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Persuasive Strategy in Prabowo’s Political Speech at National Agenda 2019 Sedyo Laksono, Imam Setyojati; Hamamah, Hamamah; Chojimah, Nurul
Nusa: Jurnal Ilmu Bahasa dan Sastra Vol 15, No 2: Mei 2020
Publisher : Program Studi Sastra Indonesia, Fakultas Ilmu Budaya, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/nusa.15.2.214-224

This research aims to uncover the critical intent of Prabowo Subianto against the government. Through a persuasive strategy, Prabowo featured of words and phrases that have negative connotations. It is a strategy that affects the audience to agree that the governance system is wrong. Negative connotations are part of the pathos. Where, it is related to the fit that can provoke the emotions of listeners and make it agree with the statement conveyed by the speaker. Data used in the analysis of text in Prabowo's spech, Indonesia wins which he said on the national Agenda 2019 in Jakarta. Lexical meanings are chosen as tools for analyzing data to analyze the exact meaning of the connotation in the speech. IntisariPenelitian ini bertujuan untuk mengungkap maksud kritikan dari Prabowo Subianto terhadap pemerintah. Melalui strategi persuasif, Prabowo menampilkan kata-kata dan frasa yang memiliki konotasi negatif. Hal tersebut merupakan strategi dimana mempengaruhi para audience untuk setuju dengannya bahwa system pemerintahan ada yang salah. Konotasi negative adalah bagian dari pathos. Dimana hal tersebut berkaitan dengan sesuau yang dapat memancing emosional pendengar dan membuatnya setuju dan sepakat dengan pernyataan yang disampaikan oleh pembicara. Data yang digunakan dalam analisa adala teks pidato Prabowo yang berjudul Indonesia Menang yang dia sampaikan pada Agenda Kebangsaan 2019 di Jakarta. Pengartian leksikal dipilih sebagai alat utk menganalisa data untuk menganalisa arti yang sebenarnya pada conotasi yang terdapat dalam pidato.Kata Kunci: Prabowo, persuasif, pathos, konotasi, makna leksikal.

DISTRIBUSI KATA SAPAAN AREK DAN BOCAH DI PERBATASAN KABUPATEN MALANG DAN BLITAR Mardiana, Dwi Ira Ningrum Ana; NURHAYANI, IKA; HAMAMAH, HAMAMAH
Hasta Wiyata Vol. 5 No. 2 (2022)
Publisher : University of Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.hastawiyata.2022.005.02.03

This article aims to describe the distribution use of the greeting â€œarekâ€ and â€œbocahâ€ in the border area of Malang and Blitar Regency. The researchers di three research steps: observation, interview, and introspection. The data of this article are variations of Javanese in the border area of Malang and Blitar Regency, while the data sources are people who live in the border area. There are six research points are Arjosari, Ngreco, Karangkates, Jugo, Kalirejo, and Ngadri. The results of this article are the use of greeting â€œbocahâ€ which is commonly spoken in Blitar Regency, also spoken by the people in Malang, whose area is adjacent to Blitar Regency. This proves that the dialects of Javanese in Blitar are more potent than the Malang Regency.

Exploring teacher development strategies in four most popular Kampung Inggris language courses: A descriptive analysis Rochastuti, Laras Ati; Hamamah, Hamamah; Rohmah, Zuliati
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i3.1290

Teacher development programs have been commonly done for teachers in formal language learning contexts, meanwhile in non-formal contexts, such as language courses, the teacher development program has not yet been widely known, despite the variety of benefits that teacher development programs give to teachers. Thus, this research analyzes the teacher development program in Kampung Inggris language courses through qualitative studies using interviews with nine teachers from four language courses. Results suggest that teacher development programs in the four language courses can be categorized into skill learning, sharing, and mentoring. Skill learning includes drilling, evaluation, and e-courses while sharing and mentoring involve peer-teacher sharing programs and consultation with CELTA-certified teachers The findings also indicated that teachers still need more teacher development programs that are not yet given by the language courses management. Thus, the study suggests further analysis of this issue and more opportunities for teachers in non-formal language learning programs to develop their teaching skills.

