Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education

This study focused on how teachers and students as the social actors in an Intercultural Communication (IC) classroom were represented discursively. A video recording transcript of IC classroom activities at a state University in Indonesia was selected as the data source. The data source was rigorously analysed through van Leeuwen’s Socio-semantic inventory of social actors framework (Van Leeuwen, 1996). The main findings show that social actors in IC classroom can be categorised into two main thematic representations, namely positive and negative ones. disclosed that Hamzah as the representative of classroom presenters was represented as victimised, oppressed, intimidated and minoritised actor. Hamzah’s Mathematics teacher was depicted as an intolerant, dehumanising, discriminatory and oppressing actor. Hamzah’s Social Sciences teacher was illustrated as a racial, stereotyping, dominant and provoking actor. The Intercultural Communication teacher was delineated as the actor endeavoring to encourage his students to be tolerant, critical, supportive and open-minded people. Hamzah’s classmates in IC classroom were characterised as sympathetic, supportive, friendly and reactionary actors

Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education

This study focused on how teachers and students as the social actors in an Intercultural Communication (IC) classroom were represented discursively. A video recording transcript of IC classroom activities at a state University in Indonesia was selected as the data source. The data source was rigorously analysed through van Leeuwen’s Socio-semantic inventory of social actors framework (Van Leeuwen, 1996). The main findings show that social actors in IC classroom can be categorised into two main thematic representations, namely positive and negative ones. disclosed that Hamzah as the representative of classroom presenters was represented as victimised, oppressed, intimidated and minoritised actor. Hamzah’s Mathematics teacher was depicted as an intolerant, dehumanising, discriminatory and oppressing actor. Hamzah’s Social Sciences teacher was illustrated as a racial, stereotyping, dominant and provoking actor. The Intercultural Communication teacher was delineated as the actor endeavoring to encourage his students to be tolerant, critical, supportive and open-minded people. Hamzah’s classmates in IC classroom were characterised as sympathetic, supportive, friendly and reactionary actors

The Development of a Creative MIMA (Mind-Mapping) English Book for Supplementing Students Learning Material

This study aims to develop a creative supplement book, MIMA English Book, for supplementing student learning material. Implementing a mind map helps summarize learning material and stimulate the students to have a better understanding of learning English subject.  This study uses research and development methods using a quasi-experimental research design. The population of this study was students of class X, SMA Negeri 2 Trenggalek, especially in class X MIPA 1 which consisted of 33 students. Methods of data collection using interviews, questionnaires, observations, and tests. From the results of research that researchers have carried out, it was found that 1) The MIMA English Book was developed according to the student needs questionnaire and the results of interviews, 2) Feasibility validation which showed that the MIMA English Book presented materials and media that deserved to be tested, 3) Positive feedback from students against the MIMA English Book, and 4) The results of the t-test showed that there was a significant effect of the use of the MIMA English Book on students' learning in English. In conclusion, the MIMA English Book is an effective learning medium for supplementing student learning material in learning English

Weighted Multi Criteria of Consultant and Contractor Selection at PT. JICT

The study aims to improve the tender evaluation, particularly in selection criteria. The criteria and attributes were gathered from current procedures and other companies as a benchmark, and also selected some others from 40 attributes introduced by Ling which were suitable with the company's condition being researched. Later on, a survey using a questionnaire was distributed to project owners and consultant's employees as the respondents using the Likert scale method to assess the performance level of the vendors in delivering service and level of importance for each criterion and attribute. By using MAVT (multi-attribute value technique), the weights were calculated. Meanwhile, the bid proposal was rated with a standard ratings scale. A formula that showed the relation between the weights and rating was created. This formula proposed the total aggregate score for the technical evaluation. And by summarizing aggregate scores with the bid price score, the highest-scored bidder would be awarded. Another factor discovered in this research was the importance of leadership to manage the team and resources well during delivering a great service for the project owner

APLIKASI PEMBELAJARAN BIOLOGI BERBASIS DESKTOP UNTUK KELAS VII SMP

Media komunikasi seperti komputer, merupakan bagian yang tidak dapat dipisahkan dari kehidupan manusia diera modern seperti sekarang ini. Hampir semua bidang kehidupan membutuhkan teknologi komputer, begitu juga dalam bidang pendidikan. Perkembangan teknologi multimedia juga semakin berkembang seiring dengan kebutuhan pembelajaran pada masyarakat luas dan siswa sekolah. Teknologi multimedia memberikan kemudahan bagi siswa dalam pembelajaran. Dengan adanya multimedia siswa menjadi lebih tertarik untuk belajar khususnya belajar biologi. Biologi merupakan ilmu pengetahuan tentang kehidupan. Mempelajari biologi bukanlah sesuatu hal yang sulit, namun untuk lebih mempermudah dalam mempelajarinya diperlukan adanya perantara alat atau sejenisnya. Penelitian ini bertujuan untuk membantu mempermudah siswa khususnya siswa kelas VII SMP dalam mempelajari biologi, dengan membangun suatu aplikasi pembelajaran biologi berbasis desktop. Aplikasi ini telah mampu untuk menampilkan teks, gambar, audio, serta video. Akan tetapi masih banyak adanya kekurangan. Kata Kunci: Biologi, Desktop, Pembelajaran, Teknologi Multimedi

Formulasi Granul Effervescent Ekstrak Kering Daun Salam (Syzygium polyanthum (Wight.) Walp.) dengan CAB-O-SIL sebagai Adsorben dan PVP K30: CAB-O-Sil (95:5) sebagai Pengikat

Penelitian ini dilakukan untuk membuat sediaan granul effervescent dari ekstrak kering daun salam (Syzygium polyanthum (Wight.)Walp.) yang mempunyai karakteristik fisik granul bermutu. Terdapat dua formula dengan perbedaan konsentrasi adsorben yaitu Cab-O-Sil® pada formula A dengan konsentrasi 5% dan formula B bengan konsentrasi 10%, dan digunakan pengikat PVP K30:Cab-O-Sil® (95:5). Pembuatan granul effervescent dilakukan dengan metode granulasi basah non-aqueous. Terhadap granulat yang didapat dilakukan pemeriksaan karakteristik fisik granulat meliputi kandungan lembab, kecepatan alir, sudut istirahat, bobot jenis nyata, bobot jenis mampat, distribusi ukuran partikel (kandungan fines), dan waktu terdispersi. Hasil dari pemeriksaan fisik granulat pada Cab-O-Sil® 5% dan 10% semuanya memenuhi persyaratan kecuali distribusi ukuran partikel (kandungan fines) dan kecepatan alir. Hasil statistik menggunakan metode t-test menunjukkan bahwa granul effervescent yang menggunakan Cab-O-Sil® 5% dan yang menggunakan Cab-O-Sil® 10% berbeda bermakna dalam hal bobot jenis nyata, distribusi ukuran partikel (kandungan fines), kandungan lembab (MC), susut pengeringan (LOD) dan sudut istirahat. Berbeda tidak bermakna dalam hal bobot jenis mampat, kecepatan alir