CAMPUR KODE DI DALAM NOVEL SANG PEMIMPI

Sosiolinguistik memberikan pengetahuan tentang code switching (campur kode). Analisis teks novel untuk memahami penggunaan campur kode penutur dapat dilaksanakan untuk pengembangan ilmu sosiologi bahasa. Metode deskriptif kualitatif dalam menganalisis temuan dan mengklasifikasikan pencampuran kode dari Novel Andre Herata Sang Pemimpi. Analisis data berfokus pada kalimat dan paragraf yang menunjukkan penggunaan pencampuran kode di dalamnya. Hasil penelitian menunjukkan bahwa ada satu jenis pencampuran kode yang ditemukan dalam novel Sang Pemimpi yaitu pencampuran kode luar (bahasa Indonesia dan Inggris) yang kemunculannya ada dalam bentuk kata, frasa, dan penyisipan klausa. Penggunaan dan jenis-jenis pencampuran kode yang ada dalam novel Sang Pemimpi karya Andrea Hirata meyangkut pencampuran kode; pada pencampuran berbagai unit linguistik, seperti morfem, kata-kata, pengubah, frasa, klausa dan kalimat, terutama yang berasal dari dua sistem tata bahasa yang berpartisipasi dalam sebuah kalimat. Dapat disimpulkan narator menggunakan pencampuran kode dari Bahasa Indonesia, Bahasa Melayu, dan pencampuran kode luar dari Bahasa Inggris; punchbag, sprinter, fan, session, speaker, shock, slide dan Bahasa Arab. Abstract. Sociolinguistics gave knowledge of the switching codes. Text analysis of novels for understanding the interdiction of interpreting codes can be performed for the development of language sociology. The qualitative descriptive method of analyzing the find and classifying the code mixing of the novel Andre herata Sang pemimpi. Data analysis focuses on sentences and paragraphs that indicate the use of a code mixing in them. Studies have shown that one type of mixing code found in the Sang pemimpi novel is that it includes a mixture of outside codes (Indonesian and English) that appears in the form of words, phrases, and insertion of klausa. The use and kinds of coded blending in the book of Sang pemimpi Andrea hirata passes the mixing of codes; In the mixing of various linguistic units, such as morpheme, words, modifiers, phrases, clauses and sentences, especially those that come from the two grammatical systems that participate in a sentence. It could be inferred that the narrator used a code mixing from Indonesian, Malay, and a proprietary blend of English; punchbag, sprinter, fan, session, speaker, shock, slide dan Arabic.

French theoretical and methodological influences on Brazilian journalism research

A significant part of Brazilian journalism research has been influenced by French academic culture. This article reconstructs the last 60 years of journalism studies in Brazil considering the relations established with France since the first scholars at the Institut Français de Presse, but also semioticians, historians, sociologists and philosophers from other institutions. This overview, focused on those who have received French approaches, shows the main trends and challenges that Brazilian scholars have been dealing with developing their own works in methodological and theoretical terms. Each study is commented on within its respective field of knowledge—such as language, sociology, anthropology and history—and then compared with the others. The key argument is that there are several and even conflicting French references that guide the approaches and understandings adopted by journalism researchers in Brazil.

Indonesian Secondary Teachers’ Creative Teaching

Weak-quality curriculum and instruction, educators’ negative views in developing creativity, and a lack of educator flexibility, independency, and well-certified professional development are known as some barriers to implement creative teaching. The present study investigates the convergent, construct and discriminant validity of creative teaching instrument. Moreover, the present study explores the issue of teachers’ creative teaching in Indonesian secondary schools by focusing on types of subject (science and social study). We followed a survey research design, using simple random sampling. A total of 150 students, which comprise 65 (43.3%) science teacher (physics, chemistry, mathematics, biology)) and 85 (56.7%) social science teacher (economics, geography, English, Indonesian language, sociology) in secondary school, have finished the questionnaire. The 30 (20%) are male teachers, 120 (80%) are female teachers. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and one-way multivariate analysis of variance (MANOVA) are carried out to analyze the data sample. EFA showed that the teachers’ data included a six-factor structure: instructional designs; curiosity; creative thinking; imaginative utilization; problem solving; and excursion. The outputs of secondary-order CFA indicated that the hypocritical model provided an suitable fit to data sample. Finally, results of the present study reveal a not significant difference in creative teaching among groups. However, significant differences of imagination sub constructs were observed between science and social science teachers.

Indonesian Secondary Teachers’ Creative Teaching

Weak-quality curriculum and instruction, educators’ negative views in developing creativity, and a lack of educator flexibility, independency, and well-certified professional development are known as some barriers to implement creative teaching. The present study investigates the convergent, construct and discriminant validity of creative teaching instrument. Moreover, the present study explores the issue of teachers’ creative teaching in Indonesian secondary schools by focusing on types of subject (science and social study). We followed a survey research design, using simple random sampling. A total of 150 students, which comprise 65 (43.3%) science teacher (physics, chemistry, mathematics, biology)) and 85 (56.7%) social science teacher (economics, geography, English, Indonesian language, sociology) in secondary school, have finished the questionnaire. The 30 (20%) are male teachers, 120 (80%) are female teachers. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and one-way multivariate analysis of variance (MANOVA) are carried out to analyze the data sample. EFA showed that the teachers’ data included a six-factor structure: instructional designs; curiosity; creative thinking; imaginative utilization; problem solving; and excursion. The outputs of secondary-order CFA indicated that the hypocritical model provided an suitable fit to data sample. Finally, results of the present study reveal a not significant difference in creative teaching among groups. However, significant differences of imagination sub constructs were observed between science and social science teachers.

