Article Per Year (5 Year)
p-Index From 2019 - 2024
1.286
P-Index
This Author published in this journals
All Journal BAHAS Journal of Language, Literature, and Teaching Register : Journal of English Language Teaching and Learning of FBS UNIMED Transform : Journal of English Language Teaching and Learning
Berlin Sibarani
Unknown Affiliation
Arts Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search
Journal : BAHAS

 1 
PENGEMBANGAN SENSITIFITAS DAN KREATIFITAS GURU BAHASA INGGRIS DALAM PENERAPAN METODE PEMBELAJARAN: ANALISIS METODE PENGAJARAN BAHASA INGGRIS BERBASIS TUGAS Berlin Sibarani
BAHAS No 74TH XXXVI (2009): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i74TH XXXVI.2516

Abstract

Sensitivity refers to the teacher’s ability to find out instantly if learning has happened or not during the process of teaching and learning a second language while creativity to the ability to create improving teaching behaviors to overcome the learning failure happening during the teaching and learning activities. These competencies are very important and considered a key factor of effective teaching. Therefore they badly need to be developed. To develop these competencies, many related teaching variables must be mastered and one of these variables is language teaching method.  For the purpose of sensitivity and creativity development, a language teaching method should be correctly studied by studying its linguistic assumption and its learning principle thoroughly rather than by simply memorizing the methodological procedures proposed by a method and putting them into action as exactly as prescribed. The latter is very far from sufficient. In studying the task-based language teaching for the same purpose, the concept of task and its underlying learning principle-which is the same as that underlying the learning of first language-should be comprehensively mastered. The mastery of a language teaching method in a correct way tends to be more contributive to the development of creativity in the method application rather than to the development of sensitivity.   Key Words: sensitivity, creativity, language teaching, task  
PENINGKATAN KEMAMPUAN GURU MENGEVALUASI METODE PEMBELAJARAN PADA TAHAPAN PERANCANGAN DAN IMPLEMENTASI PEMBELAJARAN BAHASA INGGRIS Berlin Sibarani
BAHAS No 72TH XXXVI (2009): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i72TH XXXVI.2471

Abstract

Any language teaching method is developed with certain  philosophical assumptions on the nature of both language and language learning. These assumptions are reflected in the other two aspects of a method, namely design and technique. Therefore, once these assumptions are clearly understood,  the other two aspects will be understood more easily. The understanding of the nature of both language and language learning is changing from time to time in line with the development of researches in language and language learning. Consequently, the language teaching methods are also changing from time to time following the developing understanding of language and language learning. Encountering such a situation, an English teacher should be able to evaluate the strength and weakness of any new method, to decide which method is the most suitable and effective to teach what aspect of the language. Since a language teaching method is developed mainly based on the nature of language, and language learning, the teacher should do the evaluation of the method based on this philosophical assumption in order to obtain accurate judgment on it, and also in order to understand it thoroughly and by so doing they can implement it properly. The mastery of the philosophical assumptions of a new method is a key factor in evaluating, understanding as well as applying it properly. On the other hand, the assumption is continuously changing due to the continuous researches conducted in these fields. In order to keep competent in evaluating a language teaching method, an English teacher should keep up with the continuous development in the two field researches.   Key words: Evaluation, Methods, dan Teaching English  
PENGAMBILAN KEPUTUSAN KOGNITIF DAN DAMPAKNYA TERHADAP KUALITAS TERJEMAHAN: INGGRIS - INDONESIA Berlin Sibarani
BAHAS No 73TH XXXVI (2009): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i73TH XXXVI.2490

