Hasil Pencarian  ::  Simpan CSV :: Kembali

"ABSTRACTThis research aims at proposing a model for designing English for specific purposes (ESP) courses appropriate for Indonesian universities. The model is formulated on the basis of the results of a survey on two research questions: what are the stakeholders' opinions on the needs to the ESP course at universities and how far have the ESP theories been implemented in designing ESP courses at universities? The survey was conducted at three universities, University of Indonesia (UI), Padjadjaran University (UNPAD), and Andalas University (UNAND). The survey involved groups of respondents from three different departments of each university: International Law, Chemistry, and Economics. The total number of each group of the respondents was: 320 students taking ESP courses, 11 ESP lecturers, 9 senior lecturers, and 9 heads of the departments. Besides, 7 experts in the teaching of English as a foreign language (TEFL) in Indonesia who are particularly interested in ESP programs and designing curricula and syllabi were also involved as respondents. The data were collected through questionnaires (for students), interviews (for other respondents), and document analyses. The results of the data analysis show that the most important skill to develop and to be the focus in ESP courses at the three departments is reading comprehension skills for academic purposes. Other English skills and knowledge of vocabulary and grammar should be taught integratively with the reading skill. This skill should be the main concern of the lecturers of ESP courses. In reality, the objectives formulated for some courses did not characterize that they were ESP courses, but general English. The data analysis also shows that the ESP theories have never been adequately implemented. The lecturers responsible for the ESP courses were mostly untrained and unprofessional teachers. A great number of the ESP lecturers were not English teachers, but subject-matter teachers who did not realize the main and specific objective of the ESP courses. Besides, other groups of stakeholders have never been involved in designing the ESP courses. On the basis of the analysis presented above, the researcher proposes a model called Collective Collaboration Model in designing ESP courses for Indonesian universities. This model shows that there are several phases to follow in designing an ESP course involving intensive and mutual collaboration among different parties of the stakeholders. They are the ESP teachers, ESP its, subject-matter experts, heads of the departments, students, and the users of the graduates. For a long-team improvement, designing the ESP courses should not be the responsibility of an ESP teacher alone, but together with the other stakeholders in a particular collective collaboration forum. "

"Tradisi lisan yang paling terkenal dan dimiliki oleh semua kelompok etnis di Kepulauan Pulau Alor-Pantar ialah lego-lego. Di antara sedikit tulisan tentang lego-lego, belum ada tulisan yang membahas lego-lego orang Kui, kelompok etnis kecil yang berjumlah hanya sekitar 833 orang. Lego-lego orang Kui diekspresikan dengan menggunakan bahasa Kui. Padahal, bahasa Kui dapat dikategorikan sebagai bahasa yang terancam punah. Tulisan ini membahas daya hidup lego-lego sebagai tradisi lisan orang Kui dalam ekologi bahasa Kui yang terancam punah. Penelitian ini bertujuan 1 mendeskripsikan secara mendalam lego-lego orang Kui sebagai tradisi lisan; 2 menjelaskan daya tahan lego-lego dalam ekologi bahasa Kui yang terancam punah; 3 merumuskan model revitalisasi tradisi lisan lego-lego orang Kui. Dengan menggunakan metode etnografi, penelitian ini menerapkan sejumlah teknik pengumpulan data, yakni dokumentasi pertunjukan, pengamatan, wawancara mendalam, dan kuesioner. Hasil analisis peristiwa pertunjukan lego-lego menunjukkan bahwa tradisi lisan lego-lego merupakan ruang untuk memelihara struktur sosial orang Kui dan juga memori kolektif orang Kui tentang narasi kehidupan mereka. Dengan tradisi lisan itu, orang Kui memiliki memori kolektif tentang siapa diri mereka sebagai orang Kui; siapa diri mereka sebagai sebuah klan atau suku beserta pembagian tugas antarklan; dan siapa diri mereka ketika berinteraksi dengan kelompok lain atau bahkan bangsa lain. Kebudayaan material membantu orang Kui untuk menjaga memori kolektif itu. Dengan demikian, terjadi hubungan timbal balik antara narasi asal-usul, tradisi lisan lego-lego, dan kebudayaan metarial orang Kui. Ada sembilan pengalaman leluhur yang terdapat dalam lirik lagu yang dilantunkan dalam pertunjukan lego-lego yang telah ditranskripsi dan diterjemahkan,, yaitu 1 persaudaraan melalui sirih pinang, 2 perahu, klan suku , dan narasi asal-usul, 3 aliansi kerajaan Kui dengan Lamakera di Solor, 4 sejarah zaman Jepang, 5 hal ikhwal kawin-mawin, 6 keterkaitan orang Kui dengan orang Atambua, 7 interaksi orang Kui dengan orang China, 8 toleransi antarumat beragama dan antarkelompok, dan 9 nasihat kehidupan. Salah satu ekologi yang menunjang daya hidup lego-lego orang Kui ialah ekologi kebahasaannya. Sayangnya, berdasar hasil uji vitalitas etnolinguistik, bahasa Kui dapat dikategorikan sebagai bahasa yang terancam punah. Ada konsekuensi dari keterancampunahan bahasa Kui terhadap daya hidup lego-lego, yaitu tradisi lisan lego-lego kini juga berada dalam kondisi terancam punah. Kondisi itu menumbuhkan kesadaran pada diri orang Kui untuk melakukan tindak revitalisasi agar transmisi tradisi lisan lego-lego dan bahasa Kui dapat berjalan lagi. Konseptualisasi kerangka aski revitalisasi lego-lego itu menghasilkan model revitalisasi tradisi lisan yang terancam punah.

---

Lego legois the most famous oral tradition and owned by all ethnic groups in the Alor Pantar Islands. Among a few writings on lego lego, there is no writing that discusses the lego lego of the Kui people, a small ethnic group consists of only about 833 people. Lego lego of Kui people is expressed by using Kui language. In fact, Kui language can be categorized as an endangered language. This paper deals with the lego lego survival as the oral tradition of the Kui people in the ecology of the endangered Kui language. This study aims to 1 describe in depth the lego lego of the Kui as an oral tradition 2 describes the lego lego endurance in the ecology of the endangered Kui language 3 formulate revitalization model of oral tradition of lego lego of Kui people. By using ethnographic methods, this study applies a number of data collection techniques, namely performance documentation, observations, in depth interviews, and questionnaires. There are nine ancestor 39 s experiences contained in the lyrics of songs sung in lego lego performances that have been transcribed and translated, i.e. 1 fraternity through sirihpinang, 2 boat, clan tribe , and the narrative of origin, 3 royal alliance of Kui with Lamakera in Solor, 4 the history of the Japanese period, 5 marriage matters, 6 the interaction of Kui people with Atambua people, 7 Kui people 39 s interaction with Chinese, 8 tolerance between religious and inter group, and 9 advices about life. One of the ecologies that supports the legitimate life of the Kui people is the ecology of their language. Unfortunately, based on the result of ethnolinguistic vitality test, the Kui language can be categorized as an endangered language. There is a consequence of the endangered condition of Kui 39 s language toward the lego lego 39 s survival, namely the lego lego oral tradition of is now also in an endangered state. The condition raises awareness of Kui people to perform revitalization actions so that the transmission of the oral tradition of lego lego and Kui language can run again. The conceptualization of the lego lego revitalization has resulted in a revitalization model of an endangered oral tradition."