University Students’ Ability In Discourse Type Recognition

The aim of the study is to identify the discourse type recognition of university students. Descriptive qualitative study was employed to explore the students’ ability in recognizing discourse types. To achieve the objective of the study, a test of discourse type recognition was administered to 25 students of non-English department at a private Islamic university in Yogyakarta. The findings showed that most students found it difficult in recognizing discourse types, the physical form, and the situation in which the discourse types might be found. Other than that, the existence of cultural specificity in discourse types might hinder the students from predicting the proper names for the discourse types. This suggested that the students need to be given more exposures on discourse types and cross cultural understanding to help them identify the discourse types better.

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PERSPEKTIF MAHASISWA PGSD TERHADAP MATAKULIAH ADAT MELAYU DALAM MELESTARIKAN BUDAYA MELAYU JAMBI

JURNAL ILMU BUDAYA ◽

10.34050/jib.v8i1.8880 ◽

2020 ◽

Vol 8 (1) ◽

pp. 134

Author(s):

Destrinelli Destrinelli ◽

Alirmansyah Alirmansyah ◽

Kiki Handayani ◽

Aldo Darmawan ◽

Khaini Hajar ◽

...

Keyword(s):

Data Collection ◽

Qualitative Study ◽

University Students ◽

Time Limit ◽

Descriptive Qualitative

This research was conducted to describe the perspective of PGSD students towards Malay traditional subjects in preserving the Malay Malay culture of Jambi. This research was conducted in October to December 2019. This research was a descriptive qualitative study. The subjects in this study were PGSD University of Jambi students, data collection in this study using observation, interviews, and documentation. The results of a study of PGSD Jambi University students showed that in the Jambi Malay customary course, students fully supported the Malay customary course program in preserving the Malay culture in Jambi. But there are still many shortcomings in preserving this matter, namely from the lack of facilities and infrastructures that are still inadequate and also the schedule of other solid courses so as to give a time limit for students in preserving Jambi culture.

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The Implementation of EMU (English Moslem Union) Approach in Developing Islamic Studies and English Competence of UNTIDAR Moslem Students

Proceeding of International Conference on Islamic Education ◽

10.51425/icie.vi.4 ◽

2016 ◽

pp. 25-30

Author(s):

Farikah Farikah

Keyword(s):

Qualitative Study ◽

University Students ◽

Data Reduction ◽

Islamic Education ◽

Data Display ◽

Islamic Studies ◽

English Competence ◽

Depth Interviews ◽

Descriptive Qualitative

The purpose of this research is to describe the implementation of EMU (English Moslem Union) Approach in developing islamic studies and English competence among the moslem students of Tidar University (UNTIDAR). EMU Approach is a way of developing Islamic studies as well as English competence. Through EMU, the students of UNTIDAR study Islam as well as English with Halaqoh model. Halaqoh is a term used in Islamic education. Halaqoh (circle) is used to describe a group with about 8 or 10 persons who learn islamic studies regularly. One of them is as murrabi (teacher) and the others are as mutarabbi (students). This descriptive qualitative study employed in-depth interviews, and on-site observation in collecting the data. Following Milles and Hubberman’s theory (1994), the writer analyzed the data through data reduction, data display, conclusion and verification. The triangulation was employed in checking the validity of the data. The results show that the implementation of EMU through Halaqoh model is an effective way to develop Islamic studies and English competence of Tidar University students. It can be seen from two indicators. The first, it can be seen from the students’ characters in terms of nature, attitude and habit.The second is from the students’ competence in English through discussion activities.

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A walk in the Garden of Diverse Cultures When Teaching English as a Foreign Language

KnE Social Sciences ◽

10.18502/kss.v1i3.735 ◽

2017 ◽

Vol 1 (3) ◽

pp. 157

Author(s):

Kusumarasdyati .

Keyword(s):

Foreign Language ◽

Mother Tongue ◽

Cross Cultural ◽

English Department ◽

State University ◽

Teaching English ◽

Cultural Understanding ◽

Similarities And Differences ◽

Teaching Learning ◽

Diverse Cultures

It is virtually impossible to teach a foreign language without teaching the culture where this language is spoken as a mother tongue because the use of a language relies heavily on the culture observed by the speakers. This principle also applies to the teaching of English in Indonesia, where it is spoken as a foreign language. The present paper aims to describe how the native cultures and the target cultures are explored in a course offered by the English Department of Universitas Negeri Surabaya (State University of Surabaya) in an effort to build understanding across cultures through their similarities and differences. While this may be a tedious task to accomplish due to the multicultural backgrounds of the learners and their diverse experiences that shape their personal opinions, it does not necessarily mean that cross-cultural understanding is impossible to achieve. It should be approached with appropriate methods to ensure that the teaching-learning process can yield the desired results. In addition, learners are engaged in a variety of motivating activities that not only have them examine how their native and target cultures are alike or different, but also give them relevant experiences that can lead to understanding. Keywords: TEFL, foreign language, culture, cross-cultural understanding

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KOMPREHENSI PSIKOSOSIOSEMANTIK NAMA DIRI MAHASISWA IAIN SURAKARTA

Tarling Journal of Language Education ◽

10.24090/tarling.v2i2.2922 ◽

2019 ◽

Vol 2 (2) ◽

pp. 169-196

Author(s):

