scholarly journals Konsepsi Kepemimpinan Astha Brata Dan Relevansinya Dengan Mata Pelajaran Sejarah Indonesia

Author(s):  
Azril Azifambayunast

<p><em>This study aims to analyze the Astha Brata, a classical Javanese conception of leadership and its relevance to Indonesian History subject. Through literature study, this study attempts to find the common ground between Astha Brata's conception and Indonesian History subject in the curriculum. Based on the analysis related to the conception of Astha Brata which is one of the important part of the cultural product from Hindu-Buddhist period, it is found that this conception of leadership can be integrated into material regarding the development of society during the Hindu-Buddhist period and its evidence that is still valid at the moment. The material is presented to the students of grade X in first semester. The relevance of Astha Brata's conception to the curriculum of Indonesian History subject can be an appropriate means to shape the leadership character for the young generation since early through a formal learning activities.</em></p>

2020 ◽  
Author(s):  
thobias sarbunan

Slang uses referred to modernity, language assimilation, and language variety in socialdiscourses; that underlined the background to the reason of young generation toassimilate and modification, as a tool for communicating also socialization. Importantly,slang even the outer level of young ages, will interpret as negative meanings, but theygoing to acquire in variety moment. That culture or we can appeal as language behave,promoting their boundaries as independent language user. In further slang became thesymbol of freedom of speech, the popularity of zoom generation, a group of human classentity, and modern life. All perspective above, that grounded and interrelated to slanguses, was implicating to the use of Anjay word [as the representative or reflection of thevarious slang in Indonesia]. A word such Anjay, transported from negative meaningswhich rooting of [dog-word; in Bahasa Indonesia as Anjing] became one of popular slangthat expressed of enthusiasm, adore, joke, love, and friendship to one object.Unpredictable and unthinkable, why, today, as researcher try to describe this topic, thatword was problematic to the outer ages of young generation. We have to notice that,Anjay popularity have been using for years, and Indonesian known as one of our Prokemor in English call Slang. Besides that, the highest trend of the uses of that word wasachieving in period of YouTube golden age likes in the mid of pandemic. There hasnumerous user of Anjay word in the moment of speaking. To adhere that issue, researcherwas in purpose to describe from scientific attention, in short the interchangeable oflanguage scope to the Anjay word in depth, the method was literature study that compiledof journal-thesis-and bachelor paper. Result showed that slang in general studies, wereseveral of type. So that, we have to consider not also the root of word, but the locus,segment of the user, the reason behind the slang used, and the other language studiesfactor, such as semantic, lexicon, sociolinguistic, psycholinguistic. Shortly, Anjay wordinterpretation or description, considered as various slang that not only simply to relate fornegative meanings as its viral discussion, but as the language expression to the entitygroup such young ages.


2020 ◽  
Vol 2 (2) ◽  
pp. 116
Author(s):  
Helmi Wicaksono ◽  
Akhmad Tabrani

The aim of this article was to improve the ability in writing poetry through model of Telisik (Tentukan, Analisis, Tampilkan). The research method was Classroom Action Research (CAR) which consisted of four stages, namely 1) planning, 2) implementation, 3) observation and 4) reflection. The subjects in this study were 18 first semester students of language and literature study program at Universitas Islam Malang. This research was conducted during two actions (cycles). Data collection techniques was interviews, questionnaires, observation and test results. From the results of the study showed that there was increasingthe ability to write poetry with the Telisik model. Student mastery learning increased from 39% up to 66%. The implementation of the second cycle showed success. A significant increase was also seen from the results of the second cycle. The level of completeness of students reached 88%. Learning model of Telisik (Tentukan, Analisis, Tampilkan) which is supported by effective media and teacher attention, was an important factor supporting the success of learning activities. Keywords: Telisik (Tentukan, Analisis, Tampilkan), Learning Model, Increasing Writing Poetry


2019 ◽  
Vol 3 ◽  
pp. 00018
Author(s):  
Dian Savitri

<p class="Abstract">The aim of foreign language teaching is to enable learners to use the&nbsp;<span style="font-size: 1rem;">language they have learned to communicate and interact in their lives.&nbsp;</span><span style="font-size: 1rem;">This is why teaching/learning no longer gives priority to structure but&nbsp;</span><span style="font-size: 1rem;">rather to communication and interaction. It is by communicating that&nbsp;</span><span style="font-size: 1rem;">they learn the structure. The foreign language class is a place where&nbsp;</span><span style="font-size: 1rem;">learners use the language learned. Therefore, it is necessary for the&nbsp;</span><span style="font-size: 1rem;">teacher to create interesting activities that can encourage learners to&nbsp;</span><span style="font-size: 1rem;">use the language to communicate. Teaching French as a foreign&nbsp;</span><span style="font-size: 1rem;">language from the first semester to the seventh semester in the French&nbsp;</span><span style="font-size: 1rem;">Department, Universitas Negeri Jakarta, we use the Alterego+ manual.&nbsp;</span><span style="font-size: 1rem;">It replaced Alterego that we had used for over 5 years. After having&nbsp;</span><span style="font-size: 1rem;">studied it for 7 semesters, we hope that students can present&nbsp;</span><span style="font-size: 1rem;">themselves at DELF B2. As it provides language course level B1, it only&nbsp;</span><span style="font-size: 1rem;">want to talk about thepractice class with Alterego+ 3 that has been&nbsp;</span><span style="font-size: 1rem;">done for 2 semesters. Alterego+ 3 is published by Hachette, Français Langue Etrangère and targets&nbsp;</span><span style="font-size: 1rem;">learners who have acquired the level A2. It aims to acquire skills described in level B1 of the Common&nbsp;</span><span style="font-size: 1rem;">European Framework of Reference for Languages (CECRL), within a 150-hour course of&nbsp;</span><span style="font-size: 1rem;">teaching/learning activities. This allows learners to present themselves at DELF level B1. However in our&nbsp;</span><span style="font-size: 1rem;">department the B1 language courses are only lasted about 106 hours. How can one teach the limited&nbsp;</span><span style="font-size: 1rem;">duration B1 level?</span></p>


