying the descriptive-analytical method, this study used data gathered from the survey of 57 participants from 27 different countries. The present study revealed that the most difficult aspect of studying Javanese is on mastering its vocabulary (54.8%). This condition limited the learners’ confidence to engage in any conversation with the locals (74.2%) and made them less progressive in some other related competencies such as reading and writing. Based on the participants’ responses to the survey, the approach recommended to facilitate the program of Javanese for speakers of other languages is the communicative approach. The design of the program targeted proficiency in communicating using Javanese. Vocabulary learning is needed in real situations and contexts. Therefore, the learners could improve their capacity in Javanese and engage with the local people better. Through its comprehensive examination of the challenges, opportunities, and potential solutions, this research not only contributes to the field of language education but also reinforces the value of embracing linguistic diversity as a cornerstone of our shared human experience.
{"title":"Assessing the needs for Javanese learning for speakers of other languages","authors":"Venny Indria Ekowati, Tri Sugiarto, Nandyan Ayu Nooryastuti, Endang Nurhayati, Sri Hertanti Wulan","doi":"10.21831/diksi.v31i2.64944","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.64944","url":null,"abstract":"This article presents a report on the needs analysis of Javanese learning for speakers of other languages. Applying the descriptive-analytical method, this study used data gathered from the survey of 57 participants from 27 different countries. The present study revealed that the most difficult aspect of studying Javanese is on mastering its vocabulary (54.8%). This condition limited the learners’ confidence to engage in any conversation with the locals (74.2%) and made them less progressive in some other related competencies such as reading and writing. Based on the participants’ responses to the survey, the approach recommended to facilitate the program of Javanese for speakers of other languages is the communicative approach. The design of the program targeted proficiency in communicating using Javanese. Vocabulary learning is needed in real situations and contexts. Therefore, the learners could improve their capacity in Javanese and engage with the local people better. Through its comprehensive examination of the challenges, opportunities, and potential solutions, this research not only contributes to the field of language education but also reinforces the value of embracing linguistic diversity as a cornerstone of our shared human experience.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.21831/diksi.v31i2.59666
Nita Maghfiratul Jannah, Novela Nur Afrezah, Margana Margana
The use of immersive technology as a technological future digital multimodal in English learning has emerged in a new era of cybergogy. By optimizing various senses, student center learning, and autonomous learning strategy, effective learning is believed to improve significantly. Therefore, this article aimed to discuss the pedagogical potential of immersive technology in implementing English language learning, mainly speaking skills. By adapting this technology, not only cognitive skills are obtained, but also social skills can develop properly. Technology that promotes students' learning centers and accommodates various learning styles helps educators deal with problems in class. Various kinds of advantages and disadvantages of immersive technology are presented in this article. To take various benefits offered by the innovation of metaverse learning media, readiness in management and facilities need to be prepared for is explained. It recommends the concepts applied in schools to find out the dynamics of the main concepts needed in implementing digital multimodal in English-speaking learning.
{"title":"Pedagogical potential of immersive technology for English speaking learning","authors":"Nita Maghfiratul Jannah, Novela Nur Afrezah, Margana Margana","doi":"10.21831/diksi.v31i2.59666","DOIUrl":"https://doi.org/10.21831/diksi.v31i2.59666","url":null,"abstract":"The use of immersive technology as a technological future digital multimodal in English learning has emerged in a new era of cybergogy. By optimizing various senses, student center learning, and autonomous learning strategy, effective learning is believed to improve significantly. Therefore, this article aimed to discuss the pedagogical potential of immersive technology in implementing English language learning, mainly speaking skills. By adapting this technology, not only cognitive skills are obtained, but also social skills can develop properly. Technology that promotes students' learning centers and accommodates various learning styles helps educators deal with problems in class. Various kinds of advantages and disadvantages of immersive technology are presented in this article. To take various benefits offered by the innovation of metaverse learning media, readiness in management and facilities need to be prepared for is explained. It recommends the concepts applied in schools to find out the dynamics of the main concepts needed in implementing digital multimodal in English-speaking learning.","PeriodicalId":495626,"journal":{"name":"Diksi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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