Peta Konsep Studi Pemerolehan Bahasa (Al-Ikhtisab Al-Lughah). Pelbagai Topik;
Ragam dan Tipe Analisis dalam SLA, Akuisisi Bahasa Kedua, Psikolinguistik, Sosiolinguistik SLA, Melihat Aspek Sosial, Model Alternatif Presentasi Pengetahuan, Interlanguage, Teori Sosiolinguistik, Analysis Discourse, Analisis Kontrasif & Analisis Kesalahan Berbahasa. Pemeroelahan Bahasa Kedua (penelitian).
Prod. Dr. Mamlu'atul Hasanah.
Peta Konsep Studi Pemerolehan Bahasa (Al-Ikhtisab Al-Lughah). Pelbagai Topik;
Ragam dan Tipe Analisis dalam SLA, Akuisisi Bahasa Kedua, Psikolinguistik, Sosiolinguistik SLA, Melihat Aspek Sosial, Model Alternatif Presentasi Pengetahuan, Interlanguage, Teori Sosiolinguistik, Analysis Discourse, Analisis Kontrasif & Analisis Kesalahan Berbahasa. Pemeroelahan Bahasa Kedua (penelitian).
Prod. Dr. Mamlu'atul Hasanah.
Employable Teacher Professional Identities: Concepts & PracticesNeny Isharyanti
A joint presentation with Dr. Drew Whitworth, presented in the webinar series of Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga, Indonesia, on 18 June 2020.
The Benefits and Implications of Learning English through Facebook GroupsNeny Isharyanti
Presented in GloCALL 2015, Daejeon, Korea, 12-14 November 2015
Abstract
The benefits of Social Networking Sites (SNSs) for academic purposes have been extensively researched. In the studies of social capital and how through SNSs social capital can be formed and maintained, some studies have suggested that SNSs may build strong network and such network could benefit students in terms of educational attainment, achievement, and psychosocial factors (Ye, 2006; Ellison, Steinfield, & Lampe, 2007; Phua & Jin, 2011; Lin, Peng, Kim, Yeun Kim, & LaRose, 2012; Tamam, 2013) . However, the studies also found some barriers and implications of SNSs in the process of learning.
Most of the studies in social capital in SNSs were conducted in the context of formal education settings, in which SNSs were treated either as a part of certain courses, or relevant to students' formal education status. This study is going to be conducted in the context of informal discussion in English learning Facebook groups, with various types of members, both formal students and those who are interested in learning English. In particular, the study is going to employ the framework of social capital and actor-network theory in analyzing the discourse among the learners in order to find out the influencing factors and types of social capital that may be beneficial in learning English.
Keywords
Social Networking Sites, Social Capital, Actor-Network Theory, Computer-Mediated Discourse Analysis, Learning English
Bio
Neny Isharyanti is currently a lecturer at the English Education program of Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia. Her research interests include Computer-Mediated Discourse Analysis and sociolinguistics.
Best practices in English teachers Facebook groupsNeny Isharyanti
Presented in GloCALL 2015, Daejeon, Korea, 12-14 November 2015
Abstract
Social Networking Sites (SNSs) has become a ubiquitous tool in human's life. It does not only serve personal purposes of socializing and communication, some studies have also explored the benefits and the downsides of using them for professional purposes in various lines of jobs. In the case of educators, there is generally a positive tone in regards to the use of SNSs, suggesting that they can be useful in developing and improving professional competences among pre-service and in-service teachers (Forte, Humphreys, & Park, 2012; Power, 2013; Bissessar, 2014; Manca & Ranieri, 2014; Soomro, Kale, & Zai, 2014; Sumuer, Esfer, & Yildirim, 2014).
This study is going to explore the network and relationship among actors in SNSs, particularly on identifying actors that are influential in the network and the types of relationship among actors, as well as how the strength of the network contributes on the social capital of the teachers in their profession. Using the framework of computer-mediated discourse analysis and social capital applied on conversations in Facebook groups of English teachers from Indonesia, the study is expected to shed light on the best practices of informal teacher development through SNSs.
