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All Journal New Language Dimensions BAHASTRA
Ammar Faqih Utomo
Universitas Muhammadiyah Surakarta
Arts Humanities Education Languange, Linguistic, Communication & Media

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Teacher’s and Students’ Attitudes Toward the Indonesian Language in Learning Interaction at Senior High School Ammar Faqih Utomo; Dini Restiyanti Pratiwi
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p44-58

Abstract

The teaching of Indonesian language plays an important role in shaping positive attitudes toward the Indonesian language. This study aims to analyse the language loyalty, language pride, and awareness of the norm attitudes of teachers and students in classroom learning interaction using a descriptive qualitative approach. Data were collected through non-participatory observation, audio recording, and note-taking, and subsequently analysed using the Miles, Huberman, & Saldana model with theory and source triangulation as validity measures. The findings of this study indicate that the teacher and students of Class XI-5 at SMA Muhammadiyah 1 Surakarta have (1) demonstrated language loyalty attitudes reflected in the consistent use of Indonesian as the primary medium of learning, the minimal use of elements from other languages in formal academic contexts, and the absence of language switching in the delivery of substantive subject matter, (2) demonstrated positive language pride attitudes toward Indonesian reflected in the confident use of Indonesian as a symbol of academic identity across all domains of formal learning, without any tendency to switch to other languages considered more prestigious, as well as the ability to distinguish between the use of Indonesian as a marker of national identity and Javanese as a marker of local identity in a coexisting manner, and (3) demonstrated language norm awareness attitudes reflected in the appropriate use of academic vocabulary in accordance with the formal register in the delivery of learning materials, although the application of standard language norms at the level of sentence structure and grammatical consistency has not yet been fully optimal, particularly in spontaneous oral speech on the part of both the teacher and students.
The level and forms of verbal creativity of microteaching student practitioners Main Sufanti; Agus Budi Wahyudi; Nuraini Fatimah; Eko Purnomo; Sinta Tri Noviana; Kartika Satya Noviafitri; Ammar Faqih Utomo
BAHASTRA Vol. 45 No. 2 (2025): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

This study aims to describe the verbal creativity of student practitioners in the Microteaching course. The aspects discussed include verbal creativity based on the categories of flexibility, fluency, originality, and elaboration. Each category is described based on the level of scores (high or low) and the corresponding forms. The results of this study show that: (a) the level of fluency of students in generating many ideas is highest in word production. The forms of word production in the fluency category, based on the most frequently produced word classes, are nouns. Based on word meaning, most students tend to produce denotative meanings. This reflects a tendency to use words in their general or literal sense. (b) the level of flexibility of microteaching student practitioners is high. In terms of form, student practitioners demonstrate high flexibility in sentence form and sentence use, but lower in sentence length, imagination, and fantasy. (c) the level of originality of microteaching student practitioners is high. The forms of students’ verbal creativity originality include five aspects: originality in theme, original solution or ending, humorous elements in sentences, the use of self-created words or names, and the originality of the respondent’s writing style. (d) the level of elaboration of student practitioners is high. Meanwhile, the forms of elaboration include four aspects: aesthetic quality, emotional content, empathy, and personal elements, while the elements of direct narrative sentence conversation and the use of quotations are not fulfilled.
Co-Authors Agus Budi Wahyudi Dini Restiyanti Pratiwi Eko Purnomo Kartika Satya Noviafitri Main Sufanti Nuraini Fatimah Sinta Tri Noviana