Negotiation of Meaning in the English as a Foreign Language Classroom Interaction

Studi ini difokuskan pada negosiasi makna di dalam bahasa Inggris sebagai interaksi kelas bahasa asing. Dua pertanyaan penelitiannya adalah: 1) Tipe-tipe transaksi, pertukaran,perpindahan dan tindakan apakah yang terjadi pada negosiasi makna dalam bahasa Inggris sebagai sebuah Interaksi Kelas Bahasa Asing antara dosen dan mahasiswa? 2) Sampai padatingkatan apakah dosen dan mahasiswa memerankan peranan di dalam proses negosiasi makna dalam bahasa Inggris sebagai sebuah Interaksi Kelas Bahasa Asing? Penelitian ini menggunakan metode kualitatif-deskriptif. Subjek studi ini adalah dosen dan mahasiswa semester enam padaProgram Studi Pendidikan Bahasa Inggris pada kelas Metodologi Penelitian. Analisis ini pada dasarnya didasarkan pada analisis wacana kelas yang diajukan oleh Sinclair dan Coultharddengan sistem yang disebut: transaksi, pertukaran, perpindahan, dan tindakan. Hasil dari studiini menunjukkan bahwa (a) tiga tipe transaksi pokok yang terjadi pada wacana kelas EFL adalah; 1) melaporkan transaksi sebanyak 44 kali (45,36%), 2) memunculkan transaksisebanyak 35 kali (35.05 %), dan 3) mengarahkan transaksi sebanyak 19 kali (19.59 %). (b) Tipe-tipe pertukaran yang terjadi pada wacana kelas EFL meliputi 14 jenis pertukaran, yangterjadi sebanyak 128 kali, tetapi yang paling sering terjadi adalah membatasi (boundary), yaitu sebanyak 51 kali (39.84 %) dari keseluruhan kejadian pertukaran, sedangkan memperkuat (reinforce) dan menerima (accept) menempati posisi terendah, yaitu satu kali (0.78 %) dari keseluruhan kejadian pertukaran. (c) Tipe-tipe perpindahan yang terjadi pada wacana kelas EFL di dalam kelas Metode Penelitian adalah: 1) Perpindahan Awal (pembukaan) terjadi sebanyak 36 kali (37.5 %), 2) Perpindahan Respon (memberikan jawaban) terjadi sebanyak 34 kali (35.42 %), dan Perpindahan Umpan-Balik (tindak lanjut) terjadis sebanyak 26 kali (27.08 %).(d) Pada tipe-tipe tindakan yang terjadi pada wacana kelas EFL, terdapat 22 jenis tindakan yang terjadi, sebanyak 1.106 kali, tetapi yang paling sering terjadi adalah yang membenarkan(acknowledge), yaitu sebanyak 238 kali (21.52 %) dari seluruh kejadian tindakan, sementara memeriksa (check) menempati posisi terendah yaitu 3 kali (0.27 %) dari seluruh kejadiantindakan. Peran dosen dan mahasiswa di dalam proses negosiasi makna antara lain: 1) proses ritual yang dilakukan oleh dosen, sebanyak 8 kali (53.33 %), proses ritual yang dilakukan oleh mahasiswa, sebanyak 7 kali (46.67 %); sementara ritual negosiasi yang dilakukan sebanyak 12kali dibagi ke dalam Data I sebanyak 6 kali atau 50 % dan Data II sebanyak 6 kali atau 50 % pula. Diharapkan bahwa hasil dari studi ini akan memberikan informasi kepada para dosenbahsa Inggris di Indonesia sebagai konteks EFL mengenai beberapa strategi yang dapat digunakan untuk mengoptimalkan makna negosiasi antara dosen dan mahasiswa di dalam wacana kelas. Partisipasi mahasiswa di dalam wacana kelas EFL tergantung kepada bagaimana dosen menciptakan situasi, dengan menggunakan metode-metode yang tepat, karakteristik mahasiswa, serta alat-alat instruksi pilihan serta tidak didominasi oleh dosen

Analisis Kreativitas Siswadalam Menyelesaikan Soal-Soal Sistem Persamaan Linear Tiga Variabel (SPLTV)pada SiswaKelas X SMA Negeri Noemuti Tahun Ajaran 2018/2019

Tujuan penelitian ini adalah Mengetahui kreativitas siswa dalam menyelesaikan soal-soal Sistem Persamaan Linear Tiga Variabel. Dalam pengumpulan data, peneliti menggunakan jenis data deskriptif dan alat pengumpulan datanya berupa tes dan wawancara. Kreativitas-kreativitas yang dialami (a) Kefasihan: subjek menuliskan apa yang diketahui dalam soal, membuat model matematika dengan variabel yang tidak biasa digunakan didalam kelas. (b) Fleksibel: subjek menuliskan apa yang diketahui dalam soal, membuat model matematikanya dengan variabel yang berbeda-beda pada setiap nomor soal, menggunakan langkah-langkah yang tepat untuk menyelesaikan soal

Functional Reactive Programming For Games

We investigate the effectiveness of functional reactive programming for games. To accomplish this, we clone aa, an existing game, in Elm, a purely functional programming language. We find that functional reactive programming offers an excellent alternative to event driven programming in purely functional languages. Elm still needs more work if it aims to compete with JavaScript libraries. Games, which typically need several inputs at the same time, benefit from the first class status of Signals, which allow them to be combined

Fraud as an Incentive for Change in Corporate America.

