Pub Date : 2022-07-31DOI: 10.31571/bahasa.v11i1.3528
R. Maulana, M. Putra
This research aimed to investigate how EFL students apply critical thinking in speaking activities and to explore the levels of critical thinking achieved by EFL students in speaking activities at e-COLINK Pontianak. The population of this research was the EFL students of advanced level 3 at e-COLINK Pontianak with a total of eight students. The samples of this research were selected using total sampling technique. The researcher applied the type of descriptive research with a qualitative approach. The techniques of data collection used in this research were observation and direct communication. For collecting the data, the researcher used the instruments such as field notes and interview. To analyze the data, the researcher used descriptive qualitative analysis, which was based on the theory from Ary, Jacobs, Sorensen, Walker (2014). As the results, the researcher revealed that the EFL students applied critical thinking in speaking activities based on the indicators of critical thinking from some authors that had been summarized into six sections. The levels of critical thinking achieved by the EFL students were level of Understand and Apply which indicated as low level, and level of Evaluate which indicated as high level.
{"title":"Efl Students' Critical Thinking in Speaking Activities","authors":"R. Maulana, M. Putra","doi":"10.31571/bahasa.v11i1.3528","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3528","url":null,"abstract":"This research aimed to investigate how EFL students apply critical thinking in speaking activities and to explore the levels of critical thinking achieved by EFL students in speaking activities at e-COLINK Pontianak. The population of this research was the EFL students of advanced level 3 at e-COLINK Pontianak with a total of eight students. The samples of this research were selected using total sampling technique. The researcher applied the type of descriptive research with a qualitative approach. The techniques of data collection used in this research were observation and direct communication. For collecting the data, the researcher used the instruments such as field notes and interview. To analyze the data, the researcher used descriptive qualitative analysis, which was based on the theory from Ary, Jacobs, Sorensen, Walker (2014). As the results, the researcher revealed that the EFL students applied critical thinking in speaking activities based on the indicators of critical thinking from some authors that had been summarized into six sections. The levels of critical thinking achieved by the EFL students were level of Understand and Apply which indicated as low level, and level of Evaluate which indicated as high level.","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73684227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-23DOI: 10.31571/bahasa.v11i1.3753
Nida Fauziah, N. Dewi, A. Hidayati, Fuad Abdullah
Cooperative learning is a learning method in which students with different learning abilities are conditioned to work together in a group to achieve the same learning goals. Johnson, Johnson, and Smith (2013) added that in cooperative learning students can work together and maximize their learning. This study aims to explore what students' cognitive perspectives have experienced when learning English in the classroom using the cooperative learning method. The data collection technique used was semi-structured interviews conducted on three students as participants in this study. The data was processed qualitatively using thematic analysis. The findings of this study indicate positive things based on students' learning experiences using cooperative learning methods, namely, among others, students are able to find partners who can support and increase their effectiveness in learning and also the emergence of responsibility in learning achievement.
