LOGIC AND RATIONAL BEHAVIOUR

LOGIC AND RATIONAL BEHAVIOUR

Paper assignment on Semantics, lectured by Drs. Suwono, Ph.D

Eka Sugeng Ariadi

Kemenag Class 2015 – NIM. 157835408

The State University of Surabaya

I.    INTRODUCTION

Semantics primary focuses on the study of word meaning and the relationship when it is applied in a sentence. Wittgenstein (2009) state that “They concern many subjects: the concepts of meaning, of understanding, of a proposition and sentence, of logic, the foundations of mathematics, states of consciousness, and other things” (p. 3). Due to the insisted topic about logic and rational behavior, the writer has to explore further about it clearly. The words logic and rational were debatable long time years ago, especially between scientists and mathematics experts. Niels Bohr ever said to Albert Einstein, “You are not thinking. You are merely being logical.” Recently, these words are not the same. 

Should Indonesian Kids Under the Age of 10 Learn to Communicate in English?

Should Indonesian Kids Under the Age of 10 Learn to Communicate in English?

Eka Sugeng Ariadi

Kemenag Class 2015 – NIM. 157835408

The State University of Surabaya

Due on the title above, readers may pose various interpretations in their mind. Drawing proper answers (moreover to dispute it) in which age period is better for Indonesian kids to start learning to communicate in English, under or upper the age of ten, is always interesting, challenging and emerging countless debate. Fromkin, Rodman, & Hyams (2011) notice that the factors of age, talent, motivation, etc, probably take into account the succeed of second language (L2) learners to learn/acquire a new language. Therefore, among Indonesian scholars, it is indispensable to expose deeper and clearer about this case by comparing and contrasting equally the both sides. Obviously, each side would be enclosed with reasons and argumentations. Impersonal, at the end of this essay, I -as an indigenous person- tend to say that Indonesian kids under 10 should not learn to communicate in English.

THE INHERITANCE OF LOSS BY KIRAN DESAI

THE INHERITANCE OF LOSS BY KIRAN DESAI

Paper assignment as UTS & UAS on General Outlook of Literature

lectured by Prof. Budi Darma, Ph.D

Eka Sugeng Ariadi

Kemenag Class 2015 – NIM. 157835408 – Hp. 0857 9127 8918

The State University of Surabaya

1.    Kiran Desai’s psychology based on her work, The Inheritance of Loss

Kiran Desai (henceforth KD) is an immigrant writer who tried hard to reinforce the aspects of “human psychology and immortalize” (Chandramani & Reddy, 2013) in her novel, The Inheritance of Loss (Desai, 2006). She is one of an Indian writer as a product of colonialism age, when Salman Rushdie and friends emerging a school of Cosmopolitan Indian Literature (henceforth CIL). CIL then being recognized as a part of middle class of Indian society who lived for several years abroad (as legal/illegal immigrant). Accordingly, this class takes a significant role as a mediator between the Western colonialism discourse (in this novel represented by England and America) and the Eastern discourse (represented by India). Therefore, their novels were written in English language to against Western colonialism and struggling for the sustainable Indian tradition and nationalism (Gandhi, 1997). KD herself has not given priority to any specific issue yet we find in her novels the issues of globalism and American dreams most prominently (Chandramani & Reddy, 2013).

As a part of CIL, KD was becoming a succeed writer with two great novels, Hullabaloo in the Guava Orchard and The Inheritance of Loss. The latter novel was much inspired by Salman Rusdhie who have struggled in fostering Indian nationalism and attacking England through the usage of English language as the main language in his literary works (Rocester, 2009). In her writing style, KD imitated another CIL writer, called by Naipaul, by describing the marginalized Indian people as the negative effect of Western colonialism. 

