scholarly journals Kesadaran Identitas Diri dalam Komunikasi Lintas Budaya pada Pembelajaran Percakapan Bahasa Jepang Tingkat Dasar: Identitas Muslim dan Orang Indonesia

2018 ◽  
Vol 4 (3) ◽  
pp. 161
Author(s):  
Vera Yulianti ◽  
Arianty Visiaty
Keyword(s):  
Cultural Identity ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Process ◽  
Personal Information ◽  
Cultural Identities ◽  
Japanese Language ◽  
Japanese People ◽  
Collectivistic Culture ◽  
Class 1

<p><em>Abstrak</em> – <strong>Penelitian ini bertujuan mengidentifikasi kesadaran diri pembelajar bahasa Jepang mengenai identitas budaya muslim orang Indonesia pada pembelajaran bahasa Jepang tingkat dasar dan perbandingannya dengan identitas diri budaya Jepang. Responden penelitian ini adalah dua puluh satu mahasiswa tingkat 1 Universitas Al Azhar Indonesia yang sedang mengikuti kuliah percakapan bahasa Jepang 2. Seluruh responden adalah pembelajar bahasa Jepang tingkat dasar kategori A1 menurut CEFR dan 2010. Dengan menggunakan portofolio dan rubrik, pembelajar mengeksplorasi identitas dirinya sebagai muslim dan orang Indonesia berkaitan dengan tema percakapan yang ditentukan, kemudian membandingkannya dengan identitas budaya orang Jepang dengan stimulant video dan ilustrasi. Lalu, responden bercakap dengan bermain peran (role play) tema terkait, kemudian mengevaluasi kendala yang muncul. Hasil penelitian ini mengungkapkan bahwa identitas budaya sebagai muslim orang Indonesia yang disadari responden pada komunikasi interkultural banyak dipengaruhi oleh konsep bangsa yang beranekaragam namun satu kesatuan (Bhinneka Tunggal Ika). Keberagaman tersebut memunculkan kecenderungan orang Indonesia cenderung mudah terbuka pada orang lain, sekalipun saat bercakap-cakap dengan orang yang baru dikenal dan membicarakan topik-topik yang sifatnya pribadi sekalipun seperti indentitas pribadi dan keluarga. Lalu, identitas sebagai seorang muslim banyak muncul dalam percakapan komunikasi interkultural terutama mengenai aturan praktek ibadah sehari-hari. Penjelasan tentang praktek ibadah yang khas ini cenderung memunculkan kesulitan percakapan (pemilihan kosakata dan ungkapan) dalam bahasa Jepang bagi pembelajar tingkat dasar. Sementara identitas budaya masyarakat berkelompok (collectivistic culture) banyak mewarnai percakapan orang Jepang dalam komunikasi interkultural sehingga mereka cenderung lebih menjaga privasi diri dan kelompok.</strong></p><p><em><strong>Kata Kunci - </strong>Pembelajar bahasa Jepang, Identitas budaya, Komunikasi lintas budaya</em></p><p><br /><em>Abstract</em><strong> – Despite intercultural communication competence as one of the important language learning process goals since globalization has started, there comes a tendency to neglect to foster cultural identity awareness in language learning process. This research is a preliminary study that explores Indonesian learner’s cultural identities awareness as well Japanese cultural identities during the process of learning the Japanese language as one of their foreign languages. The respondents are twenty-one students of Japanese language classes participating in Japanese language speaking class 1 (elementary level) at Al Azhar Indonesia University, categorized as A1 (beginner) Japanese learners by JF (Japan Foundation) standards. Through two conversation topics (“my family” and “my home town”) the respondents have been invited to mention their local custom while conversing within the topics and comparing such custom to Japanese people’s local custom. The data are collected utilizing portfolios and Likert scale pre-post questionnaire during November 2016 and analyzed descriptively. The result of this study exposed that the participants were aware of Indonesian cultural identity and Japanese cultural identity in the context of intercultural communication, namely, in the conversation of family and hometown. While having a dialogue with unfamiliar people, mainly speaking about personal information, i.e. family topic, Japanese people tend to have conversation plainly in general subtopics since Japanese people have collectivistic culture. Distinctively, since Indonesian people believe in “Unity in Diversity” (different but one), they are feasible to discuss wider subtopics despite the unfamiliar interlocutors.</strong></p><p><em><strong>Keywords -</strong> Indonesian, Japanese Language Learners, Cultural Identity, Intercultural Communicative Competence</em></p>