Abstract

Pengambilan keputusan kognitif adalah proses mental yang terjadi pada diri penerjemah pada saat berupaya memahami teks (text comprehending) bahasa sumber dan pada saat memproduksi teks bahasa sasaran (text producing). Dalam pelaksanaan kedua proses ini terjadi berbagai keputusan kognitif, antara lain keputusan ideologi penerjemah, yakni keputusan memilih forenisasi atau domestikasi. Penetapan pilihan aspek linguistik, budaya dan sosial baik yang terjadi pada saat proses pemahaman maupun pemroduksian teks merupakan contoh lain dari pengambilan keputusan. Akurasi keputusan ditentukan oleh kualitas pengetahuan liguistik, budaya, dan sosial dari bahasa sumber dan sasaran serta tingkat penguasaan substansi terjemahan dan sikap ideologis penerjemah. Sedangkan kualitas terjemahan baik dalam artian keakuratan, keberterimaan dan keterbacaan ditentukan oleh tingkat keakurasian pengambilan keputusan. Oleh karena itu, untuk menigkatkan kualitas terjemahan, penguasaan aspek liguistik, budaya, dan sosial dari bahasa sumber dan sasaran serta tingkat penguasaan substansi terjemahan dan sikap ideologis penerjemah harus terlebih dahulu diperbaiki.    Key Words: terjemahan, kognitif, kualitas, pengambilan keputusan  
UPAYA MEMINIMALKAN KESALAHAN PERILAKU INSTRUKSIONAL GURU DALAM PEMBELAJARAN BAHASA INGGRIS Berlin Sibarani
BAHAS No 69TH XXXV (2008): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i69TH XXXV.2450

Abstract

Teacher’s teaching behavior taking place during the real classroom teaching is determined by many interactive factors grouped into four categories, namely (1) linguistic knowledge about the nature of (a) language, (b) each language skills, and (b) each language aspect, (2) language teaching methods covering (a) their approaches, (b) procedures, (c) various techniques of them, (d) theories of language learning, and (e) knowledge of students’ characteristics and (3) the teacher’s reflection and meaning they made out of their teaching experiences. Lack of these knowledges may produce incorrect teaching behaviors which consequently cause low quality of students’ mastery of English. So the attempts to improve the students’ quality of English mastery should be begun by minimizing the incorrect teaching behaviors of English teachers and the incorrectness should be began by improving the teachers’ mastery of the three aspects.   Key Words: behaviors, teaching and English.  
Bahasa, Etnisitas dan Potensinya terhadap Konflik Etnis BERLIN SIBARANI
BAHAS No 85 TH 39 (2013): BAHAS
Publisher : BAHAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bhs.v0i85 TH 39.2426

Abstract

Etnis merupakan katgori sosial atau identifikasi sosial. Artinya, etnis adalah konsep yang diciptakan berdasarkan ciri khas sosial yang dimiliki sekelompok masyarakat yang membedakannya dari kelompok yang lain. Etnisitas adalah properti hubungan antar kelompok di mana perbedaan budaya antar kelompok dikomunikasikan secara sistematis dan berlangsung secara terus menerus. Hubungan ini bersifat relational dan situasional di mana karakter etnis terlibat di dalamnya. Perbedaan antar etnis bisa jadi menimbulkan perilaku etnosentris (keberpihakan terhadap anggota etnis yang berlebihan), perilaku prejudice (berburuk sangka) dan perilaku negatif lainnya yang diwujudkan dalam tindakan terlihat, seperti tindak diskriminatif dan tindakan terdengar yang wujud dalam penggunaan bahasa. Kedua jenis tindakan ini dan tindakan negatif lainnya menumbuhkan potensi konflik antar etnis. Tindak terlihat maupun tindak terdengar adalah cerminan atau perwujudan dari nilai, sikap dan pandangan yang dimiliki suatu etnis dalam konteks etnisitas. Oleh karena itu peningkatan dan pembinaan penggunaan bahasa sebagai alat komunikasi dalam konteks etnisitas tanpa pembinaan nilai, sikap dan pandangan besar kemungkinannya untuk gagal dalam upaya mencegah potensi konflik menjadi konflik sesungguhnya.   Kata Kunci: Bahasa, Konflik, Etnik dan Etnisitas
Co-Authors Aknes Grecia Betharia Sembiring Pandia Dewi Sinaga Meriani Meriani