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All Journal Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya WAHANA
Joesasono Oediarti Soelistijowati
Universitas PGRI Adi Buana Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media

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ENHANCING CHILDREN FOREIGN LANGUAGE ACQUISITION THROUGH STORY TELLING: enhancing, children language acquisition, storytelling Oediarti, Joesasono
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Fakultas Pedagogi dan Psikologi Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/bp.vol6.no11.a1077

Abstract

Children naturally enjoy stories. Children involved in education programs that utilize storytelling exhibit many positive behaviors related to increased literacy. Improved listening skills, vocabulary development and an increased ability to organize narrative thought are all behaviors exhibited by young children who have been exposed to a variety of stories on a consistent basis. Storytelling has emerged as a key cognitive skill in the process of intellectual development. Cognition that is enhanced in specific ways when children are exposed to a variety of stories can also be measured in qualitative ways. Storytelling is also an effective bridge to emergent literacy. Since we know that children are active participants in the acquisition of language, the interactive nature of show and tell or sharing time in the early grades is actually a recreation of a remembered experience. These tales are personal stories created by the children as a result of direct experience. The language patterns learned in these social contexts while children are interacting with adults and other children are constructed and reinforced as the teller becomes more proficient in relating the story. Reading stories aloud or listening and interacting with a storyteller are essentially a social experience. The development of vocabulary and syntactic complexity in oral language are more advanced in children who are frequently exposed to a variety of stories.
PEMAHAMAN BUDAYA PENUTUR ASING DALAM PEMBELAJARAN PENERJEMAHAN UNTUK MENGURANGI KESALAHAN PENERJEMAHAN DARI BAHASA INDONESIA KE BAHASA INGGRIS Siyaswati, Siyaswati; Bandjarjani, Wahju; Oediarti, Joesasono
WAHANA Vol 61 No 2 (2013)
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v61i2.1334

Abstract

The aim of this descriptive qualitative research is to investigate the effectiveness of thecomprehension of the students of 6th semester batch 2010 of the English Department, Faculty ofTeacher Training and Education, Universitas PGRI Adi Buana Surabaya of the cultural awarenessof English native speakers to reduce errors in translating Indonesian texts into English ones. Theproblems faced by the students are their lacks of the cultural awareness of the English nativespeakers shown by the previous translation test result. Students often do not follow what DellHymes refers by “Cultural Awareness”(1972) as examples in knowledge of the forms andexpressions used in the culture of English native speakers. The cultural awareness was given byintroducing the cultural expressions of English native speakers, especially the awareness of theEnglish proverbs, sayings, and idiomatic expressions. This research chose 35 samples takenpurposively. The research used one group pre-test post-test design. After students were given thecultural awareness, 17 students achieved good marks, above the passing grade 70. They, in fact,perform well in translating Indonesian texts into English ones. Eight students scored below 70 and10 students did not have valid data, so they could not be analyzed. It could be concluded thatstudents’ cultural awareness of English native speakers could help them to translate Indonesiantexts into English ones.
USING LEGENDS IN EXPANDING STUDENTS’ LANGUAGE AWARENESS AND PRESERVING LOCAL WISDOM IN ENGLISH LANGUAGE CLASSES Joesasono Oediarti Soelistijowati
PARAFRASE : Jurnal Kajian Kebahasaan & Kesastraan Vol 16 No 01 (2016)
Publisher : Universitas 17 Agustus 1945 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.646 KB) | DOI: 10.30996/parafrase.v16i01.681

Abstract

Abstract. Karya sastra telah amat dihargai di berbagai negara di dunia sebagai sarana untuk memelihara dan mewariskan kearifan lokal kepada generasi yang lebih muda. Karya sastra dapat memberi akses bagi para murid kepada kebudayaan masyarakata yang bahasanya mereka sedang pelajari. Naskah-naskah sastra dalam bahasa Inggris mencerminkan keanekaragaman dunia kita yang kaya dan mengagumkan. Sebuah novel atau cerita pendek ataupun puisi yang bagus adalah materi pengajaran bahasa Inggris yang bagus. Jika materi tersebut dipilih secara seksama, para murid akan merasakan bahwa apa yang mereka lakukan di dalam ruang kelas adalah relevan dan bermakna bagi kehidupan mereka.Dalam konteks pembelajaran bahasa Inggris, memasilitasi para mahasiswa dari jurusan pendidikan bahasa Inggris dengan pengalaman dengan materi sastra di ruang kelas dapat memberikan kepada mereka pencapaian yang nyata dari penelusuran materi sastra di ruang kelas. Tujuan makalah ini adalah menunjukkan bahwa karya sastra dalam pengajaran bahsa adalah amat penting dalam era global demi memperluas kesadaran bahasa mahasiswa dan memelihara kearifan lokal melalui legenda yang menciptakan atmosfir yang menarik dan mengagumkan. Pembahasan ini meliputi bagaimana materi sastra, khususnya legenda, digunakan dalam kegiatan kelas bahasa Inggris yang melibatkan penceritaan kembali dan pengidentifikasian kearifan lokal. Meminta mahasiswa untuk menceritakan kembali cerita-cerita pendek dari kebudayaan mereka sendiri sebelum mereka membaca kisah otentik dalam bahasa Inggris dengan tema serupa adalah amat memotivasi mereka.Key words: language awareness, local wisdom, legends
ENHANCING CHILDREN FOREIGN LANGUAGE ACQUISITION THROUGH STORY TELLING: enhancing, children language acquisition, storytelling Joesasono Oediarti
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Universitas PGRI Adi Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (145.158 KB) | DOI: 10.36456/bp.vol6.no11.a1077

