Articles
<![CDATA[A MORPHOPHONOLOGICAL ANALYSIS OF -UM- IN JAVANESE ]]>
<![CDATA[NFN Ekarina]]>
<![CDATA[ Linguistik Indonesia Vol. 41 No. 1 (2023): Linguistik Indonesia ]]>
Publisher : <![CDATA[Masyarakat Linguistik Indonesia ]]>
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DOI: 10.26499/li.v41i1.437
<![CDATA[This paper investigates the derivation of words through the process of Infixation. Specifically, Prince & McCarthy’s morphologically-driven Phonological Readjustment theory and Yu’s phonologically-driven Phonological Subcategorizationtheory are compared to determine which of the two is better fit to explain -um- Infixation in Javanese. I show here that Javanese infixation data is crucial in providing insight into this debate, because unlike other previously studied infixation cases, the Javanese -um- always triggers some phonological readjustment(s). This provides overwhelming evidence for the morphologically-driven Phonological Readjustment theory, as this theory is the one that can offer (i) a unified target for infixation in Javanese, and (ii) a phonologically-driven motivation for the derived words.]]>
<![CDATA[Tugas Berbasis Proyek Untuk Pencapaian Keterampilan Kolaborasi Dan Komunikasi Di Tingkat Perguruan Tinggi ]]>
<![CDATA[Engliana, Engliana]]>;
<![CDATA[Ekarina, Ekarina]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 7 No 2 (2024) ]]>
Publisher : <![CDATA[Jayapangus Press ]]>
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DOI: 10.37329/cetta.v7i2.3266
<![CDATA[This research presents practical and innovative practices in the form of proposed class activities for college-level learning designs (assignments) focusing on collaboration and communication skills through behaviorist learning theory and social learning theory approaches. These two skills emphasize 21st-century competencies with the integration of Education 5.0. and Social Emotional Learning concepts. So, the main objectives of this paper are (a) how students are prepared to understand concepts and practice collaboration and communication skills and (b) form project assignments suitable for collaboration skills and active thinking from the themes understood. A qualitative method utilizes a literature review approach to investigate the process of developing project-based learning plans for classroom activities. Analysis of the discussion focuses on collaboration and communication skills through behaviorist learning theory and social learning theory approaches. The results of the learning design and class assignments show that collaboration and communication skills can be achieved through repeated continuous project assignments and feedback from colleagues in the class and lecturers. To hone collaboration and communication skills, repetitive project assignments, reinforcement, and rewards should be considered when designing special assignments for early semester students to equip them with people skills in an increasingly connected and rapidly evolving global landscape. Apart from that, this approach from the two theories in project assignments makes students accustomed to cooperation, time management, and communication. In conclusion, students need to convey ideas in oral and written form. Higher education needs to provide opportunities for students to participate in collaborative projects, group discussions, and presentations and be strengthened using digital communication technologies.]]>
<![CDATA[English Communicative Needs Analysis for Tourist Guides on Untung Jawa Island ]]>
<![CDATA[Yanti, Yanti]]>;
<![CDATA[Manara, Christine]]>;
<![CDATA[Ekarina, Ekarina]]>;
<![CDATA[Engliana, Engliana]]>
<![CDATA[ Cetta: Jurnal Ilmu Pendidikan Vol 7 No 3 (2024) ]]>
Publisher : <![CDATA[Jayapangus Press ]]>
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DOI: 10.37329/cetta.v7i3.3526
