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Academic literature on the topic 'Masalit language'
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Journal articles on the topic "Masalit language"
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Denning, Keith, and John Edgar. "A Masalit Grammar with Notes on Other Languages of Darfur and Wadai." Language 67, no. 2 (1991): 396. http://dx.doi.org/10.2307/415132.
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Brillman, Ruth. "Second person agreement allomorphy in Masarak." Studies in African Linguistics 42, no. 2 (2013): 133–51. http://dx.doi.org/10.32473/sal.v42i2.107271.
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Masarak (also known as Masalit, sometimes spelled Massaleit), an endangered Nilo-Saharan language spoken in Darfur, is characterized by complex agreement patterns, particularly in the second person. This article outlines Masarak agreement patterns in the declarative, imperative and prohibitive verb forms, paying particular attention to second singular declarative allomorphy. In addition, this article describes a series of verb root-form alternations. Understanding these alternations is necessary in understanding the interpretation of different declarative, imperative and prohibitive verb forms.
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Comrie, Bernard. "A Masalit grammar, with notes on other languages of Darfur and Wadai." Lingua 83, no. 1 (1991): 87–88. http://dx.doi.org/10.1016/0024-3841(91)90054-9.
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Adnan, Aryuliva. "PENGAJARAN MENYIMAK BAHASA INGGRIS: MASALAH DAN SOLUSINYA." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, no. 1 (2012): 1. http://dx.doi.org/10.24036/ld.v6i1.2549.
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For along time language teachers tend to ignore teaching listening. Among the four skills (listening, speaking, reading and writing) that are recognized as the keys to ‘knowing’ the language, listening is probably the least important to be taught. Actually speaking and listening are always interrelated. However listening is the most underdeveloped skill. In Indonesia the teachers tend to ignore to teach this skill by skipping it eventhough it is clearly stated in curriculum. Many reasons are mentioned by the teachers for not teaching listening, such as lack of teaching material, lack of school facilities, the speakers in the recorded material speak too fast, the students do not understand the vocabularies and the sentences used by the speakers. Basically, they realized that listening cannot be separated from other language skills like speaking, reading and writing. Listening is important since students may receive much of their information of their school through listening to instructors and to another. Listening has been regarded as the most frequently used language skills in the classroom. Besides, listening skill is important in the workplace, the family and the community. Furthermore nowadays listening skill is included in national examination for the level of Senior High School. The teachers then have no reasons to ignore and skip teaching listening, for they can vary their teaching materials, tasks, techniques and activities. Kinds of authentic materials can be taken from many recources, and kinds of activities to support teaching listening in the classroom can be done as well. Key words: teaching listening, listening materials, listening activities
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Bunau, Eusabinus, Rahayu Apriliaswati, Syarif Husin, Urai Salam, Yanti Sri Rezeki, and Wardah Wardah. "Pelatihan Pembelajaran Inovatif Bahasa Inggris Berbasis Masalah." Jurnal Pengabdi 5, no. 1 (2022): 93. http://dx.doi.org/10.26418/jplp2km.v5i1.52688.
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The integration of approach, method, technique, media and learning sources is innovation in learning activity. To some teachers, this innovative learning is an approach or a method that is too theoretical, thus it is complicated to grasp concretely. Therefore, the training administered through Academic Staff Community Service (ASCS) is necessary to conduct in order to provide firming and new experience, and to extend insight on this innovative learning. Participant of the training was the members of English Language Teacher Association (ELTA) of Singkawang Municipality. The training aimed to enable the member of the ELTA to design their own innovative learning steps or procedures to apply in lesson plan and teaching-learning activity. Furthermore, the training was executed with three methods, namely interactive lecturing, presentation with media equipment, and short practice. The implementation of this English language problem-based learning with short practice in the training revealed that the problems encountered by students could be handled by the teacher through innovative ways. By the examples had been demonstrated in the training activity, the English language teachers were able to teach by firstly identifying the problems the students encounter, and then solve the problems innovatively.
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Rachmawati, Raja. "ASPEK LINGUISTIK DAN KEBERTERIMAAN DALAM PENERJEMAHAN." Madah: Jurnal Bahasa dan Sastra 5, no. 1 (2017): 91. http://dx.doi.org/10.31503/madah.v5i1.527.
