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Discourse Structure Analysis of Making Request in Japanese Conversation Nishfullayli, Sa'idatun; Santiar, Lea; Ningsih, Harni Kartika
JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 8, No 2 (2023): JAPANEDU December 2023
Publisher : Universitas Pendidikan Indonesia (Indonesia University of Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/japanedu.v8i2.61548

Making requests (irai) is a genre of spoken interaction that is taught from the basic level of learning Japanese as a foreign language. A request is one of the speech acts that may raise face-threatening potentials. Understanding the stages of request appropriate to Japanese culture is thus essential for Japanese learners to achieve successful conversation. Therefore, conversation pedagogy by using a discourse approach is essential. This study investigates a potential structure gap in Japanese making-requests conversations realized in actual settings and textbook conversational models. By employing genre theory and interpersonal discourse of “Negotiation” as a qualitative discourse analytic method from the Systemic Functional Linguistics (SFL) perspective, this paper describes the gaps and some factors that potentially influence the structure of Japanese making-request conversation. Data were obtained from conversational texts in the Japanese language corpus named Japanese Natural Conversation Corpus and Japanese textbooks for elementary and middle adult learners. Regarding the structure, the results show no difference between conversations in textbooks and authentic ones at the stage level, but both differ at the phase level. There is no introduction to the problem, additional explanation, and confirmation phases in textbook conversational models. In addition, the absence of the phases, the differences in pre-condition content between textbook and authentic conversations, also the length of the reasoning phase, are assumed to be influenced by relational status between participants (tenor) as well as the imposition degree of the requested object.

Analisis Teks Visual pada Bahan Ajar Bahasa Indonesia bagi Penutur Asing (BIPA) Sahabatku Indonesia Tingkat Mahir Primasari, Theya Wulan; Ningsih, Harni Kartika
Jurnal Basicedu Vol. 7 No. 1 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4813

Teks visual dalam buku pegangan bahasa Indonesia harusnya dapat mendukung pemahaman dalam materi yang akan diajarkan, bukan membuat tambah bingung karena keterbatasan pemahaman mereka dalam mengartikan teks visual tersebut. Teks visual dapat menciptakan suatu makna dalam pembelajaran bahasa. Penelitian tentang makna teks visual dalam bahan ajar BIPA sendiri belum banyak ditemukan. Tulisan ini bertujuan untuk meneliti makna representasi dari teks visual serta hubungan yang dibangun antara teks visual dengan teks membaca di bahan ajar BIPA. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Sumber data yang diteliti yaitu buku Sahabatku Indonesia untuk Pelajar BIPA 7 (SIUPB7) yang diterbitkan oleh Badan Pengembangan Bahasa dan Perbukuan tahun 2019. Berdasarkan hasil analisis data dapat dinyatakan bahwa pemilihan dan penempatan teks visual di buku SIUPB7 sudah sesuai dengan topik teks membaca, makna representasi di buku SIUPB7 terdiri dari gambar foto dari kehidupan nyata yang lebih dominan direpresentasikan oleh citra naratif yang dinamis daripada bersifat konseptual atau statis. Selain itu, pemilihan teks visual juga sudah sesuai dengan tema bacaan dan mampu mengilustrasikan hal spesifik sehingga membuat teks membaca berpotensi menjadi lebih bermakna bagi pemelajar atau pembaca, sehingga dapat disimpulkan buku SIUPB7 dapat digunakan dalam proses pembelajaran dan pemelajaran BIPA.