Keywords
Social Networking Sites, Social Capital, Actor-Network Theory, Teachers Professional Development, Computer-Mediated Discourse Analysis
Bio
Neny Isharyanti is currently a lecturer at the English Education program of Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia. Her research interests include Computer-Mediated Discourse Analysis and sociolinguistics.
Pendampingan Individu 2 Modul 1 PGP 10 Kab. Sukabumi Jawa BaratEldi Mardiansyah
Di dalamnya mencakup Presentasi tentang Pendampingan Individu 2 Pendidikan Guru Penggerak Aangkatan ke 10 Kab. Sukabumi Jawa Barat tahun 2024 yang bertemakan Visi dan Prakarsa Perubahan pada SMP Negeri 4 Ciemas. Penulis adalah seorang Calon Guru Penggerak bernama Eldi Mardiansyah, seorang guru bahasa Inggris kelahiran Bogor.
ppt profesionalisasi pendidikan Pai 9.pdfNur afiyah
Pembelajaran landasan pendidikan yang membahas tentang profesionalisasi pendidikan. Semoga dengan adanya materi ini dapat memudahkan kita untuk memahami dengan baik serta menambah pengetahuan kita tentang profesionalisasi pendidikan.
9. Atau fenomena bahasa seperti…
• Penggunaan kata “secara”, “entertain”, “event”
• Penggunaan huruf “h” untuk kata “dihital”,
“halan-halan”
• Bahasa alay? Bahasa gaul?
• Ada fenomena-fenomena lain yang kamu tahu?
10. Mari bicara soal bahasa
• Menurutmu, bahasa itu apa?
• Apa fungsi bahasa?
11. Coba kita amati dua situasi ini…
• Situasi 1
X: Selamat pagi, Bu.
Y: Kenapa terlambat?
X: Maaf, Bu, angkotanya lambat.
• Situasi 2
Z: Telat kenape lu?
X: Gara-gara angkot sialan, jalannya lambreta banget!
Ike jadi bt tralala deh
12. Mari Kita Diskusikan…
Siapa X, Y, Z? (peran, pekerjaan, umur, jenis
kelamin, kelompok etnis, kelas sosial, dsb.)
Apakah X mempunyai maksud yang sama
atau berbeda di 2 situasi tersebut?
Apakah fungsi dari ucapan X di situasi 1 dan
situasi 2?
Bagaimana hubungan antara X dengan Y dan
Z?
14. Sociolinguistics!
• Socio – social
• Linguistik – bahasa
• Faktor-faktor sosial yang mempengaruhi
penggunaan variasi atau kode bahasa yang
berbeda
15. Variasi atau Kode Bahasa?
• Apa saja jenis variasi atau kode?
Bahasa
Dialek
Aksen
• Linguistics Repertoire
• Kepekaan dalam menggunakan/menyikapi
fenomena bahasa
16. Faktor-faktor sosial (Holmes, 2001)
“Domain” (situasi sosial – keluarga,
pertemanan, agama, pendidikan, pekerjaan)
Siapa yang diajak berbicara (kedekatan sosial,
status/peran, tingkat formalitas, dsb.)
Tempat
Fungsi (referensial, afeksi)
Topik pembicaraan
17. Apa variasi atau kode bahasa yang kamu
pilih?
Domain Yang
diajak
bicara
Tempat Fungsi Topik
Keluarga Orang
tua
Rumah Memberi informasi Pernikahan
Pertemanan Teman Kafe Mendengarkan
“curhatan”
Cinta
Agama Kyai Mesjid Meminta didoakan Jodoh
Pendidikan Guru Sekolah meminta ijin tidak
masuk
Urusan akademis
Pekerjaaan Atasan Kantor Membicarakan proyek Proposal
18. Siapa penentu “standar berbahasa”?
• Merujuk pada fenomena-fenomena bahasa yang
tadi kita temukan, siapa penentu “standar
kepantasan berbahasa?”
Tokoh masyarakat?
Otoritas kebahasaan?
Pemerintah?
Media?
19. Bahasa adalah sesuatu yang hidup…
• Selalu berubah secara dinamis
• Tetapi, seberapa jauh perubahan itu terjadi?
• Cara berbahasa menunjukkan apa?