PEMBINAAN PENGENALAN BASIC ENGLISH CONVERSATION AT THE AIRPORT KEPADA STAF BANDARA HANG NADIM BATAM

English is an international language which is very important for smooth bilingual interaction. Along with the times, the ability to speak English is required in all aspects of life to develop. One that is experiencing rapid development is the air transportation industry, which has a similar impact on the development of the airport aspect as a facility for providing aircraft transportation services. One of the important airports in the Riau Archipelago is Batam's Hang Nadim Airport. The airport was officially opened to the public on January 1, 1995 under the name "Hang Nadim International Airport. Since then until today, Hang Nadim airport has grown rapidly and has become one of the largest and busiest airports in Sumatra. With the rapid development of Hang Nadim Airport This, of course requires the use of an international language, namely English as the most commonly used communication medium. It has become a must for airport staff to be able to master English for the smooth operation of the technical process of aircraft and air flight systems. All airport workers are required to have good English language skills. it is appropriate to create conducive working conditions, but in reality on the ground, not all staff who work at airports have basic English skills, especially regarding the basic conversation part in English at the airport. If they are not equipped with basic English skills then they will not be able to speak English. can work optimally. Therefore, it is very important to initiate a dedication to provide a basic introduction to English for staff at Hang Nadim Airport, Batam City, Riau Islands.

Crucial Strategies to Solve Communicative Breakdown

English has increasingly become international language for business and commerce, science and technology, international relations and diplomacy. Due to this fact, the purpose of learning a foreign language is communication. Through communication, people send and receive messages and negotiate meaning. Communication has different forms and takes place in different situations. People communicate to satisfy their needs. Heterogeneous interaction is carried out by a native speaker and a non-native one in the purpose of exchanging of ideas, information between two or more individuals. There is usually, at least one speaker or sender, a message which transmitted, and an individual or individuals for whom this message is intended. Communication breakdowns may happen to anybody communicating in a language other than their dominating language. This problem, surely, can be solved but how? The primary aim of this article is to investigate the heterogeneous communication process in the terms of possible breakdown which happens to all people while communicating, so that they are unable to get their messages across express what they mean and what they understand. The author highlights crucial strategies toward solving these disruptions.

THE EFFECTIVENESS OF USING YOUTUBE VIDEO IN TEACHING AND LEARNING PROCESS: WRITING NARRATIVE FOR SEVENTH GRADE STUDENTS

Learning English is so important today in this era globalization and modern since English is an International Language. Nowadays, students are required to be able to understand and get to know English further, this is evidenced by the existence of English lesson in every school, from kindergarten to Senior High School. Because of the development of education, many of National schools adopt two language systems in teaching, namely bilingual language. In Teaching English, especially narrative text, it is quite difficult, especially if we learnt seventh grade students whose age about eleven until twelve years old, as we know that, the age of 11 – 12 years old usually have a very high level of boredom, especially they learnt about text. As the teacher, we have to reduce their boredom and make the class more interactive. On the Interactive class, The students do not only listen or read a text from the textbook but also must be answer the question based on the text. From this observation, the writer want to compare about how if the technology nowadays will be combined in Teaching and Learning Process. This journal discusses about to find out whether the students’ interest in writing narrative taught by using text book is significantly higher than that taught by animated . The students would learn how to produce a narrative text (fable) by using textbook and watching in Video. From this observation, the writer found that using You Tube as a visual media is more effective in teaching narrative than using text book as a printed media in teaching media for seventh grade students, the class is more interactive by using a You Tube, it means that students can learn English especially how to speak fluently through the characters in the Video, and the teacher can be easier in providing an understanding of the meaning related on narrative text. Keywords: Writing Narrative , You Tube Video, Seventh Grade Students’ Interest

Teaching the pragmatics of English as an international language: A focus on pragmatic markers

The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study investigates the effects that a pedagogical intervention on EIL pragmatics has on the oral use of pragmatic markers (PMs): a key tool for successful communication in the current increasingly multicultural and multilingual society. Seventy-three Spanish EFL students were divided into an instructional ( n = 34) and a control group ( n = 39). The instructional group received 4 interventional sessions that included (1) awareness of the legitimacy of EIL, (2) meta-pragmatic awareness of pragmatic behavior across the world, (3) task-supported instruction on PMs, and (4) strategy-based instruction. Pragmatic competence was assessed by students’ use of PMs in oral academic presentations. The results revealed that the instructional group had more significant changes in the frequency and variety of PMs used than the control one, as they widened the repertoire of PMs uttered in their academic presentations. These findings project the future of pragmatic instruction in EIL and provide directions for reorienting the EIL curriculum towards the integration of L2 pragmatics.

Phenomenon of the Mixed Use of Indonesian and English among Students on the Island of Java

Language, according to one expert, is the most complete and effective communication to convey ideas, messages, intentions, feelings and opinions to others. One of them is English which is an international language. With the spread of English in Indonesia, there is a trend of language mixing between Indonesian and English in its use in everyday life, especially among students. This study was conducted with the aim of analyzing a trend that exists among Indonesian students, namely the mixed use of Indonesian and English and focuses on language in spoken use in communication. This research uses a descriptive method through a qualitative approach by means of a survey using a questionnaire and a study of the literature. Where, with this method, researchers get two types of data, namely primary data and secondary data. In the results of the study, it was found that at least 88, 6% or 39 of 44 respondents have used a mixture of Indonesian and Indonesian in their daily lives. So it can be concluded that the use of a mixture of Indonesian and English among students has become a phenomenon. Several factors that influence the occurrence of this phenomenon are friendly affective meaning and increased self-confidence.

Language and gender in North Africa

This essay investigates and contextualises the emergence and evolution of the discipline of ‘Language and Gender’ in North Africa in an attempt to remedy the underrepresentation of this region in scholarship. I ground this essay in my experiences with Language and Gender in Morocco and the International Gender and Language Association (IGALA), both of which were central in shaping my academic journey. The pre- and post-Uprisings periods surrounding what is often discussed as the ‘Arab Spring’ in the early 2010s carried serious consequences for the emergence of Language and Gender as a discipline. These moments and my involvement in them were deeply impacted by specific historical, sociopolitical and intellectual dimensions, most saliently the women’s movement and the discipline of linguistics. My essay draws on these experiences to advocate for the importance of decolonising the international language and gender canon with North African perspectives that move beyond English and the Global North.

THE ORIGINS OF THE ARABIC TRANSLATION TRADITION

The Arab Caliphate was famous for its highly developed book culture and the fact that it turned the Arabic language into the international language of communication, science and art throughout the Arab-Muslim East. During the reign of the Abbasid dynasty, the Arab-Muslim civilization is experiencing the peak of its heyday and power. Under the Abbasids, Baghdad became not only the political, but also the cultural capital of the Caliphate. The famous House of Wisdom opens in Baghdad, where a large-scale translation activity has been carried out for centuries. The Abbasids achieved amazing success because they were able to absorb the rich cultural traditions of the peoples they conquered. At the same time, they pursued their own political goals - the strengthening and development of the Arab Caliphate. The Abbasids were not pioneers in translation, they skillfully used and developed the pre-Islamic developments of the Iranians in this area. It is important to study the reasons why the Arab Caliphate at one time reached historical heights. This is necessary in order for the lessons of the past to serve the good of the present.

Language education from a post-native-speakerist perspective: The case of English as an international language

Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.