Comparison of Entities in Excerpts from the Novel Perahu Kertas and Its Translation Paper Boats Nasution, Dea Yuanita; Ningsih, Harni Kartika
Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 12 No 3 (2023): December 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/seloka.v12i3.76457

A text is a product of the cognitive representation of its producer, including literary and translation texts. To identify the influence of this cognitive background, this research aims to explore shifts in the field of experience in the translation of novels by identifying participants constructing the field. The study utilizes a qualitative method with the IDEATION framework from Systemic Functional Linguistics, specifically taxonomic relations theory. A parallel corpus is used, extracted from excerpts of the Indonesian novel "Perahu Kertas" and its English translation titled "Paper Boats." The investigation is conducted using the AntConc software as a corpus processing instrument. The data for this research includes nouns categorized into concrete, abstract, and metaphoric entities. The results reveal two crucial findings. Firstly, everyday concrete entities dominate in both data. Secondly, there is a shift in the translation process of selected nouns, indicated by differences in the types and frequencies of entities between the two datasets. Besides the differences in the field of experience backgrounds of each text producer and the use of translation procedures, the two findings also suggest systematic differences in each language that influence the translator’s choices and decisions underlying these shifts. This research provides a deeper understanding of the translation process and its impact on the representation of entities in the literary context Kata kunci: entitas, field of experience, korpus, taxonomic relations.

Analisis Teks Visual pada Bahan Ajar Bahasa Indonesia bagi Penutur Asing (BIPA) Sahabatku Indonesia Tingkat Mahir Primasari, Theya Wulan; Ningsih, Harni Kartika
Jurnal Basicedu Vol. 7 No. 1 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4813

Teks visual dalam buku pegangan bahasa Indonesia harusnya dapat mendukung pemahaman dalam materi yang akan diajarkan, bukan membuat tambah bingung karena keterbatasan pemahaman mereka dalam mengartikan teks visual tersebut. Teks visual dapat menciptakan suatu makna dalam pembelajaran bahasa. Penelitian tentang makna teks visual dalam bahan ajar BIPA sendiri belum banyak ditemukan. Tulisan ini bertujuan untuk meneliti makna representasi dari teks visual serta hubungan yang dibangun antara teks visual dengan teks membaca di bahan ajar BIPA. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Sumber data yang diteliti yaitu buku Sahabatku Indonesia untuk Pelajar BIPA 7 (SIUPB7) yang diterbitkan oleh Badan Pengembangan Bahasa dan Perbukuan tahun 2019. Berdasarkan hasil analisis data dapat dinyatakan bahwa pemilihan dan penempatan teks visual di buku SIUPB7 sudah sesuai dengan topik teks membaca, makna representasi di buku SIUPB7 terdiri dari gambar foto dari kehidupan nyata yang lebih dominan direpresentasikan oleh citra naratif yang dinamis daripada bersifat konseptual atau statis. Selain itu, pemilihan teks visual juga sudah sesuai dengan tema bacaan dan mampu mengilustrasikan hal spesifik sehingga membuat teks membaca berpotensi menjadi lebih bermakna bagi pemelajar atau pembaca, sehingga dapat disimpulkan buku SIUPB7 dapat digunakan dalam proses pembelajaran dan pemelajaran BIPA.

A needs analysis of english proficiency at a State Vocational Institute: A case study Setiyowati, Menik; Ningsih, Harni Kartika
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 15 No 3 (2025): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v15i3.5977

This study reports on the result of a needs analysis for English proficiency. in the Instrumentation program at State Vocational Institute A. It is done to improve syllabus alignment with professional demands. The primary objective of this paper to identify gaps in the existing syllabus by analyzing responses from 27 fifth-semester students who had completed English courses in their third semester and 50 alumni working at the field. Using a qualitative descriptive method, the case study collected data through a structured questionnaire that focused on identifying and addressing practical challenges in professional English usage. Results from students' responses revealed that while foundational English skills, such as understanding instructions and interacting in class, were rated positively, students experienced difficulties in technical writing, oral presentations, and expressing opinions related to their field. These challenges indicate that the existing syllabus may not fully equip students with the language skills required to perform complex tasks in professional contexts. Alumni responses further supported these findings, highlighting inadequacies in practical communication skills, especially in technical reporting and workplace interactions. The study identified emerging gaps between the English proficiency of both students and alumni and the demands of academic and professional environments. These findings suggest the need for curriculum revisions to address the specific linguistic challenges faced by students and graduates so as to ensure that future revisions align closely with workplace expectations.

