DEVELOPING ISLAMIC-CONTENT BASED READING COMPREHENSION MATERIALS FOR ISLAMIC HIGHER EDUCATION

This study was motivated by the needs for an appropriate reading comprehension material for the students of the English Education Department (EED) in Islamic Higher Education (1)to describe the profile of the present textbooks used by EED in IHE; (2)to describe the quality of the present textbooks used in EED of IHE; (3) to get the deeply information on the needs to design ICRCM;(4) to construct the prototype model of ICRCM; and (5) to evaluate the strengths and weaknesses of the prototype model. This study has used R&D which was conducted in three phases. The first was the exploration phase which consists of evaluating the quality of present textbooks used in IHE in West Sumatera, and to analyze the needs for the ICRCM textbook. The second was the prototype development phase where the prototype model was constructed, evaluated, and tried out. The last was expert validation in which experts and practitioners were involved to review the model in order to help the refinements. The results of the research indicated that the qualities of the present textbooks were fair. Meanwhile, the result of need analysis pointed out that the lecturers, students, and heads of the EED need the model of ICRBM. In the prototype devel opment phase, the draft of ICRCM was carefully constructed. It was designed using skill-based reading, authentic materials, Islamic-character building, intensive & extensive reading activities, and collaborative learning. Furthermore, the results of field tryout revealed that the students enjoy reading ICRCM in the classroom. They felt that they were motivated to read ICRCM. Finally, the results of experts’ and practitioner’s judgment showed that the reading textbook needs to be revised in terms of mechanical aspect, grammatical points and teacher’s guide. The research findings conclude that the use of ICRCM in the IHE context empirically can improve students’ motivation to read, increase their reading performance, and build their Islamic characters. These findings recommend that ICRCM could be adopted as RC materials in teaching RC at EED of IHE in West Sumatera because it had strong pedagogical justification

USING THEMATIC PROGRESSION PATTERNS WITH COOPERATIVE LEARNING METHOD STUDENTS OF UTM IN THE ACADEMIC YEARS 2011/2012

The study aimed at investigating the effectiveness of thematic progression patterns The first result shows that implementing thematic progressionpatterns with cooperativelearning method The second result shows that there is improvement of the effectiveness of teachinglearning activity of writing class by implementing TP-CL. The improvement can be seen from the indicators of effective teaching based on Blum in Nunan and Lam

ENGLISH LEARNING STRATEGIES FOR TOURISM MANAGEMENT STUDENTS WITH MULTI CULTURAL BACKGROUND AT BANDUNG INSTITUTE OF TOURISM

Learning strategies are used to help students understand any information and solve any language learning problems. A learning strategy is a learner’s approach to learning and using information. The learning strategies include strategies for learning how to paraphrase critical or important or main information, picture information to promote understanding and remembering, ask questions and make predictions about text information and identify unknown words in the text. They also help students study information for developing memories or mnemonics and other devices to aid memorization of facts as well as strategies for learning new vocabulary, write sentences and paragraphs, monitor their work for errors and confidently approach. For example : reading strategies that help students figure out what a word is, comprehend what they are reading , acquire vocabulary and understand the structure of text. All of these strategies are essential for a well – integrated, balanced reading program. In other words, an order or array of strategies in other areas is necessary for students success. In this observation, the theory of learning strategies in the second language literature is adapted from Wenden and Rubin (1987 : 72) that can be classified into three strategies. Firstly, meta cognitive strategies are thinking about learning process, planning for learning, monitoring of comprehension and self evaluation after learners have completed their activities. While cognitive strategies related to individual learning tasks. The last type of strategy is social or affective strategies which concern with influence of social learning and process on learning. The writer found out that students who do not know or use good learning strategies often learn passively and ultimately fail in school. A teacher has an important role in learner’s learning strategy, therefore a teacher should be able to give instruction which focuses on making the students more active learners by teaching them how to learn and use what they have learned to overcome problems and successful . Such problems can occur in second language classes, in which students are learning a new language in an environment where that language is widely used for everyday communicatio

