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All Journal Ulul Albab: Jurnal Studi Islam LiNGUA: Jurnal Ilmu Bahasa dan Sastra Englisia Journal
Syafiyah Syafiyah
Jurusan Bahasa dan Sastra Inggris Fakultas Humaniora dan Budaya, Universitas Islam Negeri (UIN) Malang. Jalan Gajayana No. 50 Telepon (0341) 570872, Faksimile (0341) 570872 Malang 65144.
Religion Arts Humanities Languange, Linguistic, Communication & Media

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ARE CHILDREN BETTER AT LEARNING LANGUAGES THAN ADULTS? Syafiyah, Syafiyah
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 1, No 1 (2006): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (536.491 KB) | DOI: 10.18860/ling.v1i1.545

Abstract

Usia merupakan faktor yang mempengaruhi keberhasilan dan kegagalan dalam akuisisi bahasa kedua. Secara umum diasumsikan bahwa anak-anak merupakan pembelajar bahasa yang baik dibanding orang dewasa. Tulisan ini akan membahas beberapa teori tentang permasalahan di atas. Secara teoretis ada beberapa faktor yang mempengaruhi kemampuan akuisisi bahasa kedua, yaitu: neurology, psikomotor, afektif, kognitif, dan input. Teori-teori di atas secara umum mengklaim bahwa anak-anak memiliki peluang yang lebih besar untuk akuisisi bahasa kedua dibanding orang dewasa. Meskipun demikian, ada temuan yang menunjukkan bahwa orang dewasa karena faktor kognitifnya menjadi lebih baik dalam hal kemampuan akuisisi bahasa  kedua dibanding anak-anak. Hal ini terjadi terutama dalam hal sintaksis dan morpologi.
FROM SOCIOLINGUISTICS TO COMMUNICATIVE LANGUAGE TEACHING Syafiyah, Syafiyah
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 3, No 1 (2008): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v3i1.575

Abstract

Aliran Sociolinguistik sebagai respon dari aliran linguistik yang dipelopori oleh Chomsky memberikan pandangan baru terhadap hakekat bahasa. Menurut aliran ini bahasa tidak dipandang sebagai aturan-aturan gramatikal formal semata, tetapi lebih sebagai alat komunikasi.   Memahami bahasa manusia berarti memahami bagaimana manusia berkomunikasi satu sama lain dan bagaimana proses komunikasi terjadi. Memahami hakekat bahasa sama saja dengan  memahami bagaimana bahasa itu berfungsi di tengah masyarakat. Menguasai bahasa berarti memiliki kompetensi komunikatif, yaitu kemampuan untuk menggunakan bahasa dengan benar dan tepat sesuai dengan konteks sosial. Kompetensi komunikatif meliputi kompetensi linguistik, kompetensi sosiolinguistik, kompetensi wacana dan kompetensi strategis. Dalam ranah metodologi pembelajaran bahasa, aliran tersebut melahirkan  pendekatan  pembelajaran bahasa komunikatif  )Communicative Approach(.
Problem Solving In Teaching Grammar Syafiyah, Syafiyah
ULUL ALBAB Jurnal Studi Islam Vol 3, No 2 (2001): Islamic Studies
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.028 KB) | DOI: 10.18860/ua.v3i2.6107

Abstract

This article provides an alternative to grammar teaching, namely problem solving techniques. This technique was chosen by considering the many similarities possessed by the process of mastering a language. Besides that, this technique is also considered to be more attractive to students' learning interests. In the first part of this paper, we will describe how the role of grammar in various approaches. Next, the concepts of grammar-consciousness raising will be discussed and how this problem solving technique is applied in the classroom.
Building moderate attitude and intercultural competence in literature classes: Teachers’ experience at higher education institutions Syafiyah, Syafiyah; Degaf, Agwin; Irham, Irham; Huda, Miftahul
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.11979

Abstract

Foreign language teaching is a medium to raise students’ inter-cultural understanding, awareness, and sensitivity important for establishing tolerant mindset in multi-ethnic community. However, the use of literary works in foreign language teaching, for example TESOL, which could elevate intercultural competence since they promote respect and appreciation, is almost unexplored. This paper examined to which extent the values of moderation are presented during the teaching of literature and explicated in the curriculum, as well as the course outline of literary courses in three participating Indonesian Islamic Universities. This case study research collected data through a semi-structured interview with three lecturers English Literature Department, Walian University (pseudonym) administered under Indonesian Ministry of Religious Affairs and were analysed through critical exploratory lens. The results demonstrate that lecturers face complex issues regarding the incorporation and promotion of moderation values during the teaching of literature. Yet, the curriculum, on the other hand, has not embedded those values but are manifested in the teaching and learning process from the selection of teaching materials or learning activities. The lecturers remain the main actors in uplifting the introduction of moderate attitude during the teaching of literature.
Building moderate attitude and intercultural competence in literature classes: Teachers’ experience at higher education institutions Syafiyah, Syafiyah; Degaf, Agwin; Irham, Irham; Huda, Miftahul
Englisia Journal Vol 10 No 1 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.11979

Abstract

Foreign language teaching is a medium to raise students’ inter-cultural understanding, awareness, and sensitivity important for establishing tolerant mindset in multi-ethnic community. However, the use of literary works in foreign language teaching, for example TESOL, which could elevate intercultural competence since they promote respect and appreciation, is almost unexplored. This paper examined to which extent the values of moderation are presented during the teaching of literature and explicated in the curriculum, as well as the course outline of literary courses in three participating Indonesian Islamic Universities. This case study research collected data through a semi-structured interview with three lecturers English Literature Department, Walian University (pseudonym) administered under Indonesian Ministry of Religious Affairs and were analysed through critical exploratory lens. The results demonstrate that lecturers face complex issues regarding the incorporation and promotion of moderation values during the teaching of literature. Yet, the curriculum, on the other hand, has not embedded those values but are manifested in the teaching and learning process from the selection of teaching materials or learning activities. The lecturers remain the main actors in uplifting the introduction of moderate attitude during the teaching of literature.
Co-Authors Agwin Degaf Irham Irham Miftahul Huda