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Artículos de revistas sobre el tema "Language and education Indonesia"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 6 de febrero de 2022

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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

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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

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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 s

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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

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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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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

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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 Javane

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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. I

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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

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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 characte

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Mubin, Minahul. "Menakar Kembali Keberadaan Pelajaran Bahasa Indonesia Sebagai Ilmu Pengetahuan Di Sekolah Dasar." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (March 4, 2020): 97. http://dx.doi.org/10.30736/atl.v1i1.79.

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Abstract: Indonesia language is an important part of education. Besides to be indonesia science, indonesia language becomes a long history. A long history of Indonesia language is started as nation’s official and unitary languange. In 1928, as a burning spirit to grab independence, which has written in constitution 1945, from sequece of long history and pass the prosess of perfectingso that indonesia language becomes important thing as science today.In this case, to reinstate the position of Indonesia language to its fungtion and benefit, in order not to scrapped into this period that can make

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Aprilyansyah, Ade. "UPAYA INDONESIA DALAM MENJADIKAN BAHASA INDONESIA SEBAGAI BAHASA INTERNASIONAL DI ASIA TENGGARA." Global Political Studies Journal 2, no. 2 (October 31, 2018): 88–100. http://dx.doi.org/10.34010/gpsjournal.v2i2.2025.

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Indonesian (Bahasa) experiences development in its function and position since it is set as the national language in which Indonesia improves the function of Indonesian (Bahasa) as an international language since 2009 by Act No. 24 year of 2009 where in Indonesian (Bahasa) showed has great opportunities and prospects to become an international language in Southeast Asia, which is supported by the number of domestic and foreign speakers of Indonesian and some other aspects. Yet, to make Indonesian as an international language, Indonesian experiences obstacles coming from the country and abroad.

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Mayasari, Santi. "INDONESIAN LANGUAGE EDUCATION POLICY IN RELATION TO THE NATIONAL EDUCATION GOALS: A THEORETICAL PERSPECTIVE." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 6, no. 2 (February 7, 2020): 81–93. http://dx.doi.org/10.36706/jele.v6i2.10076.

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Education plays an important role for the quality of human’s life. Education is a process of accommodating learners to develop their potential based on the talent and ability they have. Through this process, individuals will have a better personality, IQ, manner, religious belief. Indonesian language in an education setting supports the process of gaining knowledge because this is considered as a carrier of knowledge, a means of communicating ideas, thought, and feeling, and a means of increasing nationality among individuals whole over Indonesia. By having this, Indonesian language education

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Zein, Subhan, Didi Sukyadi, Fuad Abdul Hamied, and Nenden Sri Lengkanawati. "English language education in Indonesia: A review of research (2011–2019)." Language Teaching 53, no. 4 (July 20, 2020): 491–523. http://dx.doi.org/10.1017/s0261444820000208.

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AbstractThis article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary education in highly diverse Indonesia where 707 living languages co-exist and struggle to find space in its linguistic ecology. The discussion wil

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Retnawati, Saptina. "FACTORS CAUSING LANGUAGE LOSS EXPERIENCED BY AN AMERICAN NATIVE SPEAKER IN MULTILINGUAL SITUATION IN INDONESIA." ELT-Lectura 5, no. 2 (August 20, 2018): 174–80. http://dx.doi.org/10.31849/elt-lectura.v5i2.1678.

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Bilingualism and multilingualism are common phenomena in language use. Those who are bilinguals or multilingual normally get the language competence because they are living in multilingual area, or in a country which has variety of languages and cultures. Indonesia is one of countries which have this wide diversity in cultures, languages, and religions. Furthermore, Indonesian Ministry of Education created a program called Darmasiswa program which enabled students from abroad to study Bahasa Indonesia and Indonesian cultures. By following this program, those students are learning new language

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Nida, Faridatun. "Sosialisasi Istilah Bidang Teknologi dalam Bahasa Indonesia Baku dan Penerapannya di Ruang Publik." Madani : Indonesian Journal of Civil Society 3, no. 1 (February 28, 2021): 15–23. http://dx.doi.org/10.35970/madani.v3i1.393.