2017 ◽  
Vol 33 (58) ◽  
pp. 90-102
Author(s):  
Teresa De Dios Alija

Over the last few decades, scholars from different areas of knowledge including economics, ethics, sociology, psychology, law and politics, have attempted to find a sufficiently clear and explicit description of the concept of Corporate Social Responsibility. Despite this, the debates have so far not given rise to solvent solutions, firstly because the concept itself arises from a not-so unanimous idea of what a business organization is or should be; secondly, because not all analyses part from entering a person’s duty within a company into the same vein. The common ground that can be found in theoretical models trying to explain the concept of the company is that it is a group of people that work together in order to achieve objectives. Much debate arises the moment in which said objectives need to be formulated. Do individuals decide to form a part of an organization in order to satisfy their collective or personal needs or interests? With the purpose of answering such questions, this study looks at the different approaches of an ethical-anthropological origin, bearing in mind above all economic and social factors. A chronological order is followed throughout the analysis, making explicit the thinking and reasoning of those who have reflected on each perspective significantly. In this manner, it is clear to see how the ideas of some are very often the result of those of their predecessors, reminding us of the old metaphor that we are dwarfs standing on the shoulders of giants.


Author(s):  
Sarah E. Murray

This book gives a compositional, truth‐conditional, crosslinguistic semantics for evidentials set in a theory of the semantics for sentential mood. Central to this semantics is a proposal about a distinction between what propositional content is at‐issue, roughly primary or proffered, and what content is not‐at‐issue. Evidentials contribute not‐at‐issue content, more specifically what I will call a not‐at‐issue restriction. In addition, evidentials can affect the level of commitment a sentence makes to the main proposition, contributed by sentential mood. Building on recent work in the formal semantics of evidentials and related phenomena, the proposed semantics does not appeal to separate dimensions of illocutionary meaning. Instead, I argue that all sentences make three contributions: at‐issue content, not‐at‐issue content, and an illocutionary relation. At‐issue content is presented, made available for subsequent anaphora, but is not directly added to the common ground. Not‐at‐issue content directly updates the common ground. The illocutionary relation uses the at‐issue content to impose structure on the common ground, which, depending on the clause type (e.g., declarative, interrogative), can trigger further updates. Empirical support for this proposal comes from Cheyenne (Algonquian, primary data from the author’s fieldwork), English, and a wide variety of languages that have been discussed in the literature on evidentials.


Author(s):  
Deborah Tollefsen

When a group or institution issues a declarative statement, what sort of speech act is this? Is it the assertion of a single individual (perhaps the group’s spokesperson or leader) or the assertion of all or most of the group members? Or is there a sense in which the group itself asserts that p? If assertion is a speech act, then who is the actor in the case of group assertion? These are the questions this chapter aims to address. Whether groups themselves can make assertions or whether a group of individuals can jointly assert that p depends, in part, on what sort of speech act assertion is. The literature on assertion has burgeoned over the past few years, and there is a great deal of debate regarding the nature of assertion. John MacFarlane has helpfully identified four theories of assertion. Following Sandy Goldberg, we can call these the attitudinal account, the constitutive rule account, the common-ground account, and the commitment account. I shall consider what group assertion might look like under each of these accounts and doing so will help us to examine some of the accounts of group assertion (often presented as theories of group testimony) on offer. I shall argue that, of the four accounts, the commitment account can best be extended to make sense of group assertion in all its various forms.


2018 ◽  
Vol 52 (6) ◽  
pp. 2056-2079 ◽  
Author(s):  
DAVID LUNN

AbstractThis article investigates some of the institutional and poetic practices around the idea of Hindustani in the period 1900–47. It charts the establishment of the Hindustani Academy in 1927 and explores some of its publishing activities as it attempted to make a positive institutional intervention in the Hindi–Urdu debate and cultural field more broadly. It then considers some aspects of poetic production in literary journals, including those associated with the Academy. Ultimately, it is an attempt to explore the grey areas that existed between Hindi/Hindu and Urdu/Muslim in the pre-Independence decades, and to make the case for studying the literature of both traditions simultaneously, along with emphasizing that attempts at compromise—including the perennially contested term ‘Hindustani’ itself—must be taken on their own terms.


Sign in / Sign up

Export Citation Format

Share Document