IDENTIFYING COMPOSITIONAL INSTRUMENTS IN A BILINGUAL PICTURE BOOK FOR LANGUAGE LEARNING Mufida, Nisa Hanum; Ningsih, Harni Kartika
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i2.4696

Bilingual picture books are one of the materials in joint-reading activities between adults and pupils. When using picture books, adults face difficulty conveying meaning from the book to children. Therefore, this paper investigates the compositional elements of a bilingual picture book and provides an understanding of exploring a picture book to create meaningful reading activities. This case study employs a multimodal discourse analytical approach to understand the placement of the visual resources and the dual text of a bilingual picture book entitled Kina Punya Teman Baru. The result shows the compositional instruments tend to attract the reader's focus on the characters and the continuity of the storyline. The tendency of using co-located backgrounds along with the simple bull eye focus of images directs readers to the actions and emotions experienced by the character. Visual elements in a bilingual picture book are put in a contextualized setting offering readers the to explore the particular image. This bilingual picture book uses Indonesian as L1 and English as L2. The composition of the verbal text layout indicates that this bilingual picture book is intended for pupils speaking Indonesian and are willing to learn English, but they still require scaffolding in accessing the language being learned.

A Comparative Analysis of Attitudinal Meaning in the Representation of Dutch and Indonesian Officials in Max Havelaar’s Indonesian Translated Novel Putri, Hana Andari Eka; Ningsih, Harni Kartika; Sutanarihesti, Triaswarin
Jurnal Locus Penelitian dan Pengabdian Vol. 4 No. 6 (2025): JURNAL LOCUS: Penelitian & Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v4i6.4558

Max Havelaar is a novel written by the Dutch author Eduard Douwes Dekker, widely regarded as an illustration of the author’s opposition to the exploitation and oppression perpetrated by the Dutch colonial government and local officials against the natives in the Dutch-East Indies. This study aims to conduct a comparative analysis of attitudinal meaning, examining the sentiments of Dutch and Indonesian officials as reflected in the Indonesian translation of Max Havelaar. The 2014 translated edition published by Qanita was selected for analysis, with data drawn specifically from chapters V to XX. The Appraisal framework was employed to reveal patterns of evaluative meaning manifested through the portrayal of Dutch and Indonesian officials. This framework centers on the ATTITUDE system, investigating how the resources of AFFECT, APPRECIATION, and JUDGMENT are utilized to construct evaluative stances towards both groups of officials, in alignment with the field of Comparative Analysis of Attitudinal Meaning. Findings indicate that both Dutch colonial and Indonesian officials are predominantly evaluated through negative attitudinal resources, with frequent deployment of unfavorable assessments that serve to critique the pervasive injustices of colonial rule. Notably, the Indonesian officials are depicted in a dual characterization: they are simultaneously portrayed as victims of colonial oppression and as complicit contributors to the mechanisms of that very oppression. This dual appraisal foregrounds the complexity of colonial dynamics as represented in the novel and highlights the value of attitudinal analysis in uncovering nuanced ideological positions.

ASSISTING STUDENTS’ WRITING IMPROVEMENT THROUGH READING TO LEARN (R2L) PROGRAM: A REVIEW OF STUDIES Rahayu, Noviarti; Ningsih, Harni Kartika
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8680

This paper aims to survey the implementation and the implication of Reading to Learn (R2L) for improving students' writing to inform future teaching practices. Reading to Learn (R2L) is a teaching methodology based on a language theory, Systemic Functional Linguistics (SFL), which has been reported as a successful program to improve students' literacy in different classroom contexts across the globe. This paper systematically reviews 14 studies on the implementation of R2L and its implications on students’ writing development from 2012 to 2023. This review indicates several key findings: 1) Most studies on R2L applied R2L to teach writing an argumentative genre, given that this genre is widely considered the most formidable genre for students; 2) The implementation of R2L exhibited various modifying strategies from the R2L cycles. Most studies modify the first layer of the cycles; 3) The final result shows the impact on students’ writing development. Thirteen out of the fourteen studies reviewed reported an increase in students’ textual organization, written literacy skills, students’ engagement in the classroom, and critical thinking.

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