MULTILINGUAL CODE-SWITCHING IN THE CLASSROOM: AN ANALYSIS FROM THE TEACHER’S NARRATIVE Ramdhan Fathin Al Farabi, Muhammad; Hamamah, Hamamah; Muttaqin, Syariful
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i1.9265

Code switching, the practice of alternating between languages in conversations, was of interest to researchers in sociolinguistics, especially in multicultural classrooms. This qualitative research utilized narrative interviews to explore code switching in the classroom, focusing on the teacher's narrative. Interviews were audio-recorded and supplemented with field notes. Data analysis involved narrative blocks. The research findings emphasized the effectiveness of multilingual code-switching and individualized instruction in enhancing students' English language learning. Embracing linguistic diversity, valuing students' native languages, and using creative learning approaches created a positive and inclusive environment, fostering comprehension, vocabulary retention, and cultural appreciation while motivating students. In conclusion, multilingual code-switching enhanced English learning by integrating native languages with instruction. Tailored teaching methods supported individual proficiency and learning styles, while creative code-switching boosted engagement and comprehension by linking English concepts to native languages.

Exploring a web-based interactive writing assessment WISSE: User experiences Degeng, Putu Dian Danayanti; Hamamah, Hamamah; Emaliana, Ive; Hapsari, Yulia; Fadillah, Alifa Camilia
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20386

This paper aims to investigate the user experiences of Web-based Integrated Writing Assessment (WISSE) developed to help lecturers and learners provide and navigate feedback for academic writing in English. User experience is one of the crucial elements for product success and reception in Research and Development (R & D). Aspects of user experience highlighted in this study are web features, ease of use, and design. The participants involved were two lecturers and twenty-eight learners from the English Language Education and the English Literature study program at one of the prominent universities in Malang. At first, both learners and lecturers created a temporary account on the web prototype, and they were assigned two different roles: learners wrote and submitted a short argumentative essay on the application, and lecturers provided feedback on the essays through a personal comment box. At the end of the trial, both groups revealed their experience and inputs on the features, operation accessibility, and web design through questionnaires. To a large extent, both lecturers and learners were satisfied with the goal of the application to provide easy accessibility to assessing academic text. However, both groups agreed that more distinctive features should be added, along with a manual book and language switch feature, as it is attainable that the future users of WISSE will not be limited to EFL learners. The user trial results illustrate that while WISSE needs further development and revision, it exhibits proper performance and is prepared for large-scale use.

USING DIGITAL STORYBOOK IN A JAPANESE ONLINE CLASS TO SUPPORT A1-LEVEL WRITING SKILLS Devina, Nadia Irma Della; Hamamah, Hamamah; Rohmah, Zuliati; Muttaqin, Syariful
PARADIGM: Journal of Language and Literary Studies Vol 7, No 1 (2024): Paradigm: Journal of Language and Literary Studies
Publisher : Department of English Literature, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/prdg.v7i1.27299

Nowadays, although face-to-face learning is conducted in various educational institutions, there is still a great demand for online learning, especially in non-formal educational institutions. Online learning helps students to study without being constrained by distance and have more flexible time. This study wants to explore the application of digital storybooks as an alternative learning media in an online language program to develop student’s writing skills in Japanese and report on the results after the program. This study employed a case study design where the data is presented descriptively to report the implementation of a multimodal text in the form of a digital storybook and the responses of 4 Japanese language learners as both the participants of this study and an online language course. Naturalistic observation became the primary instrument where all activities were recorded, with the addition of writing practice to gain an understanding of students’ comprehension of the given lesson as the second instrument. The results of using multimodal texts in the classroom showed a positive impact. This is shown in the students' writing after participating in learning with multimodal texts. The improvement in the students' writing skills was shown on the students' worksheets in which some students added place settings, time information, and also the correct particles. In short, the usage of the digital storybook enhances students' writing skills and develops their creativity through an enjoyable way of learning.