合作学习是指具有不同学习能力的学生组成一个小组，共同努力实现相同的学习目标的一种学习方法。Johnson, Johnson, and Smith(2013)补充说，在合作学习中，学生可以一起工作，最大限度地提高他们的学习效果。本研究旨在探讨学生使用合作学习方法在课堂上学习英语时所经历的认知视角。本研究采用半结构化访谈法对三名学生进行数据收集。使用专题分析对数据进行了定性处理。本研究的研究结果表明，在学生使用合作学习方法的学习经历中，学生能够找到能够支持和提高学习效率的伙伴，并且在学习成就中出现责任感。
{"title":"Discovering Students’ Cognitive Perspective on the Use of Cooperative Learning in EFL Classroom","authors":"Nida Fauziah, N. Dewi, A. Hidayati, Fuad Abdullah","doi":"10.31571/bahasa.v11i1.3753","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3753","url":null,"abstract":"Cooperative learning is a learning method in which students with different learning abilities are conditioned to work together in a group to achieve the same learning goals. Johnson, Johnson, and Smith (2013) added that in cooperative learning students can work together and maximize their learning. This study aims to explore what students' cognitive perspectives have experienced when learning English in the classroom using the cooperative learning method. The data collection technique used was semi-structured interviews conducted on three students as participants in this study. The data was processed qualitatively using thematic analysis. The findings of this study indicate positive things based on students' learning experiences using cooperative learning methods, namely, among others, students are able to find partners who can support and increase their effectiveness in learning and also the emergence of responsibility in learning achievement.","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72714946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-11DOI: 10.31571/bahasa.v11i1.3456
Eti Sunarsih, Zulfahita Zulfahita
Penelitian ini dilatarbelakangi oleh penggunaan gaya bahasa yang tergolong figuratif dalam pantun melayu redaksi balai pustaka. Penggunaan gaya bahasa perbandingan tersebut digunakan untuk menimbulkan efek keindahan. Penelitian ini bertujuan untuk pendeskripsian gaya bahasa perumpamaan, metafora, personifikasi, antithesis, dan pleonasme dalam pantun melayu redaksi balai pustaka. Penelitian ini menggunakan metode deskriptif, bentuk penelitian kualitatif dan pendekatan stilistika. Sumber data dalam penelitian ini bersumber dari buku pantun melayu redaksi balai pustaka. Berdasarkan hasil analisis maka di dapatkan data pada gaya bahasa perbandingan yang digunakan dalam pantun melayu redaksi balai pustaka terdapat 34 data. Adapun hasilnya adalah gaya bahasa perumpamaan terdapat 10 data, metafora terdapat 8 data, personifikasi terdapat 8 data, depersonifikasi terdapat 3 data, antitesis terdapat 3 data dan pleonasme terdapat 2 data.
{"title":"Gaya Bahasa Perbandingan dalam Pantun Melayu Redaksi Balai Pustaka","authors":"Eti Sunarsih, Zulfahita Zulfahita","doi":"10.31571/bahasa.v11i1.3456","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3456","url":null,"abstract":"Penelitian ini dilatarbelakangi oleh penggunaan gaya bahasa yang tergolong figuratif dalam pantun melayu redaksi balai pustaka. Penggunaan gaya bahasa perbandingan tersebut digunakan untuk menimbulkan efek keindahan. Penelitian ini bertujuan untuk pendeskripsian gaya bahasa perumpamaan, metafora, personifikasi, antithesis, dan pleonasme dalam pantun melayu redaksi balai pustaka. Penelitian ini menggunakan metode deskriptif, bentuk penelitian kualitatif dan pendekatan stilistika. Sumber data dalam penelitian ini bersumber dari buku pantun melayu redaksi balai pustaka. Berdasarkan hasil analisis maka di dapatkan data pada gaya bahasa perbandingan yang digunakan dalam pantun melayu redaksi balai pustaka terdapat 34 data. Adapun hasilnya adalah gaya bahasa perumpamaan terdapat 10 data, metafora terdapat 8 data, personifikasi terdapat 8 data, depersonifikasi terdapat 3 data, antitesis terdapat 3 data dan pleonasme terdapat 2 data.","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74372326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.31571/bahasa.v11i1.3803
Masriatus Sholikhah, Afi Ni'amah, Riris Nur Eriyanti
Incorporated with the positive and negative perceptions of Robbins' theory (2002) and the concept of students' engagement pioneered by J.A Fredericks (2004) and Gibbs (2010), this research concerned with the students' and the teachers' perceptions about the use of online learning platforms based on student engagement in speaking class and if the students can be actively involved in aspects of behavior, cognitive, and emotional during the learning process. Carried out with a descriptive qualitative approach, this research obtained the data from the first- and fourth-year student college students speaking one and speaking 3 in STKIP PGRI Jombang, UNWAHA, and IAIN Kudus. It administered questionnaires and interviews to both students and teachers. The result showed that students' behavioral engagement was eventually high. However, their cognitive and emotional engagement was not significantly positive in some aspects. Hence, it contributes to understanding the various aspects of web-based classes and the EFL student engagement in the virtual speaking class.
