SDGs 4: Quality Education

Interacting with others is an important aspect of human life, and language serves as the primary instrument enabling communication. Language, whether in oral or written form, provides a platform for the exchange of information, eliciting responses, and facilitating the transfer of knowledge. Even in nonverbal communication, sign language plays a crucial role. The diversity of languages in various regions reflects the complexity of human interactions. Therefore, mastering multiple languages brings numerous benefits that should not be overlooked.

First and foremost, language diversity provides broader access to information. By mastering various languages, an individual can explore and understand various content that may not be accessible with just one language. Consequently, multilingual skills open the door to deeper and diverse knowledge.

Secondly, the languages one masters also influence their social environment. Each language is often closely associated with a specific community. By mastering the languages used in that environment, an individual can more easily engage in social interactions, build closer relationships, and understand the nuances of the local culture. For example, by mastering a regional language, one can become closer to the local community and foster better emotional connections.

Thirdly, another advantage of mastering multiple languages is increased access to knowledge. With proficiency in numerous languages, an individual can access literature, research, and educational resources in various languages. This opens the door to broader and more profound insights, allowing for a richer intellectual development.

In conclusion, mastering multiple languages not only enhances communication skills but also opens up extensive opportunities in terms of knowledge, social interaction, and cross-cultural understanding. Therefore, investing in learning various languages will yield significant benefits in one’s life journey. At the Language Center of the Faculty of Cultural Sciences, Universitas Gadjah Mada (UGM), various foreign language courses are available for enrollment in each period. Currently, the Language Center of the Faculty of Cultural Sciences, UGM is accepting registrations for foreign language courses for the March to April 2024 period, with the registration closing at the end of February 2024. So, what are you waiting for? Register yourself now for broader relations and insights!

SDGs 4: Quality Education | SDGs 17: Partnerships for the Goals

On Tuesday, February 6, 2024, Leiden University conducted a significant visit to the Faculty of Cultural Sciences, Universitas Gadjah Mada (UGM) to discuss the potential collaboration in a double degree program. Previously, Leiden University had established cooperation with the Department of Archaeology at UGM for the master’s program in archaeology, and this time, the focus shifted to the Department of Anthropology. Additionally, they proposed collaboration with the Language, Literature, and Javanese Cultural Studies Program, particularly in the field of philology.

The double degree program is seen as an initiative to enrich students’ academic experiences, providing them with the opportunity to earn degrees from two leading universities simultaneously. By further collaborating with the Faculty of Cultural Sciences at UGM, Leiden University aims to create broader and high-quality educational opportunities.

In this discussion, academics and representatives from both sides shared their perspectives and ideas, establishing a strong foundation for sustainable collaboration. This collaborative plan is expected not only to benefit students but also to enhance research and publications at both universities.

The collaboration between Leiden University and the Faculty of Cultural Sciences at UGM is envisioned to serve as a model inspiring cross-border cooperation in higher education. The deepening of this relationship holds great promise for further developing academic, cultural, and research potential between the two universities committed to creating an inclusive and innovative learning environment.

SDGs 4: Quality Education | SDGs 16: Peace, Justice, and Strong Institutions | SDGs 10: Reduced Inequalities | SDGs 5: Gender Equality

Ramayda Akmal, an Indonesian Literature lecturer at the Faculty of Cultural Sciences, Gadjah Mada University, is a figure who has achieved numerous accomplishments through captivating literary works that contribute positively to societal understanding. Born with exceptional literary talent, Ramayda Akmal has created books that not only garnered awards but also provided profound insights into the complex reality of Indonesian life.

Recently, Ramayda’s work titled ‘Jatisaba’ has been reprinted. This novel was first published in 2009. The book serves as evidence of his enduring commitment to literature and acts as a platform for his critical ideas and thoughts on various social issues in Indonesia. In ‘Jatisaba,’ Ramayda Akmal addresses several key points that are the main focus of his discussion. One of them is the issue of human trafficking and the fate of Indonesian migrant workers (TKI). This work vividly depicts the challenges and suffering faced by TKI, giving a voice to those often marginalized in social narratives. Additionally, the book also delves into the political life of villages in Indonesia in the early 2000s, creating an authentic representation of the political dynamics at the local level. Ramayda Akmal carefully portrays the fate of TKI and migrant labor, opening the eyes of readers to the sometimes grim realities of life. The importance of women’s roles in society is also a focal point in ‘Jatisaba.’ Ramayda Akmal sharply highlights the position of women, depicting the challenges and inequalities they still often face across various societal layers.

Ramayda Akmal’s motivation for writing this book goes beyond academic purposes; it is rooted in real-life events that occurred in his own surroundings. His sensitivity to the social reality around him gives his works a strong humanitarian dimension.

