Claim Missing Document
Check
Articles

Found 3 Documents
Search

The Role Of Sociolinguistic And Sociopragmatic In The Development Of Language Learning In Elementary School Zulkhaeriyah, Zulkhaeriyah; Kamsinah Kamsinah; Nurasia Natsir; Ainun Fatimah
International Journal of Education, Vocational and Social Science Vol. 1 No. 01 (2022): NOVEMBER, International Journal of Education, Vocational and Social Science (I
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v1i01.79

Abstract

The purpose of this study is to discover the role of Sociolinguistic and Sociopragmatic for primary school students in the developmental process of language learning by children. School-aged children find themselves in a developmental phase where they organize and integrate a variety of developmental skills to adapt to increasingly complex tasks, including language development. Language development is essentially a person's ability to communicate with their surroundings. Communication is used to build relationships with others in order for us to feel part of the environment. Language skills develop throughout the school year. Students are increasingly able to better understand and interpret spoken, written and body language communications, enabling them to understand the context and understand the people around them. Language development is related to cognitive development, meaning that intelligence factors and understanding of the environment around children greatly influence the development of their language skills. As children grow and develop, their language skills begin to develop from very basic to complex levels. Language development is influenced by the environment because language is essentially the result of learning from its environment. Children learn languages ​​and other things by imitating and repeating words used by adults. their language skills start to develop from a very basic level to a complex level. Language development is influenced by the environment because language is essentially the result of learning from its environment. Children learn languages ​​and other things by imitating and repeating words used by adults. their language skills start to develop from a very basic level to a complex level. Language development is influenced by the environment because language is essentially the result of learning from its environment. Children learn languages ​​and other things by imitating and repeating words used by adults.
Natural Language Processing for Multilingual Education: Breaking Language Barriers Kamsinah Kamsinah; Ainun Fatimah; Nurasia Natsir
Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v2i2.199

Abstract

Language barriers represent one of the most significant obstacles to educational equity and access worldwide. This study investigates the application of Natural Language Processing (NLP) technologies in multilingual educational contexts to facilitate cross-linguistic learning and improve educational outcomes for linguistically diverse student populations. We implemented and evaluated a comprehensive NLP-powered multilingual learning platform across 47 educational institutions in 12 countries, serving 8,450 students speaking 23 different languages. Our experimental framework integrated machine translation, speech recognition, multilingual content generation, and adaptive language learning algorithms. Results demonstrate that NLP-enhanced multilingual education improved student comprehension by 43.6% (p<0.001), increased participation rates by 67.8%, and reduced achievement gaps between native and non-native speakers by 52.4%. Students using NLP-assisted learning tools achieved test scores averaging 78.3% compared to 54.7% for control groups. However, challenges persist regarding cultural context preservation, idiomatic expression handling, and equitable performance across language families. This research provides evidence that NLP technologies can effectively democratize education across linguistic boundaries while identifying critical areas requiring continued development.
Transformasi Ritual Pernikahan Adat Bugis-Makassar di Era Digital: Negosiasi Identitas Budaya antara Tradisi dan Modernitas Ainun Fatimah; Nurasia Natsir
Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Vol. 4 No. 3 (2026): Bhinneka
Publisher : Universitas Palan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/bhinneka.v4i3.1813

Abstract

Traditional wedding rituals constitute intangible cultural heritage rich in symbolic meaning, serving to strengthen social solidarity and transmit cultural values. The massive penetration of modernization and digitalization has created new pressures for the Bugis-Makassar community in maintaining this heritage. This study analyzes the transformation of Bugis-Makassar traditional wedding rituals in South Sulawesi within the digital era context, focusing on how the community negotiates their cultural identity between the forces of tradition and modernity. Using a critical ethnographic approach with a multiple case study design grounded in Bhabha's concept of the third space, the study involved 42 informants from three groups: young couples (digital generation, aged 22–35), parents/family (middle generation, 40–60), and customary elders (to panrita lopi/bissu, 65+) in Makassar City, Bone Regency, and Wajo Regency. Data were collected through in-depth interviews, participant observation in 12 wedding ceremonies, and social media content analysis. Results reveal three main transformation patterns: (1) digital spectacularization—rituals adapted for social media consumption; (2) reflective selectivity—young couples actively choosing which traditional elements to retain; and (3) procedural hybridization—the integration of customary procedures with contemporary elements. These transformations are colored by intergenerational contestation that generally ends in compromise between demands for customary completeness and the aesthetic preferences of the younger generation. The study concludes that this transformation is not merely a loss of tradition, but a creative form of identity negotiation in which the Bugis-Makassar community actively reconstructs the meaning of siri' (self-esteem/dignity) and pesse (solidarity) within the changed socio-cultural landscape. The findings imply the need for cultural preservation policies that understand change as inherent to living culture, and open avenues for longitudinal studies on the intergenerational transmission of cultural values.