{"title":"\"How Do I Engage in My Class?\"; EFL Teachers' and Tertiary Students' Perceptions during Online Speaking Class","authors":"Masriatus Sholikhah, Afi Ni'amah, Riris Nur Eriyanti","doi":"10.31571/bahasa.v11i1.3803","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3803","url":null,"abstract":"Incorporated with the positive and negative perceptions of Robbins' theory (2002) and the concept of students' engagement pioneered by J.A Fredericks (2004) and Gibbs (2010), this research concerned with the students' and the teachers' perceptions about the use of online learning platforms based on student engagement in speaking class and if the students can be actively involved in aspects of behavior, cognitive, and emotional during the learning process. Carried out with a descriptive qualitative approach, this research obtained the data from the first- and fourth-year student college students speaking one and speaking 3 in STKIP PGRI Jombang, UNWAHA, and IAIN Kudus. It administered questionnaires and interviews to both students and teachers. The result showed that students' behavioral engagement was eventually high. However, their cognitive and emotional engagement was not significantly positive in some aspects. Hence, it contributes to understanding the various aspects of web-based classes and the EFL student engagement in the virtual speaking class. ","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74727425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.31571/bahasa.v11i1.3794
Putri Indah Yanti, Bambang Yulianto, S. Suhartono
Tulisan ini merupakan penelitian yang mengaji tentang kode bahasa yang dipakai oleh masyarakat pendatang dari wilayah Tapal Kuda Jawa Timur yang tinggal dan menetap di wilayah Roomo Pesisir, Gresik beserta pola bahasanya. Teknik pengumpulan data yang digunakan adalah observasi dan wawancara. Pada tahap analisis data, menggunakan teknik etnometodologi yang ada dalam Etnososiolinguistik. Penelitian ini menghasilkan tiga kode bahasa masyarakat pendatang di wilayah Roomo Pesisir, Gresik dengan rincian: 1) bahasa Indonesia; 2) bahasa Jawa (ngoko dan krama); 3) bahasa Madura (kasar), dan tujuh pola pemilihan bahasa yakni 1) Bahasa sehari-hari dalam keluarga; 2) Bahasa di sekolah/tempat kerja; 3) Bahasa dengan sesama pendatang dari daerah yang sama; 4) Bahasa pada acara (hajatan, posyandu, vaksin, pengajian, dsb.); 5) Bahasa dengan orang tua; 6) Bahasa berdasarkan etnis; 7) Bahasa berdasarkan status sosial (pendidikan/jabatan). Ketujuh pola bahasa tersebut merupakan akibat dari pergesekan penggunaan tiga bahasa dalam oleh penutur dan waktu yang sama.