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Translation does not only deal with language problems but also cultural problems. There are transferring language and culture in translation. Some aspects needs more attention in translation such as linguistics aspects which involve phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, and psycholinguistics. These aspects are able to give a strong basic for a translator to be a good translator. Another aspect that is also important is about form and meaning aspects. Meaning may appeared from various aspects such as the structure of languages, the situation of using language, and the social and culture of languages. The equivalence problems in target language are able to be coped with by giving definition, elaboration, or giving the explanation to the words. A translator should be able to process his translation well in the and a translator also should consider linguistics aspect, acceptability aspects, and politeness. High and low acceptability rate is also influenced by elaborating translator politeness in the translation.AbstrakPenerjemahan bukan sekadar persoalan bahasa, tetapi juga menyangkut masalah budaya. Terdapat alih bahasa dan budaya dalam penerjemahan. Beberapa aspek perlu mendapat perhatian dalam penerjemahan seperti aspek-aspek linguistik yang mencakup fonologi, morfologi, sintaksis, semantik, pragmatik, sosilinguistik, dan psikolinguistik. Aspek-aspek ini dapat memberikan dasar yang kuat bagi seorang ahli bahasa agar dapat menjadi penerjemah yang baik. Hal yang perlu mendapat perhatian adalah unsur bentuk dan makna. Makna bisa ditimbulkan dalam berbagai konteks, makna bisa muncul karena struktur bahasa, situasi penggunaan bahasa, dan sosio-kultur budaya. Masalah keterpadanan makna dalam bahasa sasaran dapat diselesaikan dengan menempuh cara memberikan definisi, elaborasi, atau menerangkan kata-kata tersebut. Penerjemah harus mengolah hasil terjemahannya dengan baik dalam proses penerjemahan. Penerjemah juga harus mempertimbangkan aspek-aspek linguistik, aspek keberterimaan, dan kesantunan berbahasa. Tinggi rendahnya nilai keberterimaan juga dipengaruhi oleh kesantunan berbahasa penerjemah dalam menguraikan hasil terjemahan.
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Fajriah, Noor. "RANCANGAN MASALAH MATEMATIKA UNTUK MENGIDENTIFIKASI BERPIKIR GEOMETRIS SISWA." KALAMATIKA Jurnal Pendidikan Matematika 3, no. 1 (2018): 39–50. http://dx.doi.org/10.22236/kalamatika.vol3no1.2018pp39-50.
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Geometric thinking has a very important role in developing students' mathematical thinking. To find out geometric thinking students needed a problem that could identify geometric thinking. The problem must be in accordance with the objectives to be measured, to meet validity and reliability as a valuation tool. The purpose of this research was to obtain the design of geometry problems to be able to identify valid and reliable geometric thinking. The descriptive method was used in this research. There are 6 people as validators and 3 junior high school students for testing. The results obtained prototype problems designed to pay attention to aspects of the material in accordance with the level of junior high school students and bring visualization, construction and reasoning activities. The construction aspect in which the problem does not lead to multiple interpretations. is clear and uses a question word/ command whose completion is a description. Aspects of language where the language is communicative easily understood and in accordance with the rules of the Indonesian language is good and true and meets the criteria of legibility.
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Denning, Keith. "A Masalit grammar with notes on other languages of Darfur and Wadai by John Edgar." Language 67, no. 2 (1991): 396–97. http://dx.doi.org/10.1353/lan.1991.0061.
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Prasetya, Tio, Raja Al-Fath Hidayat, Akhmad Roziq, Irfan Ali, and Edi Wahyudin. "Implementasi Aplikasi Mengenal Budaya Lokal Berbasis Android Menggunakan Metoda Sequential Searching." INFORMATION SYSTEM FOR EDUCATORS AND PROFESSIONALS : Journal of Information System 5, no. 2 (2021): 161. http://dx.doi.org/10.51211/isbi.v5i2.1520.
