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ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture

jisllac
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Published by Universitas Negeri Malang

ISSN : - EISSN : 25977385 DOI : -

Core Subject : Humanities, Art,

Arts Humanities

ISLLAC Journal is an international journal that publishes the best works of intensive research and conceptual studies on language, literature, art, and culture. The first publication of the journal in 2017, in conjunction with international seminars of language, literature, art, and culture. The international seminar was held in joint partnership between Department of Indonesian Literature, Faculty of Letters, Universitas Negeri Malang with Walailak University, Thailand.

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Articles 16 Documents

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Search results for , issue "Vol 1, No 1 (2017)" : 16 Documents clear

TEXT AS MEDIA, MATERIAL, AND LEARNING RESOURCES OF LITERATION TO DEVELOP A STUDENT CRITICAL THINKING ABILITY INSIDE THE DEVELOPMENT OF THE NATIONS Nurchasanah Nurchasanah; Zakia Habsari
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 1, No 1 (2017)
Publisher : Jurusan Sastra Indonesia

In literacy learning, the text has multiple roles. Many teachers worry about text positions in literacy learning. The text acts as a learning medium if it works directly as a messenger of learning that makes students easier to learn. For that purpose, the text needs to be modified, manipulated, and given a special identity in accordance with the interests of learning. The text acts as a learning material if the text serves as an object learned in learning. In order for the text to serve as a learning material, the text needs to be identified, analyzed, and interpreted in accordance with the learning objectives. The text also serves as a learning resource if the text serves as the source of the content of the material learned in the study. For this purpose, the textreveals its original form without any changes and treatment. Regardless of the role of the text in learning, the text can function to develop students' critical thinking skills so they can welcome and play a role in nation building. In order for the text to have a role it can train students to think critically; the form, treatment, and function of the text need to be differentiated.

THE REPRESENTATION OF GENDER IDEOLOGY IN INDONESIAN TEXTBOOKS Siti Cholisotul Hamidah
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 1, No 1 (2017)
Publisher : Jurusan Sastra Indonesia

This research seeks to examine issues related to the representation of gender ideology in learning topics entailed in Indonesian textbooks. This research is a qualitative research employing gender theory and van Djik’s model of discourse analysis. The data encompassed topics discovered in units of texts in the Indonesian textbooks for Elementary, Junior High, and High School level, particularly in the components of the learning materials that include explanation (theoretical), examples, exercises, and tasks both in the language aspect as well as the literary work. 36 textbooks were successfully collected as the main data in which 3 books were obtained from each class for each level. Documentation was employed as the main data collection technique and the researcher played a role as the main instrument. The data were analyzed by using van Djik’s model of critical discourse analysis as well as the perspective of gender analysis. The results of the study on the gender representation in the textbooks were manifested in three forms, namely, (1) gender identity, (2) gender role, and (3) gender status. With regard to those three components, some points are worth-highlighting: (1) there are dichotomous differences between men and women, (2) there are some misinterpretations of marginalization particularly of women, and (3) gender polarization is also evident. Such conditions were resulted from the authors’ mental awareness, for they are influenced by the discourse in the society where they live in which discrimination towards women and domination of men are prevalent and continuously produced.

INCREASING THE ROLE OF LEARNING PORTUGUESE LANGUAGE FOR ESTABLISHING THE NATIONS CHARACTER OF TIMOR LESTE Agostinho dos Santos Gonçalves
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 1, No 1 (2017)
Publisher : Jurusan Sastra Indonesia

The study outlined in this article aimed to describe the increasing the role of learning Portuguese for establishing the national character of Timor Leste. Portuguese language learning in Timor Leste needs to be developed seriously. The learning condition of the language still faces many problems, especially related to the material and the learning process. Therefore, the preparation of teaching materials that are truly functional and make it easier for students to learn the language needs to be developed. This needs to be done to make quality learning outcomes. Through quality Portuguese language learning, students will be able to gain understanding and appreciation of the language culture. Cultural insights will have an impact on the building of student character that is compatible with the culture of the nation of Timor Leste.

CULTURE RECOGNITION THROUGH SOCIOLOGY LEARNING FOR TIMOR LESTE STUDENTS Sebastião Periera
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 1, No 1 (2017)
Publisher : Jurusan Sastra Indonesia

This paper aims to describe the introduction of culture through sociology learning for Timor Leste students. In essence, every society has a different culture with other communities. The culture serves to regulate and meet the needs of the people living their owners. The people of Timor Leste have different cultures from other communities. This difference is due to differences in the environment and subsystems of communities in Timor-Leste. Every member of the community needs to understand and live the culture in order to overcome the problems faced in life. In the world of education, cultural understanding can be obtained through learning Sociology. Therefore, sociology subject matter that is filled with community culture can provide significant benefits to the students.

CULTURAL LITERACY DEVELOPMENT BASED ON LOCAL ORALSTORIES AS THE CULTURAL IDENTITY OF KEBONSARI ELEMENTARY SCHOOL Tristan Rokhmawan; M. Bayu Firmansyah
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 1, No 1 (2017)
Publisher : Jurusan Sastra Indonesia

In this research the researcher collects philology materials, local oral stories, forms stories in a story book and uses them as a basis for developing a literacy program based on local oral stories entitled Sekolah Berbudaya Lisan (SBL). By adopting ethnographic and philological methods the researchers collect local oral story data around the school to be transformed into a written form of children's stories in picture books. This storybook based on local oral stories becomes the foundation of the embodiment in developing and cultivating a literacy activity program which is done by combining 4D research and social engineering research methods. The SBL program was developed to create role models for social engineering activities for schools to develop the cultural behavior of oral literacy in their environment. SBL as well as making local oral stories as a distinctive characteristic that must be preserved. Schools become cultural centers of oral stories and preserved forms of local oral stories that are almost extinct because modern society has abandoned traditional oral storytelling.

TEACHING MATERIALS AND TECHNIQUES NEEDED BY FOREIGN STUDENTS IN LEARNING BAHASA INDONESIA Imam Suyitno; Gatut Susanto; Musthofa Kamal; Ary Fawzi
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 1, No 1 (2017)
Publisher : Jurusan Sastra Indonesia

The study outlined in this article aimed to describe teaching materials and techniques needed by foreign students in learning Bahasa Indonesia. In learning BIPA, teaching materials and learningtechniques are important aspects that need to be selected and organized seriously. The characteristics and objectives of BIPA learners are the main factors that need to be considered and understood by BIPA teachers. In this case, BIPA teachers must master the pedagogical norm of BIPA learning. Understanding of pedagogical norms will lead BIPA teachers to be able to determine the materials and learning techniques in accordance with the conditions of BIPAstudents.

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