The Implementation of Image Media in Overcoming the Difficulty Learning to Read Grade 1 Students of MI Nurussyifa Timbanuh Kec. Pringgasela

Al-Mujahidah ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 50-61
Author(s):  
Wawanmulyadi Purnama
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Process ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Teaching Material ◽  
Learning To Read ◽  
Research Results ◽  
Class 1

This study aims to determine how image media can overcome the difficulties of learning to read in grade 1 MI Nurussyifa 'Timbanuh, Pringgasela District, East Lombok. The variables that are the target of change in this study are overcoming the difficulties of learning to read in grade 1 students of MI Nurussyifa' Timbanuh, while the variables The action or treatment used is image media. This study is a qualitative research taking the background of class 1 MI Nurussyifa 'Timbanuh, Pengambangan Village, Pringgasela District. This research was conducted by conducting observations, interviews, and documentation. The results of this study indicate: the Indonesian language learning process in Initially, MI Nurussyifa 'Timbanuh was still conventional, students learned to read through imitating sounds pronounced by the teacher so that students experienced reading difficulties. This is overcome through learning assisted with image media, because image media is more concrete about the teaching material received by students. With the implementation of image media, the difficulty of learning to read students of MI Nurussyifa 'Timbanuh can be resolved, as evidenced by the results of observations of student enthusiasm are increasingly visible, interviews with the principal and grade 1 teachers state that image media is very helpful in overcoming students' learning difficulties and appears in the documentation of research results that researchers have done

Can a Teaching Method Guarantee Success in L2 Learning?

2020 ◽  
pp. 1-20
Author(s):  
Macarena Muradás-Sanromán
Keyword(s):  
Language Learning ◽  
Intercultural Communication ◽  
Learning Process ◽  
Professional Growth ◽  
Teaching Method ◽  
Autonomous Learning ◽  
New Approach ◽  
Globalizing World ◽  
Wide Range ◽  
L2 Learning

In a rapidly globalizing world, the need to learn languages is more than evident. Professional growth, intercultural communication, and personal enrichment are among the great benefits they offer. Therefore, the important efforts throughout history to find a perfect method which guarantees success in language learning should come as no surprise. Nevertheless, none of the proposals has achieved desired results. Consequently, it is necessary to reflect on the following question: can a teaching method really guarantee success in L2 learning? This chapter analyzes in depth the wide range of factors which influence the learning process, in order to understand better who learns, how, and why. This new approach promotes an individualized and autonomous learning process, and the quest for a unique, infallible teaching method becomes senseless.

Cultural Identities

2016 ◽  
Author(s):  
Yea-Wen Chen ◽  
Hengjun Lin
Keyword(s):  
Cultural Identity ◽  
Intercultural Communication ◽  
Cultural Theory ◽  
Identity Negotiation ◽  
Cultural Identities ◽  
The People ◽  
The World ◽  
Group Members ◽  
Multiple Groups ◽  
Over Time

Within the discipline of communication, the concept of “cultural identities” has captivated, fascinated, and received sustained attention from scholars of communication and culture over time. Like the concept of “culture,” which is varied, complex, and at times contested, the study of cultural identity has been approached from diverse lenses, whether theoretically, methodologically, or ontologically. In one sense, cultural identity can be understood as the experience, enactment, and negotiation of dynamic social identifications by group members within particular settings. As an individual identifies with—or desires acceptance into—multiple groups, people tend to experience, enact, or negotiate not just one cultural identity at a time but often multiple cultural identities at once. Further, how one experiences her/his intersecting cultural identities with others can vary from context to context depending on the setting, the issue at hand, the people involved, etc. Not surprisingly, intercultural communication scholars have contributed quite a number of theories concerning cultural identities within communication interactions: co-cultural theory, cultural contract theory, and identity negotiation theory, to name a few. In addition, intercultural communication scholars have offered rich cases that examine dynamic enactments, negotiations, or contestations of cultural identities across important contexts such as race, media, and globalization. Ultimately, the study of cultural identities offers rich understandings for both oneself and others. As the world that we inhabit is becoming increasingly diverse, the study of cultural identities will continue to gain traction within the communication discipline and beyond.

