This article aims to explain child language acquisition 2--2.5 years of age phonological aspects which include the acquisition of vowels, consonants, and factors affecting the phonological acquisition. The research was conducted in Jakarta from August 2011 through February 2012 .The method used in this research was qualitative method with case study approach. Sources of data were obtained from TPM and these data were collected during six months of observation, diaries, and interviews. The findings in this article shows that TPM has mastered the phoneme [a], [i], [u], [e], [o], [∂], [є], and [Ο]. Vowel phonemes was mastered at the age of 2 years and 1 month. The first vowel that it controls is a vowel [a], [i] and [u], then the front vowel [i], [e], [ε], and then back vowel [u], [o], [ כ], and vowel [∂], [a]. Double vowel sound that is not a diphthong also been mastered by the age of 2 years and 3 months, for example, [au], [ai] and [ue]. However, the original diphthong [au] and [ai] recently mastered at age 2 years and 6 months. Meanwhile, the consonant [p], [b], [t], [d], [s], [h], [c], [j], [m], [n], [ŋ], [l ], [w] and [y] mastered well. Consonant [t], [s], [c], [j] and [ŋ] has appeared, but still fluctuates with another sound. The sound resistor velar [g] and [k] are not pronounced properly. The sound [k] is mastered if located in the middle and end of words. Sound fricative [f] and [v] and trill [r] has not yet emerged and mastered. TPM perform substitution pattern to pronounce phonemes had not conquered, such as phonemes [f], [v], [z], and [x]. The appearance of a wide range of variation in her phonological acquisition largely is caused by the incomplete of her speech organ. Research is still open for further research the acquisition of phonology because language acquisition TPM has yet to reach the Summit. But it can also examine language acquisition on aspects of other languages.

Theatrical activities have been used to promote an authentic learning environment. However, the incorporation of simple daily technology, like smartphones, to enable students to produce a video of their theatrical activities has not been explored in the Indonesian language learning classroom. This paper documents a video project conducted by lower secondary school students at a private school in Jakarta, Indonesia to examine whether a video project task could help create an authentic learning environment in a language classroom setting. Although the benefits of theatrical activities to promote authenticity in students’ learning experiences are evident in the literature, only a few students have access to such benefits. Many students were reluctant to get involved in the theatrical activities prepared by the teachers and only one cohort of students successfully completed the advertisement video assignment. Teachers’ instructional issues as well as students’ motivation and commitment to work collaboratively were identified as the barriers to produce the video.

Purpose of the study: This research aimed to determine the nationalism level of primary education students in the frontier area. Methodology: This research method was quantitative. Data collection was done by distributing questionnaires with nationalism contents. The questionnaire consisted of points that had 12 questions and used a Likert scale. Main Findings: The results of this research implied that border students do not really understand the history of the nation's struggle. In fact, that history can increase patriotism. Border region students must always increase their nationalism because they are the next generation who will guard the land of the frontier area and maintain the honor of the nation. Applications of this study: This research was done in the Sebatik Tengah area which was directly adjacent to Malaysia. Novelty/Originality of this study: The findings showed the lowest of nationalism level of elementary students is to understand the history of the nation's struggle (16%), the spirit of showing national identity (65%), and the spirit of patriotism brings together children on the border area (74%).

ABSTRAKKurangnya pemahaman siswa tentang sejarah perjuangan bangsa merupakan salah satu faktor yang mempengaruhi sikap nasionalisme. Oleh karena itu, penelitian ini bertujuan untuk menyoroti sejarah perjuangan bangsa dalam meningkatkan nasionalisme bagi siswa pendidikan dasar di daerah perbatasan negara, Kalimantan Barat dan Kalimantan Utara. Penelitian ini akan menggunakan metode kuantitatif dan kualitatif untuk mengolah data tentang rasa nasionalisme peserta didik di SD dan SMP di wilayah perbatasan Provinsi Kalimantan Barat dengan Malaysia. Proses pengumpulan data pada penelitian ini melalui kuesioner dan wawancara.Hasil yang diperoleh dari penelitian ini menunjukkan bahwa terkait dengan sejarah perjuangan bangsa setiap sekolah secara umum masih perlu ditingkatkan dengan optimal. Kepala sekolah harus memiliki langkah-langkah nyata untuk meningkatkan pemahaman ini, sehingga terbentuk rasa nasionalisme yang tinggi. Guru-guru disekolah sudah melakukan tugas dan tanggung jawab mengajar sesuai dengan kurikulum yang ditetapkan. Akan tetapi, untuk daerah-daerah perbatasan masih memerlukan tindakan-tindakan khusus agar nasionalisme siswa menjadi tinggi.Untuk menunjang peningkatan rasa nasionalisme yang tinggi, diperlukan bahan ajar atau materi yang terkait dengan sejarah perjuangan bangsa, sehingga terbentuk rasa nasionalisme yang tinggi. Bahan ajar tersebut merupakan suplemen untuk kurikulum utama (Kurikulum 2013) yang ada di tanah air saat ini.Kata Kunci: Sejarah perjuangan bangsa, nasionalisme, wilayah perbatasan negara, siswa ABSTRACTThe lack of students' understanding of the history of the nation's struggle is one of the factors that influence the attitude of nationalism. Therefore, this study aims to highlight the history of the nation's struggle in increasing nationalism for elementary education students in the border areas of West Kalimantan and North Kalimantan. This study will use quantitative and qualitative methods to process data about the sense of nationalism of students in elementary and junior high schools in the border area of West Kalimantan Province with Malaysia. The process of collecting data in this study through questionnaires and interviews. The results obtained from this study indicate that related to the history of the national struggle of each school in general still needs to be optimally improved. The principal must have concrete steps to improve this understanding, so that a high sense of nationalism is formed. Teachers in schools have carried out their duties and responsibilities in accordance with the established curriculum. However, for border areas it still requires special measures so that student https://doi.

The attitudinal lexeme on the domain of kesenangan in Indonesia language has not shown such clear meaning relationship, for both the common and diagnostic meaning of the lexemes. Those lexemes have such circular definitions, confusing upon their use. This study is conducted using a qualitative research approach employing content analysis technique. The aim of this study is to find out lexical relation and semantic meaning in attitudinal lexeme in the domain of kesenangan (joy) in Indonesian language. Data is collected from seven Indonesian dictionaries, two magazines, five newspapers, and six literary works. All data is analyzed using a component analysis in the semantic theory. The research findings show that fourteen (14) lexemes (senang, nikmat, enak, puas, asyik, sukacita, ria, bangga, lega, bahagia, gembira, girang, riang, and ceria) of attitudinal lexemes are related with the domain of kesenangan. The result shows that hyponymy and synonymy lexical relations occur in the domain of kesenangan. Synonymy relation consists of near-synonymy and propositional synonymy. In this case, absolute synonymy is not found.