<![CDATA[Studies in English for Specific Purposes (ESP) often focus on researching English needs in the context of commercial tourist attraction areas. Little research has been done in addressing the English needs of community-based tourism (CBT). This study aims to investigate the English needs, specifically the English communicative skills of tourist guides on Untung Jawa island. The investigation is a mixed-method study. Data was collected using a survey questionnaire, interviews, and observation (job shadowing). Twenty-two (22) participants responded to the questionnaire and two tourist guides were interviewed. Job shadowing was also conducted with two tourist guides to record the communicative functions often used in their professional practice. Findings indicated that spoken English communicative function was not an immediate need for the tourist guides considering the little encounter with international tourists. There are some indications that written form of English may be needed in their tourist area. The results imply that the tourist guide needs scripted text that they can use in specific communicative events.]]>
<![CDATA[EXPLORING THE EMERGING NON-STANDARD ENGLISH PRONUNCIATION FEATURES OF L1 JAVANESE AND INDONESIAN SPEAKERS ]]>
<![CDATA[Butarbutar, Octavia]]>;
<![CDATA[Ekarina, Ekarina]]>
<![CDATA[ Journal of English Language and Culture Vol 15, No 1 (2024): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v15i1.5602
<![CDATA[This study is concerned with pronunciation features of English learners whose L1 are Indonesian and Javanese. Specifically, the research views these non-standard pronunciation features as innovations by L2 English speakers, not as errors; and considers features of the speaker’s multi-linguistic repertoire as equal candidates that may win out and manifest themselves in the speaker’s spoken production. Consequently, data analysis undertaken expands beyond just contrastive analysis involving L1 transfer, and includes other cognitive factors that might influence the emergence of non-standard L2 pronunciation. To do this, the researchers watched a recorded video of international conference presentations available on youtube. Salient non-standard pronunciation features were then noted and compared with the standard English; this involves data on the monophthongization of English diphthongs and the replacement of the consonants /ð/ and /θ/ with the plain /d/ and /t/.This data was compiled for different speakers, and was then analysed to uncover possible factors that influence the emergence of the non-standard pronunciation features. It can be concluded that L1 phonology, frequency, word spelling and general articulatory factors all play a role in potentially shaping a speaker’s L2 pronunciation features. The study also uncovers that while there are differences between speakers, individual speakers tend to be constant in their choice of non-standard pronunciation features.]]>
<![CDATA[Pelatihan Bahasa Inggris Berbasis Kebutuhan untuk Pelaku Wisata di Pulau Untung Jawa ]]>
<![CDATA[Yanti, Yanti]]>;
<![CDATA[Manara, Christine]]>;
<![CDATA[Engliana, Engliana]]>;
<![CDATA[Ekarina, Ekarina]]>;
<![CDATA[Anna, Astri]]>;
<![CDATA[Saragih, Duma Yosephina]]>;
<![CDATA[Listiana, Tri Ananti]]>;
<![CDATA[Basuningtyas, Angelia]]>;
<![CDATA[Wiryani, Roossita Suci]]>
<![CDATA[ Jurnal PKM: Pengabdian Kepada Masyarakat Vol 7, No 6 (2024): Jurnal PkM: Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jurnalpkm.v7i6.25029
<![CDATA[Pulau Untung Jawa berlokasi di Kepulauan Seribu di mana salah satu sumber penghasilan utama masyarakatnya berasal dari sektor pariwisata. Kegiatan pengabdian kepada masyarakat dalam bentuk pelatihan bahasa Inggris secara daring untuk menjawab kebutuhan berkomunikasi dalam bahasa Inggris para pelaku wisata di pulau tersebut pada tahun 2021 dan 2022 perlu ditindaklanjuti dan dinilai perlu diadakan secara luring. Artikel ini melaporkan kegiatan pelatihan bahasa Inggris secara luring yang diadakan pada tahun 2023 untuk memastikan keberlanjutan upaya peningkatan kemampuan berbahasa Inggris kepada para pelaku wisata setempat. Pelatihan diberikan secara tatap muka dengan metode interaktif yang dirancang berdasarkan fungsi bahasa. Pelatihan diberikan dalam kelompok kecil untuk memberikan lebih banyak kesempatan kepada peserta mempraktikkan apa yang dipelajari. Materi pelatihan disiapkan berdasarkan analisis kebutuhan berbahasa Inggris dalam konteks lokal. Hasil pelatihan memberikan manfaat kepada para peserta, secara khusus peningkatan kosakata, kemampuan dan kepercayaan diri berkomunikasi dalam bahasa Inggris.]]>
<![CDATA[Multilingual Education in Southwest Sumba: Current Practice, Teachers’ Attitudes and Beliefs ]]>