scholarly journals Negotiation of identities in intercultural communication

2017 ◽  
Vol 5 (1) ◽  
pp. 160-181 ◽  
Author(s):  
Zdeněk Janík
Keyword(s):  
International Students ◽  
Cultural Identity ◽  
Intercultural Communication ◽  
Group Membership ◽  
Research Data ◽  
Cultural Identities ◽  
Cultural Group ◽  
Identity Component ◽  
Intercultural Interactions ◽  
Principal Identity

Abstract Negotiation of identities in communication entails affirming the identities we want others to recognize in us and ascription of identities we mutually assign to each other in communication. The study of intercultural communication focuses on cultural identity as the principal identity component that defines intercultural communication. In this article, the assumption that cultural group membership factors determine the context of intercultural communication is questioned. The article examines how intercultural interlocutors negotiate their identities in various intercultural interactions. The aims of the research presented in this paper are: 1) to examine which identities - cultural, personal, or social - intercultural interlocutors activate in intercultural communication; 2) to determine whether interlocutors’ intercultural communication is largely influenced by their cultural identities; 3) and to identify situations in which they activate their cultural identities (3). The research data were collected from 263 international students studying at Masaryk University in Brno in the years 2010 - 2016. Although the research results are not conclusive, they indicate that cultural identities predominate in the students’ ethnocentric views and that stereotypes constrain the students’ cultural identities and affect the negotiation of identities in intercultural communication.

scholarly journals Cultural Identity Post-Conflict: Crisis of Madurese culture identity In Sampit Central Borneo After Ethnic Conflict

2018 ◽  
Vol 5 (5) ◽  
pp. 303
Author(s):  
Yesi Yonefendi ◽  
Pawito Pawito ◽  
Mahendra Wijaya
Keyword(s):  
Cultural Identity ◽  
Cultural Values ◽  
Intercultural Communication ◽  
Ethnic Conflict ◽  
Qualitative Approach ◽  
Cultural Identities ◽  
Local Culture ◽  
Mutual Support ◽  
Native Community ◽  
Post Conflict

The research attempts to examine the crisis of Madurese cultural identity exposure in intercultural communication in Sampit (Central Borneo Province) after the 2001 ethnic conflict which involved two major ethnic groups i.e the Dayak ethnic (native community) and Madurese ethnic (migrant community). Using base descriptive qualitative approach by interviewing numerous Madurese people living in Sampit and using literature review. The research reveals that affected the formation of cultural identity among the residents of Sampit of Madurese descent. This Cultural identity experienced a crisis and change, because not in accordance with the value of local culture. In other hands, the research found that cultural identities of Madurese are strengthened. It arises because of conformity and mutual support with local cultural values. Understanding to intercultural communication is very important to create acculturation with local culture to avoid problems due to cultural differences, especially for newcomers from the Madura Island.

scholarly journals MEMÓRIAS DISCURSIVAS, LÍNGUAS E IDENTIDADES SÓCIO-CULTURAIS

Organon ◽  
2003 ◽  
Vol 17 (35) ◽  
Author(s):  
Silvani Serrani
Keyword(s):  
Language Acquisition ◽  
Cultural Identity ◽  
Language Learning ◽  
Learning Process ◽  
Second Languages ◽  
Discursive Formation ◽  
Normative Standards