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Abstrak: Penelitian ini didasarkan pada masyarakat Indramayu yang masih minim informasi tentang bahasa Krama. Padahal pengetahuan tentang Bahasa Krama sangatlah penting dalam sebuah percakapan maupun pembicaraan yang menggunakan Bahasa Krama. Minimnya referensi tentang kosa kata dalam bahasa Krama Saat ini yang masih setia menggunakan bahasa daerah terbatas usia lanjut. Hal ini dapat mengakibatkan punahnya bahasa daerah, sehingga perlu kerja keras untuk menyesuaikan setiap orang menggunakan bahasa daerah. Untuk mengatasi masalah tersebut maka perlu dilakukan perancangan sistem agar dapat memberikan pembelajaran tentang bahasa krama melalui platform android, sehingga mudah digunakan dan dipelajari. Penelitian ini bertujuan untuk merancang sebuah pembelajaran berbasis Android yang mampu meningkatkan pengetahuan dan minat masyarakat dalam berbahasa lokal. Dalam penelitian ini mengunakan metode Research and Development (R&D). Karena hasil akhir dari penelitian ini akan menghasilkan suatu produk sistem informasi bahasa krama indramayu berbasis android menggunakan sequential searching. Harapan dari penelitian ini adalah memudahkan pengguna khususnya masyarakat Indramayu dapat meningkatkan pengetahuan dan minat masyarakat dalam berbahasa lokal
 
 Kata kunci: Android, Bahasa Krama, Pengetahuan.
 
 Abstract: This research is based on the Indramayu community, which lacks information about the Krama language. Even though knowledge of Krama is very important in a conversation or a conversation using Krama Language. Lack of references to vocabulary in Krama. Currently, people who are still loyal to use regional languages are limited to the elderly. This can cause the extinction of regional languages, so it is necessary to make efforts for all people to get used to using regional languages. To overcome this problem, it is necessary to make a system design that is able to provide learning about Krama language through the Android platform so that it is easy to use and learn. This study aims to design an Android-based learning that can increase people's knowledge and interest in local languages. In this study using the Research and Development (R&D) method. Because the final result of this research will produce an android-based product of indramayu krama language information system using sequential searching. The hope of this research is that it makes it easier for users, especially the Indramayu community, to increase their knowledge and interest in local languages. 
 
 Keywords: Android, Krama language, Knowledge.
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Khusniyah, Tri Wardati, and Ali Muhtadi. "DEVELOPING ARABIC LANGUAGE LEARNING MULTIMEDIA." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 2 (2018): 247–61. http://dx.doi.org/10.21831/jk.v2i2.18856.
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This study was aimed at describing the problems in the application of Arabic as the language of daily communication, the level of active Arabic language skills, and the level of need for multimedia learning development to improve the students' Arabic speaking ability. The sample of the study was the principal and students of grades VII to grade IX at an Islamic Boarding School in Yogyakarta. The sample was chosen by using random sampling method. The data collection was carried out by interviewing the principals and conducting open questionnaires aimed at the students. The data then were analyzed using qualitative descriptive method. The results show that there had been a decrease in the application of Arabic for everyday conversation due to problems experienced by students such as difficulty in Arabic language, lack of motivation among students, lack of school support for the application of Arabic, and the media used were not feasible. The level of need for the development of Arabic learning multimedia in order to practice the ability to speak Arabic for students is very high with a percentage of 100%.PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BERBAHASA ARABAbstrakPenelitian ini bertujuan mendeskripsikan masalah-masalah dalam penerapan bahasa Arab sebagai bahasa komunikasi sehari-hari, tingkat kemampuan berbahasa Arab aktif, dan tingkat kebutuhan pengembangan multimedia pembelajaran untuk melatih kemampuan berbicara bahasa Arab bagi siswa. Sampel penelitian adalah kepala sekolah dan siswa kelas VII sampai kelas IX SMP Islamic Boarding School Bina Umat Yogyakarta yang dipilih menggunakan metode random sampling. Pengumpulan data dilakukan dengan wawancara yang ditujukan kepada kepala sekolah dan angket terbuka yang ditujukan kepada siswa. Data dianalisis dengan teknik deskriptif kualitatif. Hasil penelitian menunjukkan bahwa telah terjadi penurunan dalam penerapan bahasa Arab untuk percakapan sehari-hari disebabkan oleh masalah-masalah yang dialami oleh siswa seperti susahnya materi bahasa Arab, kurangnya motivasi di kalangan siswa, kurangnya dukungan pihak sekolah terhadap penerapan bahasa Arab, dan media yang digunakan juga belum mampu melatih kemampuan berbicara bahasa Arab. Tingkat kebutuhan pengembangan multimedia pembelajaran bahasa Arab untuk melatih kemampuan berbicara bahasa Arab bagi siswa sangat tinggi dengan persentase 100%..