Irwan Rohardiyanto

Keyword(s):

Qualitative Study ◽

Proper Names ◽

Word Formation ◽

The State ◽

Literary Works ◽

Language Varieties ◽

Proper Name ◽

Descriptive Qualitative

There is consideration by most parents in giving proper names for their childrensuch as for expectation or praying. They use language varieties in supportingtheir expectations. This study Psychosociosemantically aims to elaborate propernames of IAIN (The State Islamic Institute) Surakarta. The problems of this studyare how are Psychosociosemantically the comprehension and reasons of givingthe proper names? And how are the formation of proper names? The method is a descriptive qualitative study. The writer conducts some descriptions in collecting the data, analyzing the data and getting some conclusions. The result of thestudy informs that in creating the proper names especially for students of IAINSurakarta, there is certain expectation and reason. Proper name is adopted fromthe name of certain people or character and created from certain event. Besides, itis also created from certain time (temporal) and certain place (spatial). The writerconcludes also that proper names are inspired from literary works title (especiallysongs title), kinds of profession, birth sequence, certain word formation, andfamily names. The forming of IAIN Students’ proper name is based on many ways,such as: formed from parents name combination, formed from father’s name,formed from mother’s name and formed from specific acronym.

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Is Animal Welfare an Internationally Understood Concept in the Zoo World? Thematic Analysis of Two Regional Groups of Zoo Staff

Animals ◽

10.3390/ani11072059 ◽

2021 ◽

Vol 11 (7) ◽

pp. 2059

Author(s):

Heather Bacon ◽

Belinda Vigors ◽

Darren J. Shaw ◽

Natalie Waran ◽

Cathy M. Dwyer ◽

...

Keyword(s):

Qualitative Study ◽

Animal Welfare ◽

Thematic Analysis ◽

Qualitative Data ◽

Cross Cultural ◽

Senior Leadership ◽

Cultural Understanding ◽

Human Element ◽

Telephone Interviews ◽

Husbandry Practices

Universal frameworks for zoo animal welfare have been suggested. However, there is little evidence of a cross-cultural understanding of zoo animal welfare. This paper reports themes emerging from a qualitative study of international (European and Chinese) zoo professionals on zoo animal welfare issues. Structured telephone interviews were conducted with eight Chinese and eight European zoo staff, covering aspects of zoological animal welfare, conservation and zoological husbandry practices. These qualitative data were thematically analysed, and key themes generated. This paper describes three themes relating to ‘What is animal welfare’ ‘Animal welfare frameworks’ and ‘The human element in animal welfare’. This analysis indicates that the concept of animal welfare has cultural equivalence across Europe and between Europe and China, and that zoo staff are familiar with welfare frameworks. In China, a need for senior leadership and motivating staff to improve animal welfare emerged.

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PORTFOLIO AS ONE OF THE LEARNING EVALUATIONS IN THE CCU (CROSS CULTURAL UNDERSTANDING)SUBJECT

CLLiENT (Culture, Literature, Linguistics, and English Teaching) ◽

10.32699/cllient.v2i1.1269 ◽

2020 ◽

Vol 2 (1) ◽

pp. 54-70

Author(s):

Titi Rokhayati

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Cross Cultural ◽

Input Process ◽

Cultural Understanding ◽

Close Relationship ◽

The Subject ◽

Descriptive Qualitative

There were two evaluations, measurement and assessment. The instruments of the evaluation must be valid and reliable. In the teaching and learning process, it had three aspects, input, process and outputs. The outputs had close relationship with evaluation. One of the kinds of evaluation was using portfolio in which the students’ work was being considered thoroughly. By using portfolio, a teacher was able to evaluate the students in detail. This research was descriptive qualitative in which it had 5 students as the subject and several students’ work as the object of the research. The result proved that portfolio can be applied to CCU (Cross Cultural Understanding) subject by considering some steps; 1) compile the students’ work, 2) make a rubric for each student, 3) evaluate the process and the results of students’ work. It was also found that portfolio could be an alternative way to evaluate CCU subject.

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The USE OF PROJECT-BASED LEARNING IN TEACHING CCU (CROSS CULTURAL UNDERSTANDING) AT THE SIXTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF PURWOREJO MUHAMMADIYAH UNIVERSITY: A CLASSROOM OBSERVATION

CLLiENT (Culture, Literature, Linguistics, and English Teaching) ◽

10.32699/cllient.v1i01.671 ◽

2019 ◽

Vol 1 (01) ◽

pp. 124-146

Author(s):

Titi Rokhayati

Keyword(s):

English Education ◽

Classroom Observation ◽

Project Based Learning ◽

Cross Cultural ◽

English Department ◽

Education Department ◽

Cultural Understanding ◽

Asking Questions

Project-based learning (PBL) is very important for the students since in this project students learn many things. They learn how to have a survey, collecting data, cooperate with friends, find the respondent, present the data and conclude all things in the project. CCU or Cross-Cultural Understanding is one of the subjects which is compulsory for English Department students. The PBL is appropriate to be applied in CCU since at the end of the semester the students have to research on Culture by having the respondents in the surroundings. This research is a classroom observation research in which semester six are the samples. The finding said that collaboration, asking questions, reflecting and, presenting are some aspect which 100% happened in the classroom while the result of students’ questionnaire said that the students enjoy the class and they can take much benefit from the class.

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