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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra LEKSEMA : Jurnal Bahasa dan Sastra Leksema: Jurnal Bahasa dan Sastra
Lilik Untari
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Humanities Languange, Linguistic, Communication & Media

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An Epistemological Review on Humanistic Education Theory Untari, Lilik
LEKSEMA: Jurnal Bahasa dan Sastra Vol 1, No 1 (2016)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Humanism as a paradigm is often declared as an alternative approach to education. This paradigm is, in fact, an approach developed in the field of literature and education. The objective of this study is to determine the values underlie the epistemology of the humanistic education theory. Epistemology is the elements that are abstract or implicit. To recognize the epistemology of humanism education theory, this study examines the elements of basic assumptions, values and models of the theory. The results show that the assumptions promoting the theory have similarities with the basic assumptions of the phenomenological epistemology. It sees humans as creatures with consciousness and knowledge for what he did. Thus, every human’s behavior or action is conducted in purpose. In humanistic education theory, meaningfulness and usefulness of the learning process are determined by the learner, not the educator. For that reason, learning design and methods should be developed by the participants based on the needs of the learners. Therefore, the theory does not provide a model for an individual learning process. Thus, it can be concluded that the theory of humanism education rooted from phenomenology epistemology.
AN EPISTMOLOGICAL REVIEW ON HUMANISTIC EDUCATION THEORY Untari, Lilik
LEKSEMA: Jurnal Bahasa dan Sastra Vol 1, No 1 (2016)
Publisher : FITK (Islamic Education and Teacher Training Faculty) - IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (398.08 KB) | DOI: 10.22515/ljbs.v1i1.26

Abstract

Humanism as a paradigm is often declared as an alternative approach to education. This paradigm is, in fact, an approach developed in the field of literature and education. The objective of this study is to determine the values underlie the epistemology of the humanistic education theory. Epistemology is the elements that are abstract or implicit. To recognize the epistemology of humanism education theory, this study examines the elements of basic assumptions, values and models of the theory. The results show that the assumptions promoting the theory have similarities with the basic assumptions of the phenomenological epistemology. It sees humans as creatures with consciousness and knowledge for what he did. Thus, every human’s behavior or action is conducted in purpose. In humanistic education theory, meaningfulness and usefulness of the learning process are determined by the learner, not the educator. For that reason, learning design and methods should be developed by the participants based on the needs of the learners. Therefore, the theory does not provide a model for an individual learning process. Thus, it can be concluded that the theory of humanism education rooted from phenomenology epistemology.
THE HIGH FEMALE AND HIGH MALE'S SIMILAR TALK STRATEGIES AMONG FEMALE TALK IN THE PATERNAL SOCIETY Giyoto, Giyoto; Inderasari, Elen; Untari, Lilik
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 15, No 2 (2020): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v15i2.9859

Abstract

Islamic paternal parenting has socially patterned the man dominant language behavior over woman since childhood. This study explores the dominance distributions of high female and low female status in their informal talk strategy, the actual language use,  among the students of The State Islamic Institute of Surakarta in three functional topical units of conversations. The analysis technique was introduced by Sinclair and Coulthard (1975), for which Leech (1983) modifies the speech acts. The data implies that the talk strategy among Muslim females is relatively similar to that of males. The higher female controls and initiates the interaction more while the lower is softer, more polite, more mutually supportive, and more cooperative to whomever she speaks to regardless of the status.Muslim Female; Act; Move; Talk Strategy
AN EPISTMOLOGICAL REVIEW ON HUMANISTIC EDUCATION THEORY Lilik Untari
Leksema: Jurnal Bahasa dan Sastra Vol. 1 No. 1 (2016)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ljbs.v1i1.26

Abstract

Humanism as a paradigm is often declared as an alternative approach to education. This paradigm is, in fact, an approach developed in the field of literature and education. The objective of this study is to determine the values underlie the epistemology of the humanistic education theory. Epistemology is the elements that are abstract or implicit. To recognize the epistemology of humanism education theory, this study examines the elements of basic assumptions, values and models of the theory. The results show that the assumptions promoting the theory have similarities with the basic assumptions of the phenomenological epistemology. It sees humans as creatures with consciousness and knowledge for what he did. Thus, every human’s behavior or action is conducted in purpose. In humanistic education theory, meaningfulness and usefulness of the learning process are determined by the learner, not the educator. For that reason, learning design and methods should be developed by the participants based on the needs of the learners. Therefore, the theory does not provide a model for an individual learning process. Thus, it can be concluded that the theory of humanism education rooted from phenomenology epistemology.
Co-Authors Elen Inderasari Giyoto Giyoto, Giyoto