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All Journal Abdimas Language Circle : Journal of Language and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Rainbow : Journal of Literature, Linguistics and Cultural Studies Language and Education Journal Jurnal Pendidikan Indonesia (Japendi) UNNES International Conference on ELTLT Jurnal Bina Desa
Seful Bahri
Semarang State University
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Language Circle : Journal of Language and Literature

 1 
INTEGRATING LANGUAGE AND CULTURE IN LANGUAGE SKILL CLASSES Bahri, Seful
Language Circle: Journal of Language and Literature Vol 9, No 2 (2015): April 2015
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

Foreign language learning is foreign culture learning. It also means that the teaching of culture should become an integral part of the teaching of a language. Culture teaching should allow learners to increase their knowledge of the target culture in terms of people‘s way of life, values, attitude, and beliefs, and how these manifest in lnguistics categories and forms. These things are the concerns of this article and will be elaborated in the explanations of the relationship between language and culture, the ways they are taught integratedly, and simple procedure in carrying out classroom activities.
INTEGRATING LANGUAGE AND CULTURE IN LANGUAGE SKILL CLASSES Bahri, Seful
Language Circle: Journal of Language and Literature Vol 9, No 2 (2015): April 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v9i2.3709

Abstract

Foreign language learning is foreign culture learning. It also means that the teaching of culture should become an integral part of the teaching of a language. Culture teaching should allow learners to increase their knowledge of the target culture in terms of people‘s way of life, values, attitude, and beliefs, and how these manifest in lnguistics categories and forms. These things are the concerns of this article and will be elaborated in the explanations of the relationship between language and culture, the ways they are taught integratedly, and simple procedure in carrying out classroom activities.
One Book One Teacher Program for Upgrading Teachers’ Writing Competence (A Descriptive Survey) Hartono, Rudi; Purwanto, Bambang; Bahri, Seful
Language Circle: Journal of Language and Literature Vol 14, No 1 (2019): October 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v14i1.21473

Abstract

Writing competence is one of significant and basic demands for teachers in delivering their profession as educators. Many teachers feel that writing a book is a pride but it is too difficult for them to do. Many factors influence them not to start to write, such as inner motivation, institution supports, ideas, materials, and opportunities. For examples, many of them are lack of motivation to be confident course book writers, their institutions do not support their efforts and facilitate them well, they have no idea what they are going to write, they are not accustomed to provide their own lesson materials for their daily instruction—only copying from books or other resources, and most of them do not have any opportunity at all to write a course book. Therefore to create teacher-writers and produce course books in one school, One Book One Teacher (OBOT) program comes as a solution. OBOT is a program designed for teachers to be a course book writer at schools. Recently we revealed that OBOT has potential activities as an integrated program in preparing teachers to be professional course book writers. In this study, to dig up their responses on course book writing activity and OBOT implementation in their school, we conducted a descriptive survey and observation on 13 teachers in Senior High School Bina Amal Semarang. We distributed questionnaires, tabulated, analyzed and interpreted the data, then drew the conclusion. The research results show that significantly OBOT encouraged teachers to write course book actively and led them to be productive course book writers.
Co-Authors Ayusasmita, Via Bambang Purwanto Faadhillah, Farah Fatma Hetami Fika Rokaya Fitriani, Rani Ligar Galuh Kirana Dwi Areni Hartono, Rudi Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Imanuel Kamlasi, Imanuel Intan Satriani Kharismawaty, Inggil Maulia, Vina Citra Tri Nina Sofiana Rini Susanti Wulandari Rudi Hartono Safitri, Irfina Safitri, Irfina Saparena, Ayun Bekti Saparena, Ayun Bekti Sri Wahyuni Stephanie Priyanto Putri Suprianto, Sekar Pramudya Wardani Triyoga Dharma Utami W, Widhiyanto Yusnita Sylvia Ningrum zulfa Sakhiyya