Refletindo os Conceitos Gênero e Sexo em Dicionários

Os conceitos de gênero e sexo, outrora, eram tidos como vocábulos carregados com o mesmo sentido. Atualmente, no entanto, compreende-se que são duas terminologias com significados distintos. Sexo é entendido, então, como algo relacionado ao biológico, enquanto gênero passa a ser considerado como um fenômeno social. Visto que discussões sobre essa temática vêm ganhando espaço na sociedade, este estudo visa analisar a maneira como dicionários definem ambos os termos. Para isso, objetiva-se especificamente: 1) verificar se os dicionários tratam dos verbetes gênero e sexo dentro de uma perspectiva contemporânea e 2) analisar se as obras tratam os significados desses conceitos dentro da visão de diferenças biológicas e culturais, como compreendidas atualmente. Dessa maneira, foram selecionados sete dicionários de áreas e datas distintas, a título de exemplo, Língua Portuguesa, Sociologia e Análise do Discurso. Por conseguinte, os verbetes sexo e gênero foram analisados, tendo em vista se são significados da forma como são compreendidos no momento atual. Verificou-se que os dicionários de Língua Portuguesa, em sua maioria, conceituam os verbetes analisados ainda de maneira desacertada, tratando gênero e sexo com significações de sentidos semelhantes. Contudo, os dicionários de outras áreas, como o de Sociologia, conceituam gênero e sexo com definições distintas, abrangendo as diferenças sociais e biológicas. Os resultados demonstram que há ainda a necessidade de discussão e de entendimento acerca dos conceitos analisados nos Dicionários, carecendo de um melhor entendimento sobre a significação de sexo e gênero na sociedade. Palavras-chave: Lexicografia. Léxico. Verbetes. AbstractThe concepts of gender and sex, once were seen as words bearing the same meaning. Currently, however, it is understandable that these are two terminologies with distinct meanings. Sex is understood, so far, as something related to Biology, while gender started to be considered a social phenomenon. Seeing that discussions with this subject-matter have been gaining space in our society, this study intends to analyze the way dictionaries define both terms. Therefore, it was specifically aimed to 1) verify if the dictionaries take both of the entries, gender and sex, in a contemporary perspective and 2) analyze if the works deal with the meaning of such concepts inside the view of biological and cultural differences, as currently understood. Thus, seven dictionaries were selected of distinct locations and dates, for instance, Portuguese Language, sociology and speech analysis. Therefore, the entries sex and gender were analyzed, in view of if they are meant in the same way as they are understood nowadays. As results, it was verified that the Portuguese language dictionaries, in their majority, conceptualize the analyzed entries still in a wrongful way, treating gender and sex as meanings of similar sense. Yet, the dictionaries of other areas, like sociology, designate gender and sex with different definitions, reaching the social and biological differences. The outcome shows that there is still the need to discuss and understand the concepts analyzed in dictionaries, lacking a better understandment of the meaning of sex and gender in our society.Keywords: Lexicography. Lexicon. Entries.

Language as a social phenomenon in a global context: Implications for teaching practice

It is of great importance to study languages within the framework of social sciences. The language not only connects but also separates people, which depends on (the lack of) knowledge of the elements of language and the social context in which language is spoken. Today’s communication is largely intercultural, implying the need for a competent interaction with members of other (sub) cultures, within or outside the society in which we live. Within the present pilot study, we have analysed assessments given by Croatian university professors of languages in terms of their competence to discuss globalisation, the development of intercultural competence within language teaching, the interest of students for learning languages as well as the position of language and communication group of subjects in the educational system and in society. The results obtained point to the importance of transferring intercultural competence and a favourable self-assessment of teacher engagement on this issue. Keywords: Education, globalisation, intercultural competence, language, sociology.

Urban Languages in Africa

Against the backdrop of current research on the city, urbanity is understood to be a distinct way of life in which (in the spatial, factual and historical dimensions) processes of densification and heterogenization are perceived as acts of sociation. Urbanization is thus understood to include and produce structuration processes autonomously; this also includes autonomous linguistic practices, which are reflected as sediments of everyday knowledge in language and thus create the instruments needed for facilitating and generalizing such urbanization: urban languages. In this conceptual context, which looks at cities in Africa from the point of view of language sociology, two large phases of urbanization can be distinguished in Africa. The first phase is related to trade networks and cultural métissage of small groups of middlemen. The second phase, characterized by efforts to deal with Africa's colonial history and to catch up with “the world”, presses ahead with the development of an autonomous, authentic modernity. The reconstruction of the development undergone especially by the more recent urban languages raises questions about the connotations of urbanization and modernization in contemporary Africa: on the one hand, dissociation from colonial legacies as well as from the postcolonial political elites, impotent administrations, and tribalist instrumentalizations of language and language policies; on the other, quite the reverse – the creation of autonomous African modernities that include the city (and the state), brought about by the interplay of both local dynamics and global flows.