MAINTAINING FIRST LANGUAGE: BILINGUALS’ VOICES

Indonesia is known as a multicultural country which has thousand different languages Most of its citizens are believed to be able to communicate by using two or morelanguages. This qualitative research, by employing case study approach, was done withthe purpose of figuring out and describing bilinguals’ voices in maintaining their firstlanguage. The discussion centered on their ways to keep their first language. Thisresearch was conducted at Jambi University and ten participants took part in this casestudy. To get the data, the researcher distributed demographic questionnaires andinterviewed the participants. Then, the researcher used within case and cross casedisplays and analysis (Miles and Huberman, 1994) to analyze the interview data. Thefindings showed that there were three major ways done by bilinguals to maintain theyfirst language, among others; 1) Doing interaction, 2) The use of ICT, and 3) The use obooks and song

THE STRATEGY OF THE TEXT AND THE STRUCTURAL RELATIONSTO EXERCISE SUNDANESE CRITICS’ IDEOLOGICAL HEGEMONY

The action of mind control in Media is executed to reproduce dominance and hegemony. This mind control, however, should be performed less resist and even find “natural”. Van Dijk in Schiffrin (2001:357) argues discursive, a function of the structures and strategies of text, involve in mind control. To perform it, the use of particular strategy may trigger the use of structural relation. In reality, how Ajip Rosidi acted to control Sundaneses may lead to the questions: (1)cwhat textual strategy is applied in the discourse, and (2) what structural relations are developed to reproduce Sundanese critics’ ideological hegemony

DO BANJARESE WOMEN AND MEN SPEAK DIFFERENTLY?

Language and gender have been an interesting topic of discussion in some studies as to whether the linguistic features use by women and men are significantly different. A study in Tucso

KO AND RIKA IN JAVANESE OF TEGAL

Javanese has a variety of dialects and one of them is the one spoken in Tegal and its surrounding regions such as Pemalang and Brebes. The language variation used in the region is characterized, among others, by the pronunciation of some words which are different from the Javanese standard language spoken in Surakarta and Yogyakarta. To give an example, the Javanese word “sapa”, is pronounced [sapa] in Tegal, while the same word is pronounced [sOpO] in Surakarta and Yogyakarta. This paper will try to explore the word ko and rika, two address terms used in Tegal region. The discussion will cover the questions such as: what are these two words, when and where do we use them, whom do we speak to using the words and what factors may influence the use of the two words

THE LOSS OF IDENTITY OF SOME SUNDANESE CHILDREN IN BOGOR CITY DUE TO LACK OF EXPOSURE TO SUNDANESE LANGUAGE

Bogor is an area in West Java, whose native language is Sundanese. However, compared to other areas, most native speakers in Bogor City, especially children, cannot speak Sundanese. They tend to speak Bahasa Indonesia, at home and outside their home. Although Sundanese language is included in the local contents in the school curriculum, it does not help children to be able to speak Sundanese. At school this subject is considered to be one of the most difficult, not only to children whose parents are non-Sundanese but also to those of Sundanese parents. These children cannot speak their own mother tongue. Then how can they say that they are Sundanese? This certainly has made them lose their own identity. This paper will discuss some factors why Sundanese is no longer popularly used by most children in Bogor, and how they react to Sundanese language subject at school

Iklan, Bahasa Jawa Banten, Pemertahanan Budaya, Identitas Budaya

Talking about recent curriculum needs broaden views as the new curriculum actually involves multicultural and character traits. Thematic based activities will determine the depth and the width of subjects employed in those activities. The need of adopting cultural values into curriculum made some scholars interested to adopt Indonesian culture which is very broad, into subjects taught at school. One example of cultural values is local wisdom. The importance of involving local wisdom into English curriculum may give another point of view in ELT. The non native teachers do not have difficulty in teaching Indonesian students because they are born with their own culture with which they grew up surrounding it. They can learn and take the good deeds derived from their local values therefore they can use their own experience in their teaching practice. Even English is the first foreign language in Indonesia but if the teachers are creative and do not attempted to trap into the idea that English language threatened Indonesian language, they can teach their students English language without losing their own identity. Frankly speaking, English has its own culture but if the teachers realized that what they teach is a matter of English language, we should not be afraid of losing our own identity as Indonesian student. Therefore, the importance of applying multicultural English curriculum accommodating local wisdom at schools will help the government to preserve and maintain local wisdom