Articles
<![CDATA[CHILDREN’S PRODUCTION OF THEIR HERITAGE LANGUAGE AND MULTILINGUALISM ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 5 No 2 (2011) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v5i2.384
<![CDATA[ABSTRACT Children are very unique. They can learn more than one languages at very young age. They have ability to do it since the brain is very active in absorbing kinds of languages through the work of neuron. It is a sign that young learners can be bilingual or multilingual children. They will learn languages from their milieu and society around them. If they are exposed since they were toddlers, the result will be good as their brain still developed within their golden period. They even can maintain their heritage language with the help of society while they are learning another new language. It helps them to communicate to their peer and adult properly. By participating in social and cultural practice children acquire the linguistic and cognitive orientation of their elders. Children who have the opportunity to learn multiple languages from early childhood and to maintain them throughout their lives are fortunate indeed, and families that can offer this opportunity to their children should be encouraged to do so. Key words: neuron, bilingual, multilingual]]>
<![CDATA[LITERACY IN THE LANGUAGE CLASSROOM ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 2 No 1 (2008) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v2i1.394
<![CDATA[(English) language teaching has so far shifted to a more discourse-oriented paradigm, resulting in genre-based approaches to the teaching of the four language skills with the development of competency-based curriculum. This paper highlights how literacy should be incorporated in the language classroom in such a way that the primary aim of language teaching is to make the students literate in the socio-cultural settings of the target language. Discussed prior to the curriculum design and program planning is the theoretical principles which deal with (1) the model of language, (2) relationship between spoken and written language, (3) the term ‘literacy’ and (4) implication of the model of language. Meanwhile, in the curriculum design and program planning this paper addresses three major issues, such as (1) the point of departure for program planning, (2) the teaching-learning cycle, and (3) the teaching-learning cycle and classroom planning.]]>
<![CDATA[PEMBERITAAN KASUS ARTALITA SURYANI PADA HARIAN SUARA MERDEKA DAN METEOR TERTANGGAL 8 JULI 2008: PERSPEKTIF INTERTEXTUALITAS ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 3 No 1 (2009) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v3i1.400
<![CDATA[Makalah ini mengkaji teks berita kasus Artalita Suryani pada Harian Suara Merdeka dan Meteor berdasarkan teori Fairclough (1992) dalam bukunya Discourse and Social Change yang menyangkut Intertextuality (intertekstualitas) untuk mengetahui modus dan stategi intertekstualitas yang dipakai kedua harian tersebut. Hasil penelitian ini menunjukkan bahwa baik Harian Suara Merdeka maupun Harian Meteor menggunakan strategi intertekstualitas discourse representation meskipun dengan modus yang berbeda, Suara Merdeka lebih banyak menggunakan embedded intertextuality sedangkan Meteor lebih banyak menggunakan modus mixed intertextuality. Suara Merdeka sesekali menggunakan strategi presupposition sedangkan Meteor fokus pada strategi discourse representation dengan banyak detail fisik subyek kasus. Namun demikian kedua harian tersebut dalam memilih modus dan strategi intertekstualitas bukanlah tanpa dasar yang kuat. Masing-masing harian memiliki ideologi pemberitan sendiri-sendiri sesuai dengan pangsa pasar pembacanya. Key Words : modus, strategi, intertextuality,]]>
<![CDATA[BILINGUAL CHILDREN STORY BOOK : A FUNCTIONAL LINGUISTIC PERSPECTIVE OF LEARNING ENGLISH ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 7 No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v7i1.412
<![CDATA[Indonesian children are born as bilingual even multilingual children because Indonesia is a rich country having many different cultures. As one of cultural products, language can be learnt through various ways, one example is by reading children storybook. Language use is always socially and culturally situated. Learning English is a process of tranforming linguistics entities into knowledge implanted in children’s brain. It is through language that school subjects are taught and through language that students’ understanding of concept is displayed and evaluated in school context. Key words: bilingual, multilingual, learning, socially and culturally situated.]]>
<![CDATA[CRITICAL REVIEW ON TEACHER’S BELIEF ABOUT TEACHING READING STRATEGIES AND THEIR CLASSROOM PRACTICES: A CASE STUDY OF VIET BA HIGH SCHOOL ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 7 No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v7i2.482
