This research aims to identify, define and explain the similarities and differences between Banjarese from Malay vocabularies in Upin and Ipin animated film, entitled Penjaga Baru. Vocabulary theory from Schmitt (2000), narrative text theory from Purba (2018) and Lirola (2018), procedural text theory from Delpech and Dizier (2008), and Dautriche and Dizier (2009) were used. A qualitative descriptive method was used with download, view and listen, and type techniques. As a result, identical spelling and pronunciation have been discovered in the Banjar and Malay languages. Banjarese vocabulary also had different spellings and pronunciations but had the same meaning as Malay. These vocabularies can be used as Banjar language teaching materials. Certain stories were also discovered in Upin and Ipin animated film titled Penjaga Baru, which could be developed into a narrative text in Indonesian titled Atok Dalang, Upin, dan Ipin mencari dan memasak siput sedut serta Atok Dalang, Upin, dan Ipin mencari buah durian (Atok Dalang, Upin, and Ipin look for and cook mud creeper snails with durian fruit) in Indonesian. Furthermore, a procedural text entitled Atok Dalang memasak siput sedut dan Atok Dalang membuat tempoyak (Atok Dalang cooks sedut snails and makes tempoyak) in Indonesian.

Reduplication is a feature of the universal language but varies with dialect. This study aimed to examine the form of reduplication in the Banjarese using the reduplication theory of Lieber (2009), Haspelmath & Sims (2010), Rubino (2005), Mistica, Andrews, Arka, & Baldwin (2009), Kauffman (2015), and Kroeger (1989). It used the descriptive qualitative method and collected data through listening, typing, and documentation. Listening and typing techniques involved hearing and typing six informants’ utterances containing rephrases in the Banjarese. The informants comprised three speakers from the Kuala dialect and three from the Hulu dialect. The results indicated four types of reduplication in the Banjarese. These findings strengthen the theory of reduplication in the morphology of the Banjarese. Additionally, the results have practical implications for teaching Banjarese language reduplication.

This research is a preliminary study on vocabulary of agricultural tools and activities in the Kuala dialect of Banjarese using an anthropolinguistics approach. This study aims to describe and explain anthropolinguistics analysis of the vocabulary of agricultural tools and activities in the Kuala dialect of Banjarese. The anthropolinguistics research method from Danesi (2004) is utilized in this research. The data analysis technique uses semantic analysis techniques in anthropolinguistics. There are some findings in this study, they are: (1)Vocabulary of agricultural tools and the activities of sabalum batanam (prabatanam) in the Kuala dialect of Banjarese, (2) Vocabulary of agricultural tools and activities of wayah batanam (planting time) in the Kuala dialect of Banjarese, (3)Vocabulary of tools and farming activities of wayah mangatam (harvesting time) in the Kuala dialect of Banjarese, (4) Vocabulary of tools and activities of  mangatam (post-harvest) in the Kuala dialect of Banjarese, and (5) Activity vocabulary related to the tradition of limbah tuntung maulah banih becomes baras (after processing paddy grains becoming rice) and mahadang musim batanam (waiting for planting) in the Kuala dialect of Banjarese. The pedagogical research implications are very useful for the development of teaching materials for agricultural vocabulary with local content in Banjarese.

Penggunaan Gambar Untuk Meningkatkan Kemampuan Siswa Kelas VIII Dalam Menulis TeksRecount Di MTsN Kelayan Banjarmasin Tahun Pelajaran 2015/2016. Penelitian tindakan kelas iniditujukan untuk meningkatkan kemampuan siswa dalam menulis teks recount melalui penggunaangambar. Penelitian ini melibatkan 38 siswa kelas VIII MTsN Kelayan Banjarmasin tahun pelajaran2015/2016. Penelitian ini dilaksanakan dalam dua siklus dengan mengikuti prosedur penelitian tindakankelas: perencanaan, pelaksanaan, pengamatan, dan refleksi. Setiap siklus terdiri atas tiga pertemuan.Data penelitian dikumpulkan melalui ceklis pengamatan, catatan-catatan lapangan, kuesioner,dan tugas menulis. Temuan-temuan penelitian ini menunjukkan bahwa penggunaan gambar dapatmeningkatkan kemampuan menulis siswa. Peningkatan dapat dilihat dari peningkatan nilai rata-ratamenulis siswa dan jumlah siswa yang mampu melampaui nilai standar minimal untuk menulis. Selainitu, penggunaan gambar dapat meningkatkan partisipasi dan motivasi siswa selama tugas menulis.Kata-kata kunci: teks recount, menulis, penggunaan gambar