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Technological development leads to the creation of technological terms. The terms are dominantly created in English language. It affects the non-English technology-user. Many users are from Indonesia. In its usage, English terms are mixed with Indonesian. The mixture of language is indicated to interfere the Indonesian language users. In order to preserve the purity of Indonesian language, equivalent words to those technology terms are given. Nevertheless, the equivalent has not been optimally applied. Hence, there is a need for conducting community service activities entitle Sosialisasi Istil

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Zamzami, Novita Donna, Novi Nurhayati, and Moh Salimi. "CONCEPT AND IMPLEMENTATION OF THE WHOLE LANGUAGE APPROACH IN INDONESIA LANGUAGE LEARNING." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 314. http://dx.doi.org/10.20961/shes.v1i2.26744.

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<em>Education is a whole series of activities held by educators for students on all aspects of the development of student’s potential to achieve the goal. Educational objectives can be achieved through learning activities that are able to build and develop students' knowledge as a whole. Including in Indonesian learning. There are four skills in Indonesia language learning that must be developed, namely reading, listening, speaking and writing skills. The purpose of this study is to describe 1. Whole language approach, 2. Implementation of a Whole language approach in Indonesia language

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Tusya'diah, Delima, and Elva Rahmah. "Penelusuran Informasi Lulusan Program Studi Pendidikan Bahasa Indonesia Fakultas Bahasa dan Seni." Ilmu Informasi Perpustakaan dan Kearsipan 8, no. 1 (October 29, 2019): 100. http://dx.doi.org/10.24036/107330-0934.

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AbstractShearch for information on graduates of Indonesian Language Study Programs a the Faculty of Language and Art. Paper. Library and Archives Information Study Program, Indonesia dan Regional Language and Literature Departement, Language and Art Faculty, Padang State University. In this paper we discuss the search for graduates of the UNP Language and Arts Faculty of Indonesia Language Study Program. The purpose of this study was to determine the profile of Indonesia Education Study Program graduates and to know the competency and employment of these graduation. The research method approac

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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.

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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The tre

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Nurwahidah, Lina Siti. "PRESERVATION OF LANGUAGE AND PRINCIPLES OF LOCAL CULTURE BASED MULTICULTURAL EDUCATION IN INDONESIA." Journal Of Educational Experts (JEE) 2, no. 1 (March 30, 2019): 33. http://dx.doi.org/10.30740/jee.v2i1p33-38.

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In the Orde Baru’s period, we have been directed to uniformity in many ways. Indonesia, a diverse cultural country was only directed to uniformity that would shape national culture, including Indonesian.Local diversities were just a complement, an addition to the main culture, so it was out of favor and only considered as a secondary culture. Moreover, the early '90s echoes of globalization began to enter into the soul of Indonesian society. Because ofthat, some communities in Indonesia were eroded in sense of nationalism that destabilize the use of Indonesian and glorifies all which came from

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Roslan Mohd Nor, Mohd, and Maksum Malim. "Revisiting Islamic education: the case of Indonesia." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 261–76. http://dx.doi.org/10.1108/jme-05-2014-0019.

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Purpose – The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government. Design/methodology/approach – This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach. Findings – The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indon

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Paryono, Yani. "PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK." Jurnal Kwangsan 5, no. 2 (December 17, 2017): 13. http://dx.doi.org/10.31800/jkwangsan-jtp.v5n2.p13.

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Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed b

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Paryono, Yani. "PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK." Jurnal Kwangsan 5, no. 2 (December 17, 2017): 115. http://dx.doi.org/10.31800/jtp.kw.v5n2.p115--127.

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Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed b

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Paryono, Yani. "PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK." Jurnal Kwangsan 5, no. 2 (December 17, 2017): 115. http://dx.doi.org/10.31800/jtpk.v5n2.p115--127.

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Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed b

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Paryono, Yani. "PENGEMBANGAN BAHAN BELAJAR KOSAKATA BAHASA INDONESIA BERBASIS PENDIDIKAN NILAI-NILAI PANCASILA DI FACEBOOK." Jurnal Kwangsan 5, no. 2 (December 17, 2017): 13. http://dx.doi.org/10.31800/jurnalkwangsan.v5i2.45.