<![CDATA[There are four English skills that should be mastered by students, namely listening, speaking, reading and writing. Among those four English skills, reading is mainly discussed in every field. It means that reading becomes a universal habit inspite of the language used in reading text. As one of English skills, reading is admitted as an essential skill for English as a Second or Foreign Language (ESL/EFL). Some teachers believe that reading is an important skill to master because if students are able to master reading, as readers they will make progress and attain greater development in their academic atmosphere. Reading involves brain activity as the information that is read will be stored in the brain. By strengthening this skill, it is possible that students will gain greater knowledge in their academic life. Moreover, English is used in many areas outside of academic like in politics, economics, technology, tourism, culture and science. Therefore English is not only a means but also a key to access and asses many sophisticated achievement yield by many countries in the world. Key words: ESL/EFL, reading skill, teacher’s belief]]>
<![CDATA[MULTILINGUALISM APPLIED IN ILP ENGLISH BOOK ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 8 No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v8i1.1607
<![CDATA[People who can speak more than one language is called bilingual and those who canspeak more than two is called multilingual people. As a result, they can masterthe language in the form of spoken and written. The student’s books of ILPEnglish Program are also written in English. This study is aimed at finding outthe multilingual characters and multicultural elements applied in ILP student’sbooks for first graders of SD PL ST YUSUP Semarang. This documentary study is analyzed in qualitative nature by giving detailedexplanation for data. The step to collect the data is reading the books and thesteps to analyze the data are identification, classification andinterpretation. The result shows that there are some characters whose refer totheir country like Maalik represents Malaysia, Bunga represents Indonesia andalso others while the multicultural elements are expressions, physicalcharacteristics, and situation such as Hello, what’s your name?, Nice to meetyou, etc. The result shows that there are some characters that we can identiyfrom the names, and some elements behind certain condition like the expressionsused in asking and aswering.Keywords : multilingual, multicultural]]>
<![CDATA[Contextual Teaching and Learning (CTL) in ELT English Language Teaching ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 8 No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v8i2.2049
<![CDATA[ELT in Indonesia has a differentposition in the latest curriculum published by the government. This is due tothe students’ interest that is varied and their interest is arranged into a newprogram structure in the curriculum. The students can choose their own interestwhen they are on the ninth grade. For some reasons proposed by some scholarswhom are experts in education, they say that approaching to be a part of globalcommunity, Indonesia should produce students who have good English literacy. Ifthe latest curriculum is implemented by every school in Indonesia, there willbe a significant result concerning to the human resource quality of Indonesia.The government as the policy makers should involve teachers in the process ofcurriculum development but in reality the teachers are not involved in theprocess. The students will be victimized by the new curriculum. We can learnfrom the statement delivered by the policy makers that English is a terrifyingsubject for students without giving any proof to support their opinion. Whatthey said is not scientifically true as they demand that English is just alocal content in the curriculum. As a lecturer, I try to propose a newperspective that can help teachers to teach English without any doubt due tothe position of English subject in the curriculum. The idea is about CTL(Contextual Teaching and Learning) in ELT (English Language Teaching). This isnot a new idea but just a new perspective to proof that somehow we should havegoo English literacy.Keywords : CTL, ELT, curriculum]]>
<![CDATA[Hedges Found in Young Learner’s Puss in Boots ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 10 No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v10i1.3739
<![CDATA[English children story book is an essential supplementary material for young readers to improve their English vocabulary. The student’s vocabulary will improve if they have good reading habit because if they do not want to read therefore their vocabulary remains the same. Learning English from the vocabulary is one kind of learning strategies done by the teachers who teach basic level. The more they read the English books the more vocabulary they will get. The story written by the author is related to their level. For elementary school students, the story book is created with many interesting colours and pictures. The design is suitable for them to arouse their curiosity so that they will read it. The sentences written in the story using simple structure aimed at helping the young readers to understand the content of the storybook. The sentences written are also containing hedges. Hedges are used in order to help young readers to know about politeness and to use English properly. This documentary study is analyzed in qualitative nature by giving detailed explanation for data. The step to collect the data is reading the books and the steps to analyze the data are identification, classification and interpretation. The result shows that there are hedges found in Young Learner’s book series with the purpose to teach young readers to learn politenes realized in hedges. Key words: vocabulary, learning strategy, hedges, politeness]]>
