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All Journal Indonesian Journal of Applied Linguistics (IJAL) SASDAYA: Gadjah Mada Journal of Humanities
Andriani, Merry
French Department, FIB, Universitas Gadjah Mada, Yogyakarta, Indonesia
Arts Humanities Languange, Linguistic, Communication & Media Social Sciences

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PENULISAN INKLUSIF DI PRANCIS: TANTANGANNYA BAGI POLITIK LINGUISTIK DAN TRANSMISI BAHASA PRANCIS DI INDONESIA Merry Andriani
SASDAYA: Gadjah Mada Journal of Humanities Vol 2, No 1 (2017): November
Publisher : Unit Penelitian dan Publikasi Fakultas Ilmu Budaya Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1137.176 KB) | DOI: 10.22146/sasdayajournal.31745

Abstract

French society recently sparked a debate on the gender inclusive way of writing suggested by the Haut Conseil d’Egalité. Within the polemic of this new politic of linguistic, this article aims to describe the nature of the inclusive writing in French and why it is becoming the challenge to the politic of linguistic of French in Indonesia and its transmission in general. In order to expose these purposes, the sociolinguistic in critical approach is chosen to analyse the politic linguistic discourses aspects concerning this subject in diver French media. This research shows that despite the ideal purposes of inclusive writing system in French, there are a great potentiality that this new politic of linguistic will risk the transmission of French language in Indonesia. The difficulty is due to the complexity in the gender differentiation on the writing system adding a difficulty to the French learning which already well reputed as a difficult language to learn by the Indonesian public. The second problem is the uncertainty way of reading the new words using the median points, putting language instructors also in difficulty within their didactical task.  
Stymie patterns: The case of French-language learning in Indonesian universities Merry Andriani; Wening Udasmoro; Roberta Salsano; Tri Indri Hardini
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46548

Abstract

Learning languages is inevitably related to one’s learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students’ achievements in general show unsatisfying facts. Several learning patterns have the potential to stymie foreign-language learning at particular educational levels. Those learning patterns are the accumulation of a long traditions and practices in teaching and learning of foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post structural paradigm with an emphasis on intertextuality and interdiscoursivity. This method implied the approach to discourse analyses referred to the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language.
Co-Authors Roberta Salsano Tri Indri Hardini Wening Udasmoro