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Good Indonesian language learning materials are not only taken from textbooks but they can also be taken from various sources such as newspaper, outdoor media, nature, television, and social media. The research entitled ‘The Development of Indonesian Language Vocabulary Learning Materials Based on the Education of Pancasila Values on Facebook’ aims at producing Indonesian learning materials based on the education of Pancasila values. The problem discussed in this article is that there hasn’t been any Indonesian vocabulary learning material based on the education of Pancasila values developed b

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Yanti, Nafri, Suhartono Suhartono, and Rio Kurniawan. "PENGUASAAN MATERI PEMBELAJARAN KETERAMPILAN BERBAHASA INDONESIA MAHASISWA S1 PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONESIA FKIP UNIVERSITAS BENGKULU." Jurnal Ilmiah KORPUS 2, no. 1 (August 6, 2018): 72–82. http://dx.doi.org/10.33369/jik.v2i1.5559.

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The purpose of this study is to describe the mastery of Indonesian language skills learning material of Indonesian Language Education Study Program of Teacher Training and Education Faculty of Bengkulu University in 2016. The specific purpose of this research is to describe the mastery of learning material of listening, speaking, reading and writing skills student of Indonesian Language and Literature Education Study Program FKIP UNIB. The method used in this research is quantitative research method. Based on the results of the study, its noted that the mastery of learning materials of Indones

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Kirkpatrick, Andy, and Anthony J. Liddicoat. "Language education policy and practice in East and Southeast Asia." Language Teaching 50, no. 2 (March 14, 2017): 155–88. http://dx.doi.org/10.1017/s0261444817000027.

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East and Southeast Asia represents a linguistically and culturally diverse region. For example, more than 700 languages are spoken in Indonesia alone. It is against this backdrop of diversity that the ten countries that comprise Association of South East Asian Nations (ASEAN) have recently signed the ASEAN Charter which, while calling for respect for the region's languages, cultures and religions also officially nominates English as ASEAN's working language. In this article, we examine the language education policies of the region and consider the implications of these policies for the mainten

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Widyastuti, Sri, Sri Ambarwati, and Herlan. "Diseminasi Pengayaan Kosakata (Pusat Pengembangan Dan Perlindungan, Badan Pengembangan Dan Pembinaan Bahasa Kementerian P&K Republik Indonesia)." SULUH: Jurnal Abdimas 1, no. 1 (September 27, 2019): 37–40. http://dx.doi.org/10.35814/suluh.v1i1.971.

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Indonesian is the language of unity in Indonesia in accordance with Article 36 of the 1945 Constitution which states that the State Language is Indonesian. In line with the development of time the Indonesian language has changed from time to time the Language Development and Development Agency of the Ministry of Education and Culture in charge of socializing about the Vocabulary Enrichment Dissemination program. In connection with the foregoing, the Language Development and Development Agency of the Ministry of Education and Culture held a Dissemination of Indonesian Language Vocabulary Enrich

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Situmorang, Dominikus David Biondi. "A Prayer for Nation." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 74, no. 4 (November 23, 2020): 290–91. http://dx.doi.org/10.1177/1542305020955153.

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The Faculty of Education and Language, Atma Jaya Catholic University of Indonesia, has entered the Indonesian World Records Museum (MURI) by hosting a virtual singing collaboration by the greatest number of faculty members. I am a lecturer in the Faculty of Education and Language and also the songwriter of this song, expressing gratitude for this achievement. This work is dedicated as a gift to Indonesia amid this COVID-19 pandemic.

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Rukmi, Nala Sita, and Nurul Khasanah. "CODE SWITCHING IN INDONESIA BILINGUAL EDUCATION." ELTALL: English Language Teaching, Applied Linguistic and Literature 1, no. 1 (September 1, 2020): 32. http://dx.doi.org/10.21154/eltall.v1i1.2120.

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Indonesian government policy supports the international of education at thesecondary level, consequently more institutions have commenced bilingual programs.Content is taught both in Bahasa Indonesia and English, making code-switching inclassroom discourse. The study was conducted at a single International school inSemarang, East Java, Indonesia. This case study explored in what ways and underwhat circumstances Indonesian teachers and learners use code-switching in theselected bilingual classroom and semi structured interviews with six-bilingual classstudents and teachers at an International s

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Isnaniah, Siti, and Islahuddin. "Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand." Jurnal Pendidikan Islam 9, no. 1 (September 30, 2020): 1–27. http://dx.doi.org/10.14421/jpi.2020.91.1-27.