<![CDATA[Appraisal Values Recognized in ELT-SOLO Readers’ Series ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 10 No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v10i2.3747
<![CDATA[The role of English nowadays reaches many fields including early education at school. The number of Indonesian students who are able to speak English fluently is increasing. Moreover, in many big cities we can find many Indonesian families who live in Indonesia but their children talk in English instead of Bahasa Indonesia. Is it a thread or not? If we see from the students’ ability in using English this picture represents the result of Teaching English in Indonesia since early childhood.The Indonesian students are not likely to read books though they know that by reading they will get more knowledge and information. The gadget attacks them because they are likely to read things in their gadget then from the books. This is not a very good situation if the number of students who do not want to read increased. The Indonesian reading habit is lower than the students from our neighboring countries. This reading habit is one of indicators that can measure the future generation of Indonesian students. The teachers should work hand in hand with the family to create reading habit because by reading they can improve their vocabulary. By improving the vocabulary they can speak and write English better. The student’s vocabulary will improve if they have good reading habit because if they do not want to read therefore their vocabulary remains the same. Learning English from the vocabulary is one kind of learning strategies done by the teachers who teach basic level. The more they read the English books the more vocabulary they will get.This documentary study is analyzed in qualitative nature by giving detailed explanation for data. The step to collect the data is reading the books and the steps to analyze the data are identification, classification and interpretation. The result shows that there are appraisal values recognized in ELT-SoloReaders’ series with the purpose to teach young readers to learn how to share their ideas and appreciate others’ ideas in English correctly. Keywords:reading habit, vocabulary, learning strategy, appraisal values]]>
<![CDATA[Raden Ajeng Kartini’s Letters as Reflected in Social Feminism ]]>
<![CDATA[Agnes Widyaningrum]]>
<![CDATA[ Dinamika Bahasa dan Budaya Vol 11 No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Stikubank (UNISBANK) Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35315/bb.v11i1.3839
<![CDATA[Raden Ajeng Kartini is one of Indonesian heroines who lived in early 1900. She is the pioneer in woman’s emancipation in Indonesia. Her brilliant and encouraging ideas for women are written in her letters. Learning from her letters is a good way to realize that women nowadays are not living in the darkness era but brightness era. Kartini has done something remarkable at that time though she was imprisoned because she is a woman. She wrote that she was living surrounded by thick walls during her growth from a girl to a woman. The world outside was out of her reach because the Javanese tradition forbid a girl and woman to go outside of their homes especially for royal families. Her reading help her thinking that women should not give up to fight for their freedom because women also have their rights like the right to choose their future husband, to get education and to work. She has written letters to her close friends in Netherlands and those letters are compiled into a remarkable writing containing many wise lessons especially for female. According to Barbara Ehreinrich (1976) that the socialist and feminist both have something in common that is they are critical ways of looking at the world. Both rip away popular mythology and “common sense” wisdom and force us to look at experience in a new way. Both seek to understand the world – not in terms of static balances, symmetries, etc. (as in conventional social science) – but in terms of antagonisms. They lead to conclusions which are jarring and disturbing at the same time that they are liberating. There is no way to have a Marxist or feminist outlook and remain a spectator. To understand the reality laid bare by these analyses is to move into action to change it. This article is about an analysis of Kartini’s ten short writings as parts of her letters using socialist feminism. Keywords: socialist, feminist, social feminism]]>