IMPROVING DESCRIPTIVE WRITING THROUGH FACEBOOK USING THE COMMUNITY OF INQUIRY (COI) MODEL TO PROMOTE LEARNERS’ AUTONOMY

IMPROVING DESCRIPTIVE WRITING THROUGH FACEBOOK USING THE COMMUNITY OF INQUIRY (COI) MODEL TO PROMOTE LEARNERS’ AUTONOMY

Paper assignment on Principle of Language Teaching, lectured by Dr. Aswandi

Eka Sugeng Ariadi

Kemenag Class 2015 – NIM. 157835408

The State University of Surabaya

sugengariadieka@gmail.com

Abstract

Learning language is aimed not only to be able to speak but also to write. Learning writing for L2 learners always needs a lot of practices, whether guided practice or autonomous practice. Recently, the latter practice has to be concerned much by teachers. Maximizing the use of facebook as a familiar media to improve learners’ autonomy in writing descriptive is necessary. This paper investigated how 12 students who worked as community (closed group) writing descriptive text project online through Facebook. They are students grade 9 at Islamic Junior High School Pasuruan. Thus, the qualitative data was employed to draw the online interactions among the students. The interactions were signed based on descriptors in the Community of Inquiry (CoI) Model by Garrison (Annamalai & Tan, 2014). After the autonomous practice, the participants then were interviewed to know their perceiving experiences while they were involved. The findings of this paper indicated that the participants excited much to use facebook as a media to improve their descriptive writing. While the CoI model revealed that there were positive interactions during students’ learning activities with the online descriptive writing through facebook. 

Keywords:  Online descriptive writing,  Community of Inquiry (CoI) model,

                     facebook, learner’s autonomy

STUDENT ENGKLEK GAME TO FOSTER STUDENTS’ LANGUAGE COMPETENCES

STUDENT ENGKLEK GAME TO FOSTER STUDENTS’ LANGUAGE COMPETENCES

Final assignment on Joyful Learning lectured by Prof. Lies Amin Lestari[G1] 

Eka Sugeng Ariadi

NIM. 157835408

A.   THE IMPORTANT OF GAME IN TEFL

Wright, Betteridge, and Buckby (2006, p. 1) define a game as an amusing and charming, often challenging activity and the learners play and interact with others. In doing the game, there would be four kinds of participants; class, individual, pair, and group work. The necessary thing to determine the participants is ensuring that each player has optimum occasion in practicing and using the target language, and probably may go beyond the class learning process as suggested by Wright et al. (2006).[G2] 

BINARY OPPOSITION IN EMILY DICKINSON’S BECAUSE I COULD NOT STOP FOR DEATH (1890), APPOINTMENT IN SAMARRA AS RETOLD BY WILLIAM SOMMERSET MAUGHM (1933), AND JOHN DONNE’S DEATH, BE NOT PROUD (2004)

BINARY OPPOSITION IN EMILY DICKINSON’S BECAUSE I COULD NOT STOP FOR DEATH (1890), APPOINTMENT IN SAMARRA AS RETOLD BY WILLIAM SOMMERSET MAUGHM (1933), AND JOHN DONNE’S DEATH, BE NOT PROUD (2004)

Final assignment on Philology, lectured by Prof. DR. Febiola D Kurnia

Eka Sugeng Ariadi

NIM. 157835408

Abstract: Naturally, human could understand a strange phenomenon automatically by applying binary opposition system in her/his mind. This current paper aims at revealing the BO existed in Emily Dickinson’s Because I Could Not Stop For Death (1890), Appointment In Samarra as retold by William Sommerset Maughm (1933), and John Donne’s Death, Be Not Proud (2004). As the conclusion, this paper has revealed the BO in those three poems as well as the intertextuality. The discussion of the BO and intertextuality are focused on three aspects; man versus woman, superior versus inferior, and temporary versus eternity aspects.

Keywords: binary opposition, intertextuality, poems

A STUDY OF CRITICAL DISCOURSE ANALYSIS ON NAWAL EL SAADAWI’S (2006) WOMAN AT POINT ZERO

A STUDY OF CRITICAL DISCOURSE ANALYSIS ON NAWAL EL SAADAWI’S (2006) WOMAN AT POINT ZERO

Final assignment on Research Methods in Literature, lectured by DR. Ali Mustofa

Eka Sugeng Ariadi

NIM. 157835408

I.    INTRODUCTION

Discourse is a series of sentences which are related and connected one proposition into others. It can be in the form of word, sentence, paragraph or essay. One study of discourse is critical discourse analysis (CDA), which means an effort to strand a text to achieve specific goals. In general, Darma (2009) says that CDA is a new approach emerging from the social theory tradition and critical linguistic analysis. Among CDA practitioners, Teun A. van Dijk is the most well-known theorist. Specifically, according to him, CDA is a field that is concerned with studying and analyzing written and spoken texts to expose the discursive sources of power, dominance, inequality and bias (Dijk, 1998). Sheyholislami (2001) adds that CDA examines how these discursive sources are maintained and reproduced within specific social, political and historical contexts. He puts it simply that CDA aims at making transparent the connections between discourse practices, social practices, and social structures, connections that might be opaque to the layperson (p. 1).