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This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentrat

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Emidar, Emidar. "THE DEVELOPMENT OF CULTURAL AND CHARACTER EDUCATION THROUGH BAHASA INDONESIA SUBJECT." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 15, no. 1 (March 10, 2014): 16. http://dx.doi.org/10.24036/komposisi.v15i1.7148.

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PENGEMBANGAN PENDIDIKAN BUDAYA DAN KARAKTER BANGSA MELALUI PEMBELAJARAN BAHASA INDONESIASince the implementation of Curriculum 2013, the discussion on the National Character and Culture Education Program, which was started from 2011, has been seen to be decline lately. However, a deeper look at the program’s fundamentals shows that it is indeed relevant with the newly curriculum since topics on national character and culture education are inherent parts of the subject of Indonesian Language, one of compulsory subjects taught at Indonesian schools. This article shows how phases in texts-based I

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Khasbani, Imam. "ENGLISH AS A MEDIUM OF INSTRUCTION IN INDONESIAN PRIMARY AND SECONDARY EDUCATION: Theory and reality." Englisia Journal 6, no. 2 (June 19, 2019): 146. http://dx.doi.org/10.22373/ej.v6i2.4506.

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The globalization phenomenon marked by the flow of people movements, the advancement of informational technology, and the shrinking price of transportation has brought people around the world into one global community. Comprised by people from diverse linguistic backgrounds, this community sees the need to use a common language to bridge the communication gap. With a long-established economic and political power, English comes to the forefront as a global lingua franca. With its growing and pervasive influence, the need to learn English has never become more apparent. This need is often transl

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Mukhtar, Ilham, and Jamal Fauzi. "Methodological Problems of Teaching Arabic to Non-Native Speakers in Indonesia." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 72–81. http://dx.doi.org/10.51425/ierj.v1i1.4.

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The Arabic language is a decent place in Indonesian society because it is a religious language that coincided with the entry of Islam in this country. The growing interest in it through the ages and continued to try to raise its status continuously until the field of education witnessed a remarkable development in the last decade. However, this status does not necessarily mean that this language has received what it deserves as a religious and foreign language from the engineering and policy of advanced education. The current status of Arabic language education in Indonesia is a transitional p

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Khosiyono, Banun Havifah Cahyo. "Kebijakan pendidikan bahasa asing di Indonesia dalam perspektif masyarakat global." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 6, no. 1 (February 9, 2019): 70–82. http://dx.doi.org/10.21831/jppfa.v6i1.20612.

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Tujuan dalam artikel ini adalah untuk mengetahui kebijakan pendidikan bahasa Asing di Indonesia dalam perspektif masyarakat global. Artikel ini pemaparkan kebijakan pendidikan bahasa Asing di Indonesia dalam menghadapi era globalisasi. Kebijakan pendidikan bahasa Asing di Indonesia mengalami perubahan dari Indonesia merdeka hingga saat ini. Perubahan ini disebabkan karena perubahan kurikulum yang mengalami karena penyempurnaan kurikulum-kurikulum sebelumnya. Sehingga, kebijakan pendidikan Bahasa Asing disesuaikan dengan tujuan kurikulum-kurikulum dari masa setelah kemerdekaan hingga saat ini.K

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Mas'ud, Bulqia. "Language Curriculum in America and Indonesia: A Comparative Analysis for Improvement of Indonesian Character Education Practice." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 2 (June 23, 2021): 197–203. http://dx.doi.org/10.34050/elsjish.v4i2.14008.

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This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrat

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Sari, Betty Tjipta, Fons J. R. van de Vijver, Athanasios Chasiotis, and Michael Bender. "Contextualized bilingualism among adolescents from four different ethnic groups in Indonesia." International Journal of Bilingualism 23, no. 6 (October 4, 2018): 1469–82. http://dx.doi.org/10.1177/1367006918803678.

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Aims and objectives: We were interested in group differences in Indonesia in bilingualism, whether vocabulary knowledge shows a differential pattern across the languages, and whether language skill and usage differences between groups are moderated by contextual factors, such as ethnic group size. Data and analysis: We examined group differences in language usage at home and in public, self-reported proficiency, and vocabulary scores in both languages among 632 adolescents (292 males, Mage = 14.57 years) from four ethnic groups in Indonesia (214 Javanese, 115 Batak Toba, 108 Toraja, and 195 Ch

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Hidayat, Didin Nuruddin. "Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model." IJECA (International Journal of Education and Curriculum Application) 1, no. 2 (August 30, 2018): 14. http://dx.doi.org/10.31764/ijeca.v1i2.2118.