In this article, I discuss language learning from a discursivepoint of view. Thus, I examine the notions of socio-cultural identity, subjectiveidentification and discursive formation. In the first part of the text,arguments against a homogeneous view of identity result from consideringidentification processes as components of the heterogeneity of subjectand language. In the second part of the article, I discuss the implicationsfor the language learning process of real interdependence of subject, languageand discourse. In order to clarify the comprehension of how andwhy words do not signify in themselves, I present an illustration of metaphoricaland metonimic processes in language acquisition. I also commentan implementation of the notion of discursive formation in a predidacticanalysis of three texts of editorial discourse in journals of science.To conclude, I insist on the importance of going beyond the linguisticsystem and the level of intention when considering the implicit dimensionin language. I also criticize normative standards and myths of omnipotencein educational projects concerning second languages.

scholarly journals Animasi Interktif Media Pembelajaran Bahasa Jepang Dasar Untuk Siswa Sekolah Menengah Kejuruan

2020 ◽  
Vol 1 (1) ◽  
pp. 15-22
Author(s):  
Ahmad Wildan Syuja’ie ◽  
Sari Hartini ◽  
Fajar Agustini
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Japanese Language ◽  
Accurate Information ◽  
Advantages And Disadvantages ◽  
The World ◽  
Modern Learning

Abstract   In the world of education in Indonesia today, a development of information technology now makes many schools in Indonesia begin to apply many modern learning media based on information technology, so that the development of learning media will continue to change and will progress in the world of education. Advances in information technology can also change foreign language learning systems, one of which is Japanese which has 3 different writings. Data collection that has been done to obtain data is to look for sources of accurate information related to the Japanese language learning process at school, so that the writer can know and understand the advantages and disadvantages in the teaching and learning process at school. Many students find it difficult to learn Japanese because their writing is fairly difficult to learn. In addition, the lack of practice or Japanese language procedures is also a very influential thing in teaching and learning in school.   Keywords: Japanese Language, Learning Media, Interactive Animation.   Abstrak   Dalam dunia pendidikan di indonesia saat ini, sebuah perkembangan teknologi informasi sekarang membuat banyak sekolah di indonesia mulai menerapkan banyak media pembelajaran modern berbasis teknologi informasi, sehingga perkembangan media pembelajaran akan terus berubah dan akan mengalami kemajuan dalam lingkungan dunia pendidikan. Kemajuan teknologi informasi juga dapat merubah sistem pembelajaran bahasa asing, salah satunya yaitu bahasa jepang yang dimana bahasa ini memiliki 3 tulisan yang berbeda. Pengumpulan data yang telah dilakukan untuk mendapatkan data adalah dengan mencari sumber informasi yang akurat terkait dengan proses pembelajaran bahasa jepang disekolah, agar penulis dapat mengetahui dan memahami kelebihan dan kekurangan dalam proses belajar mengajar disekolah. Banyak para pelajar yang sulit untuk mempelajari bahasa jepang karena tulisannya yang terbilang sulit dipelajari. Selain itu kurangnya praktek atau tata cara berbahasa jepang juga merupakan suatu hal yang sangat berpengaruh dalam pola belajar mengajar disekolah.   Kata kunci: Bahasa Jepang, Media PembJapanese Languageelajaran, Animasi Interaktif.

scholarly journals THE THE ROLE OF THE TEACHER AS A FACILITATOR IN THE USE OF INDONESIAN IN ELEMENTARY SCHOOL

As-Sibyan ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Marwanto Marwanto
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
First Grade ◽  
Classroom Teachers ◽  
School Study ◽  
Class 1 ◽  
Teachers And Students

This study discusses the role of the teacher as a facilitator of the use of Indonesian in the learning process. The teacher is a very important person in the world of education in the teaching and learning process as a mediator, facilitator, and leader in the classroom. Teachers and students must be able to communicate well as the principle of communication between teachers and students so that learning runs well. Even during a pandemic like now. Teachers are required to be more varied and wise in learning and to form closeness with students. The focus of this research is how the teacher's role as a facilitator of the use of Indonesian in Elementary School. Study on the use of Video Calls in Class 1 Learning at Muhammadiyah Elementary School Plus Salatiga. This study used interview, documentation, and observation techniques with two teachers, two students, and two student guardians. This research uses descriptive qualitative research methods. In the first grade students of Muhammadiyah Plus Salatiga elementary school, Indonesian language learning is on the theme of one learning two, namely Understanding Guidance Sentences

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