Abstract

Children naturally enjoy stories. Children involved in education programs that utilize storytelling exhibit many positive behaviors related to increased literacy. Improved listening skills, vocabulary development and an increased ability to organize narrative thought are all behaviors exhibited by young children who have been exposed to a variety of stories on a consistent basis. Storytelling has emerged as a key cognitive skill in the process of intellectual development. Cognition that is enhanced in specific ways when children are exposed to a variety of stories can also be measured in qualitative ways. Storytelling is also an effective bridge to emergent literacy. Since we know that children are active participants in the acquisition of language, the interactive nature of show and tell or sharing time in the early grades is actually a recreation of a remembered experience. These tales are personal stories created by the children as a result of direct experience. The language patterns learned in these social contexts while children are interacting with adults and other children are constructed and reinforced as the teller becomes more proficient in relating the story. Reading stories aloud or listening and interacting with a storyteller are essentially a social experience. The development of vocabulary and syntactic complexity in oral language are more advanced in children who are frequently exposed to a variety of stories.
PEMAHAMAN BUDAYA PENUTUR ASING DALAM PEMBELAJARAN PENERJEMAHAN UNTUK MENGURANGI KESALAHAN PENERJEMAHAN DARI BAHASA INDONESIA KE BAHASA INGGRIS Siyaswati Siyaswati; Wahju Bandjarjani; Joesasono Oediarti
WAHANA Vol 61 No 2 (2013)
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (64.82 KB) | DOI: 10.36456/wahana.v61i2.1334

Abstract

The aim of this descriptive qualitative research is to investigate the effectiveness of thecomprehension of the students of 6th semester batch 2010 of the English Department, Faculty ofTeacher Training and Education, Universitas PGRI Adi Buana Surabaya of the cultural awarenessof English native speakers to reduce errors in translating Indonesian texts into English ones. Theproblems faced by the students are their lacks of the cultural awareness of the English nativespeakers shown by the previous translation test result. Students often do not follow what DellHymes refers by “Cultural Awareness”(1972) as examples in knowledge of the forms andexpressions used in the culture of English native speakers. The cultural awareness was given byintroducing the cultural expressions of English native speakers, especially the awareness of theEnglish proverbs, sayings, and idiomatic expressions. This research chose 35 samples takenpurposively. The research used one group pre-test post-test design. After students were given thecultural awareness, 17 students achieved good marks, above the passing grade 70. They, in fact,perform well in translating Indonesian texts into English ones. Eight students scored below 70 and10 students did not have valid data, so they could not be analyzed. It could be concluded thatstudents’ cultural awareness of English native speakers could help them to translate Indonesiantexts into English ones.
LEARNING STYLES IN POST-INTERMEDIATE SPEAKING CLASS: Joesasono Oediarti Soelistijowati; Suhartono Suhartono; Ahmad Munir
PARAFRASE : Jurnal Kajian Kebahasaan & Kesastraan Vol 23 No 1 (2023): Parafrase Vol. 23 No. 1, Mei 2023
Publisher : Universitas 17 Agustus 1945 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/parafrase.v23i1.7425

Abstract

The objectives of this research are to describe how the students use their preferred learning styles and investigate the students’ reasons for using their preferred learning styles in Post-Intermediate Speaking class. The first finding showed that the communicative and concrete learning style was used by 17 students, the concrete learning style was used by 9 students, the analytical learning style was used by 3 students, communicative and analytical learning style was used by 1 student. The second finding showed that the students who applied communicative and concrete learning style felt convenient being active-independent persons, matched with the way they learn, liked to learn speaking by using social learning approach, enjoyed of using concrete learning style because they belonged to active-dependent persons, liked reading and answering comprehension questions; the students who applied concrete learning style felt enjoy being active-dependent persons, liked to watch English program on TV, liked to learn English by playing games, liked learning new words by putting them into sentences, liked reading and answering comprehension questions, liked trying to say things in different ways when they do not understand the first time, liked reading books with pictures; the students who applied analytical learning style liked correcting their own mistakes, liked thinking of better ways to learn English, liked copying words and sentences from a book, liked working on problems given by the lecturer, liked learning the function of different expressions, liked reading the English newspaper; the students who applied communicative and analytical learning style liked to learn speaking in real life situation and condition, liked working in groups in the classroom, liked correcting their own mistakes and liked working on problems given by the lecturer.
Co-Authors Ahmad Munir Bandjarjani, Wahju Siyaswati Siyaswati siyaswati, siyaswati Suhartono Suhartono Wahju Bandjarjani