The Policies and Practices of Good Governance in Indonesian Tourism: a Case Study in Malang, East Java Nurhayani, Ika; Tabiati, Sri Endah; Siswanti, Aris; Hamamah, Hamamah
International Journal of Social and Local Economic Governance Vol. 3 No. 1 (2017)
Publisher : Institute of Research and Community Service, University of Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.ijleg.2017.003.01.5

Good governance is a method to organize resources by involving the local community to participate and to supervise the development of the country. Good governance in tourism ensures that the industry can involve and benefit the local community.Â This paper aims to investigate the policies and practice of good governance in Indonesian tourism using the city of Malang in East Java as a case study. This is done by: (1) a study on the Regulation of the Major of Malang on the Master Plan of the Development of Regional Tourism no. 34 year 2014 and (2) field observations in the city of Malang. The research shows that the regulation has fulfilled six characteristics of good governance: participation, consensus oriented, equity and inclusiveness, effectiveness and efficiency, and accountability but fails to fulfill the three criteria of good governance: the rule of law, the transparency and the responsiveness. On the other hand, on the practices of the good governance, the city government lacks communication with the stakeholders and it is advisable that the city government set this forum in the near future to discuss the solutions to better tourism in Malang.Keywords: Good governance, tourism, Indonesia, Malang

LANGUAGE LEARNING STRATEGIES IN E-LEARNING USED BY INTERNATIONAL CLASS STUDENTS MAJORING IN ENGLISH LITERATURE UNIVERSITAS BRAWIJAYA Syahputra, Reza Kurnia; Hamamah, Hamamah
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 6, No 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v6i22022p79-85

This article reports the findings of a study conducted in English Literature at the Faculty of Cultural Studies in Universitas Brawijaya in 2020. The research focused on the most frequent language learning strategies used by 20 international program students’ batch of 2017 that have been conducted the Overseas Academic Program (OAP). For the data collection, data were gained from Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 in the form of online. The results of the study showed that the most frequent strategy used by batch of 2017 international class students is compensation strategy with an average 3.82. When the class of 2017 as EFL learner conducted the Overseas Academic Program (OAP), they were required to communicate with English speakers using English and when they forgot a vocabulary, they changed it using gestures to keep the conversation going and then tried to guess what the interlocutor would say after.

Exploring teacher development strategies in four most popular Kampung Inggris language courses: A descriptive analysis Rochastuti, Laras Ati; Hamamah, Hamamah; Rohmah, Zuliati
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i3.1290

Teacher development programs have been commonly done for teachers in formal language learning contexts, meanwhile in non-formal contexts, such as language courses, the teacher development program has not yet been widely known, despite the variety of benefits that teacher development programs give to teachers. Thus, this research analyzes the teacher development program in Kampung Inggris language courses through qualitative studies using interviews with nine teachers from four language courses. Results suggest that teacher development programs in the four language courses can be categorized into skill learning, sharing, and mentoring. Skill learning includes drilling, evaluation, and e-courses while sharing and mentoring involve peer-teacher sharing programs and consultation with CELTA-certified teachers The findings also indicated that teachers still need more teacher development programs that are not yet given by the language courses management. Thus, the study suggests further analysis of this issue and more opportunities for teachers in non-formal language learning programs to develop their teaching skills.

Penggunaan Media YouTube dalam Pengajaran Berbicara kepada Level Pemula Ulum, Miftahul; Hamamah, Hamamah; Rohmah, Zuliati; Muttaqin, Syariful; Fadillah, Alifa
Hasta Wiyata Vol. 7 No. 2 (2024): Jurnal Hasta Wiayata
Publisher : University of Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.hastawiyata.2024.007.002.15

This study explores the integration of YouTube videos as a teaching tool to enhance the speaking abilities of beginner-level students in English. Drawing upon the principles of multimodal learning and digital technology in language education, the research investigates the impact of utilizing YouTube videos on language learning outcomes. Adopting a qualitative descriptive design, the study examines English language learning activities conducted with the aid of YouTube videos at TPQ Raudlotus Shibyan, involving five students aged 13-14. Data collection methods include pre-activity preparations, engagement in main activities with listening and speaking exercises facilitated through YouTube videos, and post-activity feedback and assessment. Findings reveal that YouTube videos effectively stimulate student engagement, motivation, and comprehension of English speaking skills, fostering a dynamic and interactive learning environment. This research underscores the potential of digital technology, particularly YouTube, as a valuable resource for language educators seeking to create engaging and effective language learning experiences, especially for beginner-level students.

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