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Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher e

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Turmudi, Dedi, and Bonjovi Hassan Hajan. "EDUCATION SYSTEM AND ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: IMPLICATIONS FOR INDONESIAN EFL LEARNING." Premise: Journal of English Education 9, no. 1 (May 5, 2020): 78. http://dx.doi.org/10.24127/pj.v9i1.2791.

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The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English lang

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Agustini, Ni Luh Putu Rastiti Era. "Character Education for Children in Indonesia." Journal of Educational Study 1, no. 1 (June 26, 2021): 97–102. http://dx.doi.org/10.36663/joes.v1i1.158.

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Character education is one of the aspects in education which is important for students before they face the real world society. Character education can be learned in the formal education with the support of environment such as school staffs, teachers, and also parents. Moreover, character education can also help students to deal with academic field. Character education is not directly taught in school as a subject but it includes in the subjects learn by students such as science, social science, language and many more. Even though character education has been taught at school, there is still s

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Malcolm, Matthew R., Juliana Tirza Mangilaleng, and Daniel L. Kim. "A Milestone for Liberal Arts Education in Indonesia." World Journal of Educational Research 8, no. 1 (December 19, 2020): p26. http://dx.doi.org/10.22158/wjer.v8n1p26.

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This article seeks to draw attention to a milestone in the development of Indonesian higher education, and to offer some evaluation of its significance. This milestone is the government’s new strategy regarding General Education in higher education institutions, which is laid out in an Indonesian-language book published by the department of education, and is presently being enacted across a range of higher education institutions.The approach taken is to offer a critical summary of the book, and then to focus on one instance of the enactment of its principles, as evidenced in two recent studies

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Isnaniah, Siti, and Fauzan Mustofa. "Management of Islamic Education on Indonesian Language Learning for Foreign Speaker Program." Jurnal Pendidikan Islam 6, no. 2 (December 31, 2020): 217–32. http://dx.doi.org/10.15575/jpi.v6i2.8403.

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This study aims to compare the management of Islamic education for the BIPA (Bahasa Indonesia Penutur Asing/Indonesian Language Learning for Foreign Speaker) program at PTKI institutions in Indonesia and Al-Azhar University in Egypt from the aspects of the curriculum, institutions, teachers, students, and evaluation. This research used descriptive analytic method with a qualitative approach. In-depth interviews, content analysis, and observation were applied to collect the data. Data were analysed using the interactive model of Miles & Huberman and comparative analysis. The result of the r

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Al Ashadi Alimin and Hariyadi. "HUBUNGAN SIKAP BAHASA DENGAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH BAHASA INDONESIA DALAM KARYA ILMIAH." Jurnal Metamorfosa 8, no. 1 (January 31, 2020): 52–64. http://dx.doi.org/10.46244/metamorfosa.v8i1.339.

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This study aims to describe: 1) the attitude of Indonesian students in Bahasa Indonesia dalam Karya Ilmiah courses; 2) student learning outcomes in Bahasa Indonesia dalam Karya Ilmiah courses; and 3) whether there is a relationship between language attitudes and student learning outcomes in Bahasa Indonesia dalam Karya Ilmiah courses. This type of research in this research is descriptive quantitative with the form of correlational studies. The sample consisted of 83 students in the Physics Education Study Program, Pancasila and Civic Education, and Counseling Program. The analysis technique us

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Rahmanisa, Aulia, Sarwiji Suwandi, and Slamet Subiyantoro. "Charactered Education in Learning Indonesian Language in the High School: Case Study in SMAN 1 Surakarta, Indonesia." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 4 (December 22, 2018): 29–39. http://dx.doi.org/10.33258/birci.v1i4.88.

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Character education is the focus of Indonesian education nowadays as people in Indonesia is experiencing a negative character shifting. In order to change negative character, character education should be taught to the young generation through the integration of the character education at school. This study aims to determine the ways of integrating the value of character education in the lesson plan and the process of Indonesian language learning in the high school. This study employed a case study method by implementing a qualitative approach. This research was carried out in State Senior Hig

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Smith, Brian D. "Translation as a Provider of Models of Sociological Discourse in Nusantara." TTR : traduction, terminologie, rédaction 10, no. 1 (February 27, 2007): 263–82. http://dx.doi.org/10.7202/037287ar.