<![CDATA[Ekarina]]>;
<![CDATA[Kristoforus Dowa Bili]]>;
<![CDATA[Murniati Agustian]]>;
<![CDATA[Tia Xenia]]>;
<![CDATA[Yanti]]>
<![CDATA[ Linguistik Indonesia Vol. 43 No. 1 (2025): Linguistik Indonesia ]]>
Publisher : <![CDATA[Masyarakat Linguistik Indonesia ]]>
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DOI: 10.26499/li.v43i1.718
<![CDATA[This study investigates the current multilingual practice situation at Southwest Sumba schools, as well as the beliefs and attitudes of the teachers on a multitude of issues related to multilingualism and multilingual education. The methodology used was a questionnaire on issues related to (i) the need of multilingual education, (ii) students’ mother tongues, and (iii) literacy. The data was collected from four primary schools in Southwest Sumba, two of which are located in Kodhi speaking areas, while the other two are located in Wewewa speaking areas. Results from the data analysis revealed that the Indonesian centered curriculum, lessons, materials and assessment system have a negative impact on students’ academic achievement. However, teachers and schools are currently not equipped to respond to the students’ needs of a multilingual education program. Despite that, the surveyed teachers have very positive attitudes and beliefs towards multilingual education not only as a way to improve students’ academic performance, but also as a means to preserve the students’ local language.]]>
<![CDATA[CONSONANT CLUSTERS IN INDONESIAN LOANWORDS ]]>
<![CDATA[Ekarina, Ekarina]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 2: December 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v6i2.6152
<![CDATA[This paper investigates two types of loanwords in Indonesian from a list published by NUSA in 1997 and the online version of Kamus Besar Bahasa Indonesia (KBBI, 2019): those of Sanskrit origin, and of European origins. When languages borrow words from one another, they may employ various strategies in dealing with unfamiliar sounds and/or sound combinations. Overall, the study is conducted by means of descriptive qualitative method, having a focus on corpus research. Specifically, this research is concerned with the handling of syllable-initial consonant clusters that is not present in native Indonesian words. The two different patterns dealing with consonant clusters in loanwords are 1) The tendency for consonant cluster preservation in European loanwords; and 2) The tendency to insert a vowel sound to break up consonant clusters in Sanskrit loanwords. It happens due to the differences in the time frame and scope of Sanskrit and European language influences in Indonesia. The results show that onset consonant clusters have become a definite marker of loanwords in Indonesian]]>
<![CDATA[Exploring Reflective Learning for A Design Thinking Class ]]>
<![CDATA[Ekarina, Ekarina]]>;
<![CDATA[Engliana, Engliana]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v10i1.1515
<![CDATA[This research explores reflective learning as a potential tool to enhance students’ learning experience in a Design Thinking class for English Language Education majors. Specifically, the researchers seek (i) to share how reflective learning can be implemented in a Design Thinking class; and (ii) to investigate ways in which the implemented reflective learning have affected students in processing, evaluating and improving their lesson plan design. To do this, this article lays out the class design that the researchers have implemented in their own Design Thinking classroom; this is carefully mapped out to Gibb’s reflective cycle to show how the step-by-step design is aligned with reflective teaching practices. Additionally, students’ reflective activities, including consultations with the instructor, teaching demo evaluation rubrics, and reflective essays are analyzed using thematic analysis to uncover insights into their learning process and outcomes. The study reveals that the implemented reflective learning steps help students achieve the intended results: (a) successful revision of their lesson plan; and (b) in-depth reflection throughout the whole process that have influenced their professional values and approach as future educators beyond the Design Thinking class.]]>