In this work, 1 explore the relationship between fraud and related changes in Corporate America with the express intention of showing that in spite of the negativity associated with fraud, it can still act as a mechanism that sets the wheels of change in motion in Corporate America. Of all the different kinds of fraud, this research focused on fraudulent financial reporting in corporations. In order to accomplish this goal, several research questions were examined which were aimed at examining the methods by which fraud is perpetrated, the relationship between fraud and business ethics and the effects fraud has had on various aspects of the society, including government regulation and public confidence in the accounting profession. With regards to government regulation, there was particular focus on the Sarbanes-Oxley Act as one of the major legislations dealing with fraud in corporations. The research findings showed that having a weak corporate ethical culture as well as a weak personal code of ethics were factors that increased the likelihood of perpetrating fraud. The proliferation of cases of accounting fraud has encouraged the growth and development of a new area of accounting called forensic accounting. In addition, this increase has also encouraged government involvement in coiporations, which has changed the face of corporate governance. The research concludes by asserting that fraud could act as an incentive for change in the American corporate world

An actor\u27s process in bridging the gap between first-generation and multi-generational African-American identities.

This thesis reflects my process assimilating into the role of Chelle in the production of Detroit \u2767 at the University of Louisville. Although there have been instances of actors crossing lines of gender, nationality, race, and even sexuality, to perform roles in contemporary theatre, discussion about generational differences is almost non-existent. Through historical research, first-hand interviews, and conventional acting methods, I explore the world of my role, searching for spirituality, authenticity, and identity. Additionally, I explain my use of The WAY Method ®, a process I began creating in 2014 to help actors be clear with who they are before empathizing with their role. This thesis is also an exploration in managing the idiosyncrasies of a first-generation African-American woman while embodying the historical, psychological, and cultural traits of a multi-generational African-American character. The adaptation of a known approach to acting to create a new one proves that future actors in a similar circumstance of generational difference can successfully build a process for bridging any gaps between themselves and their roles

THE MEANING OF THE PHILOSOPHY WISE (KINAA),BRAVE (BARANI), AND SMART (MANARANG) AS ONE OF THE LOCAL WISDOM OF TORAJA

Philosophy is defined as the most basic assumptions, ideas and attitudes possessed by a person or society; views of life; (KBBI online). The local philosophy is more identical to the most basic inner attitudes possessed by a person or society. Along with the development of human civilization, science is increasingly advanced. The advancement of science and technology has had a significant impact on the almost fading of local culture and wisdom in society. The purpose of this research is to deeply analyze the meaning of the philosophy of " wise (kinaa), brave (baran)i, and smart (manarang)" as one of the Torajan local wisdoms that must be passed on from generation to generation. This research was conducted in 3 (three) stages. The first stage is to identify and initial interview the research subjects, namely people who are capable in terms of the Toraja language or those who understand the ins and outs of Toraja culture (Customary leaders). The second stage is to collect data through surveys and further interviews with relevant sources in connection with the three the philosophy of kina, barani and manarang of Toraja local wisdom. The third stage is to manage and analyze data sets and to conduct publications obtained from the results of surveys and interviews regarding the philosophy of kina, barani and manarang in Toraja local wisdom. Based on the results of research and discussion, it is concluded that kinaa contains the meaning of being virtuous, having good character, being helpful, not being selfish. Barani has the meaning of being brave in making decisions, ready to bear the risks of every action taken, daring to say wrong if wrong, and right if right, and having high integrity. Meanwhile, manarang means intelligent, clever, skilled, has broad insight, has a purpose in life, has a visionary spirit

Myths, Stereotypes and Truths: A Critical Look at the Relationship Between Africans and African-Americans.

This study focuses on the relationship between Africans and African-Americans and examines the w ay many members of each group perceive the other. In examining the relationship between each group, the study focuses on looking at some of the myths and stereotypes many Africans, especially African students and immigrants in the United States, have of African-Americans and vice-versa and the impact these myths and stereotypes have on the way members of both groups view each other. This study also focuses on understanding and some of the unique challenges members of each group face in trying to correct mistaken assumptions about each group

Familiarity as a tool of populism : Political appropriation of shared experiences and the case of Suvivirsi

490Populist argumentation claims to represent ‘the people’ against ‘the elite’, appealing to emotions and reacting to a sense of crisis. By analysing a public debate in Finland in which populist arguments appropriate a culturally shared, familiar experience – that of singing Suvivirsi, the Summer Hymn – I argue that evoking familiarity is an effective way of ‘doing populism’. Analysing media texts from 2002 to 2014 and a questionnaire to political candidates in 2011, and using Laurent The´venot’s sociology of engagements, the article shows that appeals to the familiarity of the hymn are particularly compatible with the populist valorization of the experience of the common people. Familiarity thus constitutes a central tool in the toolkit of populism. Remembering the shared experience of singing the hymn bonds the assumed ‘people’ together and gives an emotional charge to populist arguments. By drawing on pragmatist political sociology and analysing politics ‘in action’ in everyday disputes, the paper makes a novel contribution to the scholarship of populism.Peer reviewe

Implementasi Metode Pengajaran Berdasarkan Ulangan 6:4-9 bagi Perkembangan Spiritualitas Anak Usia Dini

The purpose of this research is to find the teaching method contained in Deuteronomy 6:4-9 that can reach all realms to achieve early childhood spiritual development. With qualitative methods and analysis with a literature approach which then uses descriptive and analytical methods on the texts in the Bible, it can be found that early age is the golden age in which it is very easy to instill teaching for them. In Deuteronomy 6:4-9 it is found that several methods can reach 3 domains, namely the cognitive realm by teaching repeatedly, affective by always paying attention, namely by placing in the heart and soul, and the psychomotor realm by communicating with the child at all times, and marker method for systematic learning. The implementation of these three methods is very effective in the development of early childhood spirituality because it involves cognitive, affective, and psychomotor