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Abstract Translation as a Provider of Models of Sociological Discourse in Nusantara — The social sciences have seen rapid growth both as academic subjects and as instruments of national development in the Malay language nations of SE Asia: Brunei Darussalam, Indonesia and Malaysia. The particular nature of social science terminology and discourse has presented special problems for translators of social science texts, who have been at the frontiers of language creation as national language texts have been increasingly used at all levels of education in Indonesia and Malaysia. In Indonesia, wher

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Da Costa Cabral, Ildegrada, and Marilyn Martin-Jones. "Traces of old and new center-periphery dynamics in language-in-education policy and practice." AILA Review 30 (December 31, 2017): 96–119. http://dx.doi.org/10.1075/aila.00005.dac.

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This article reveals how center-periphery relations have unfolded, over time, in language policy processes in one nation – Timor-Leste – on the global periphery. We take a longue durée perspective on the language policy processes at work in this historical context, showing how different regimes of language were imposed, in the past, by colonisers from distant centers – in Portugal and then in Java, Indonesia. Then, turning to the post-independence period, we show how a new order of indexicality, forged within the Resistance to the Indonesian occupation, formed the basis for current language po

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Mansyur, Umar. "Sikap Bahasa Mahasiswa dan Implikasinya terhadap Pembelajaran Bahasa Indonesia di Perguruan Tinggi." GERAM 7, no. 2 (December 8, 2019): 71–77. http://dx.doi.org/10.25299/geram.2019.vol7(2).4026.

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This study aimed to describe the students’ language attitudes toward Indonesian language course and its implication in higher education. This research method was a case study. The participants in this study were 92 students of Faculty of Literature at Universitas Muslim Indonesia Makassar. The data were collected by using a questionnaire technique which developed by three indicators such as loyalty attitude, pride attitude, and awareness of language norms. The data collected was analyzed statistically by using SPSS program and the results were converted into four attitude categories; very posi

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Kusumawati, Mutia. "An Inquiry on Japanese Language Education in Indonesia: A focus on the curriculum and its’ implementation." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 1 (June 28, 2019): 1. http://dx.doi.org/10.17509/japanedu.v4i1.16658.

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The number of Japanese language learners in Indonesia has reached second place in the world (The Japan Foundation, 2015). However, Japanese language skills of learners in Indonesia are still very far behind from other countries, especially China and South Korea. Therefore, this study aims to discuss the causes of the lack of development on Japanese language learning abilities in Indonesia with the curriculum approach used. To answer these problems, author analysed data by The Japan Foundation, interviewed Japanese language teachers at one national high school in Bandung, and reviewed the curri

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Nurjati, Nunung, and Ferra Dian Andanty. "PRAGMATIC COMPETENCE OF TEACHER-STUDENTS AT ENGLISH EDUCATION DEPARTMENT." WAHANA 66, no. 1 (June 1, 2016): 63–68. http://dx.doi.org/10.36456/wahana.v66i1.483.

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English in Indonesia is still acting as a foreign language in a way that the language is still limited in use to be practiced in schools. English has not been as a second language in Indonesia. As a foreign language, English is still not fully utilized as appropriate in countries native speakers. The L2 still encounter verbal interaction with speakers of foreign languages, especially English teachers and learners in schools that are not in accordance with the function and the situation. The purposes of this study are to (1) describe the utterances used by the lecturer-student in meaningful sit

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Widiyanti, Retno, Yumna Rasyid, and Darmahusni Darmahusni. "THE USE OF ENGLISH INTRODUCTION LANGUAGE IN LEARNING IN MONTESSORI INDONESIA PRESCHOOL." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 2 (December 31, 2018): 168–71. http://dx.doi.org/10.21009/ijlecr.042.21.

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The use of English introduction language in learning has been found in educational institutions. Although this is very contrary to the law of kemendikbud that Indonesian must be used as the language of instruction in national education, but now it has developed rapidly schools that use English as the medium of instruction in the learning process, even starting from the level of preschool. This phenomenon occurs in the Preschool Indonesia is Montessori Preschool Indonesia where the school includes public schools. This school is a school that uses the English language of instruction, located in

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