In his closing words, Ramayda Akmal states, “Literature is a tool to elevate the complexity of real life, beyond mere black and white.” This expression reflects his belief that literature has the power to open eyes and raise awareness of the often overlooked complexities of life.

With the achievements and significant contributions to the world of Indonesian literature, Ramayda Akmal stands as a figure worthy of appreciation and inspiration for future generations of literary enthusiasts.

Through assistive technology devices and special learning software, students can access learning materials more easily and effectively. This ensures that no student is left behind in the quest for quality education for all.

Technology also has great potential in supporting and advancing education at various levels, and can contribute to achieving various Sustainable Development Goals (SDGs).

Universiti Teknologi Mara (UiTM) collaborated with FIB Gadjah Mada University (UGM) on Wednesday, January 31 2024, introduced a learning tool called LASSI as an assessment tool design in the form of a survey format used to identify areas of strength and areas which requires improvement in students’ study habits and attitudes toward learning.

Assoc. Prof. Dr. Kamisah Arifin in the discussion forum explained that through a research plan entitled “Utilising Learning and Study Strategies Inventory (LASSI) as a Predictive Tool for Strategic Prediction of ESL/EFL Student Performance”, there are 9 components in the assessment in LASSI to identify learning problems that arise faced by students include, Self-Regulation, Study Aids, Motivation, and Time Management. Then in this research it is hoped that LASSI can be used to assess the effectiveness as a predictive tool for ESL/ EFL student performance, as well as identifying the key factors and study strategies measured that correlate most strongly with ESL/ EFL student success.

Furthermore, there are various responses from Dr. Suhandano, Dr. Sailal Arimi, Dr. Ni Gusti Ayu Roselani and other FIB lecturers regarding the use of LASSI which might be implemented in various language teaching, not only English but Indonesian, Javanese and so on.

A joint research plan between UiTM and FIB UGM through other fields of Linguistics such as Sociolinguistics and Corpus Linguistics was formulated to examine more deeply the discourses in Indonesian and Malaysian News relating to the environment and language variations. This is an example of collaboration between educational institutions to achieve the Sustainable Development Goals (SDGs) which are in accordance with the 4th pillar, namely quality education to strengthen solidarity and partnership.

For many people, student exchange is one of the most coveted things. Just like Made Widiadnyani, a student of the English Department from the class of 2020, who had the valuable opportunity to participate in a student exchange program at the Tokyo University of Foreign Studies (TUFS) while also being an awardee of the JASSO (Japan Student Service Organization) scholarship for the fall semester. During her time at TUFS, she took various courses such as Management and Culture in Japan, Introduction to American Short Story, Intercultural Communication, Thai Society, Culture, and Literature in Film, and Social Interaction in Culturally Diversifying Japan.

Being part of this program has allowed her to have new experiences and knowledge in various aspects. For instance, she observed that “on time” has become a norm and habit in Japanese society. During lectures, Made noticed that the professors always started classes on time and completed the material or discussions as scheduled. It was common to see professors in the classroom 5 – 10 minutes before the class started, ensuring that the class always began right after the bell signaling the change of class periods. Additionally, every November, the campus hosts the Gaigosai Festival. For a week, there is no lectures as students actively participates in the festival such as organizing performances, selling food from various countries, and even serving as festival committees.

Made’s experience was not only filled with pleasant moments, especially since she lived in a country where English is not the primary language spoken daily, and very few people can communicate in English. Initially, this posed a challenge for Made, who lacked proficiency in Japanese and had to handle various documents in the language. However, this did not dampen her spirits as she began to learn some Japanese vocabulary commonly used in daily activities through Google Translate and her Japanese friends.

In addition to the mentioned experiences, Made also encountered several culture shocks. One notable observation was the passengers’ preference for maintaining silence when using public transportation. Most of them chose to read books or play with their phones until arriving in their destination. Moreover, supermarkets in Japan typically implemented self-service payment systems – from scanning products to packing them into shopping bags, everything was done independently by the customers.

Made Widiadnyani’s exchange experience was not just a physical journey abroad but also a meaningful inner journey. For Made, it was not only her first international adventure but also a significant achievement accomplished independently. The importance of this experience lies not only in the destination or activities involved but in the entire process that included struggle, perseverance, and determination to achieve goals. Despite facing several failures in previous attempts to secure an exchange program opportunity, Made never gave up.

The key message from Made’s story is that failure does not always mean the end of everything. On the contrary, failure can serve as a stepping stone to success. In essence, as long as we can view failure as a learning opportunity and remain resilient, we still have the chance to achieve our dreams.