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All Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Jurnal Pendidikan Sains Indonesian Journal of Human Nutrition English Review: Journal of English Education INOVISH JOURNAL EDUKATIF : JURNAL ILMU PENDIDIKAN Sintuwu Maroso Journal of English Teaching Nivedana : Jurnal Komunikasi dan Bahasa Jurnal Abdi Masyarakat Indonesia
Khairuddin Khairuddin
Politeknik Kesehatan Kemenkes Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Nivedana : Jurnal Komunikasi dan Bahasa

 1 
The Connection of Thought, Culture and Language: Revoking Myth Unveiling Truth: Keterkaitan antara Pikir, Budaya dan Bahasa: Menyingkap Mitos Mengungkap Kebenaran Khairuddin Khairuddin
NIVEDANA : Jurnal Komunikasi dan Bahasa Vol. 2 No. 2 (2021): NIVEDANA: Jurnal Komunikasi & Bahasa
Publisher : Sekolah Tinggi Agama Buddha Negeri Raden Wijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53565/nivedana.v2i2.320

Abstract

Scholars and laymen alike are interested in understanding how thought, culture and language are related. Misunderstanding of this relatedness may have serious consequences: legislators make misleading constitutions, judges impose wrong legal rulings and imprisonment on the innocent, and educators apply ineffective pedagogy. Relativism and mentalism, the two leading linguistic schools of thought, have been around in sharp differences explaining about the relation between thought, culture and language. Relativism believes that language precedes, determines, and influence or shapes though, whereas mentalism hypothesizes the contrary that it is thought that creates and changes language. This article describes the theoretical concepts and empirical proofs underlying the two views of linguistic views. By using literature comparative analysis, this study has found that mentalism has strong standpoints in comparison with relativism’s which have weak standpoints. This study also presents implications for language learning that are rooted in the mentalism conception.
ANALYSIS OF THE CONTRAINTS OF CLASSROOM-BASED SPEAKING INTRUCTION: A LITERATURE STUDY Khairuddin Khairuddin
NIVEDANA : Jurnal Komunikasi dan Bahasa Vol. 3 No. 2 (2022): NIVEDANA: Jurnal Komunikasi & Bahasa
Publisher : Sekolah Tinggi Agama Buddha Negeri Raden Wijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53565/nivedana.v3i2.417

Abstract

Ability to speak well in social and professional settings is desired by EFL learners. However, very view have achieved high speaking skill. Hesitation, idea loss, mother tongue interference, word-recalling problems, and low fluency are noticeable stains in their speaking performance. The problems are caused by low self-confidence, reluctant to take risks to speak, and fear of making mistakes and fool of themselves in front of others. In Indonesia context, English speaking practices are mostly done in classroom-based speaking instruction (CBSI). However, CBSI cannot adequately solve those problems. This article aims to reveal the constraints of CBSI through literature analysis. The results showed that CBSI: (1) unable to increase students’ speaking frequency: so many students but so little time, and the teacher takes the biggest portion of the talk; (2) asymmetrical teacher-student interaction: the teacher is more authoritative for his knowledge or status superiority; (3) lack of meaningful communication: the students do not have opportunities to interpret, express, and negotiate meaning in spontaneous oral expression; (4) lack of authentic communication: the purpose of communication is not real but decided by the teacher, not what the students really want to talk about; (5) not promoting autonomous learning. To address the CBSI constraints, English teaching institutions must consider the potential role of ICT such as zoom, Skype, Google meet, podcast, etc., which offer a multitude of ways to engage in communicative activities. The utilization of ICT should be purposed to creating optimal conditions of language learning environment, i.e. opportunities to interact and negotiate meaning, interacting in the target language with authentic audience, involving in authentic tasks, exposure and encouragement to produce varied and creative language, enough time and feedback; guidance to attend mindfully to the learning process, work in an atmosphere with an ideal stress/anxiety level, supporting autonomy.
Co-Authors Achmad Zani Pitoyo Ajeng Fasha Shaninditha Ary Dwi Ayu Faradina Avid Wijaya Eny Kusumawati Ni Putu Ayuningtyas Mirah Pradnya Dewi Nur Rahman Pratiwi Pratiwi Puguh Yudho Trisnanto Rahmadyo Yudhi Prabowo Rizki Fadila Siti Sundari