{"title":"Pola Pemilihan Bahasa Kelompok Pendatang Pendalungan di Wilayah Roomo Pesisir, Gresik : Studi Etnososiolinguistik","authors":"Putri Indah Yanti, Bambang Yulianto, S. Suhartono","doi":"10.31571/bahasa.v11i1.3794","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3794","url":null,"abstract":"Tulisan ini merupakan penelitian yang mengaji tentang kode bahasa yang dipakai oleh masyarakat pendatang dari wilayah Tapal Kuda Jawa Timur yang tinggal dan menetap di wilayah Roomo Pesisir, Gresik beserta pola bahasanya. Teknik pengumpulan data yang digunakan adalah observasi dan wawancara. Pada tahap analisis data, menggunakan teknik etnometodologi yang ada dalam Etnososiolinguistik. Penelitian ini menghasilkan tiga kode bahasa masyarakat pendatang di wilayah Roomo Pesisir, Gresik dengan rincian: 1) bahasa Indonesia; 2) bahasa Jawa (ngoko dan krama); 3) bahasa Madura (kasar), dan tujuh pola pemilihan bahasa yakni 1) Bahasa sehari-hari dalam keluarga; 2) Bahasa di sekolah/tempat kerja; 3) Bahasa dengan sesama pendatang dari daerah yang sama; 4) Bahasa pada acara (hajatan, posyandu, vaksin, pengajian, dsb.); 5) Bahasa dengan orang tua; 6) Bahasa berdasarkan etnis; 7) Bahasa berdasarkan status sosial (pendidikan/jabatan). Ketujuh pola bahasa tersebut merupakan akibat dari pergesekan penggunaan tiga bahasa dalam oleh penutur dan waktu yang sama. ","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75735965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-19DOI: 10.31571/bahasa.v11i1.3942
Putri Sinta Ekklesia, M. Daud, Andini Linarsih, Marmawi Marmawi, Desni Yuniarni
Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam meningkatkan kemampuan berbicara anak usia 5-6 tahun di TK Kristen Immanuel Pontianak. Subjek penelitian yaitu guru kelas B1 dan anak kelas B1 usia 5-6 tahun. Lokasi penelitian di TK Kristen Immanuel Pontianak. Teknik pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa: 1. Peran guru sebagai pembimbing dalam meningkatkan kemampuan berbicara pada anak, sudah dilakukan guru dengan optimal yaitu membantu membimbing anak dari awal hingga akhir pembelajaran 2. Peran guru sebagai motivator dalam meningkatkan kemampuan berbicara pada anak sudah dilakukan guru dengan optimal yaitu memberikan semangat, dorongan, apresiasi dan memberikan kalimat pujian pada anak 3. Peran guru sebagai fasilitator dalam meningkatkan kemampuan berbicara pada anak sudah dilakukan guru dengan optimal yaitu memfasilitasi anak dengan media dan metode pembelajaran. Dengan demikian peran yang telah guru lakukan dan terapkan dalam meningkatkan kemampuan berbicara anak usia 5-6 tahun di TK Kristen Immanuel Pontianak sudah dilaksanakan dengan optimal sesuai dengan perannya.
{"title":"Peran Guru dalam Meningkatkan Kemampuan Berbicara Anak Usia 5-6 Tahun di TK Kristen Immanuel Kota Pontianak","authors":"Putri Sinta Ekklesia, M. Daud, Andini Linarsih, Marmawi Marmawi, Desni Yuniarni","doi":"10.31571/bahasa.v11i1.3942","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3942","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam meningkatkan kemampuan berbicara anak usia 5-6 tahun di TK Kristen Immanuel Pontianak. Subjek penelitian yaitu guru kelas B1 dan anak kelas B1 usia 5-6 tahun. Lokasi penelitian di TK Kristen Immanuel Pontianak. Teknik pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa: 1. Peran guru sebagai pembimbing dalam meningkatkan kemampuan berbicara pada anak, sudah dilakukan guru dengan optimal yaitu membantu membimbing anak dari awal hingga akhir pembelajaran 2. Peran guru sebagai motivator dalam meningkatkan kemampuan berbicara pada anak sudah dilakukan guru dengan optimal yaitu memberikan semangat, dorongan, apresiasi dan memberikan kalimat pujian pada anak 3. Peran guru sebagai fasilitator dalam meningkatkan kemampuan berbicara pada anak sudah dilakukan guru dengan optimal yaitu memfasilitasi anak dengan media dan metode pembelajaran. Dengan demikian peran yang telah guru lakukan dan terapkan dalam meningkatkan kemampuan berbicara anak usia 5-6 tahun di TK Kristen Immanuel Pontianak sudah dilaksanakan dengan optimal sesuai dengan perannya.","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87357109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-19DOI: 10.31571/bahasa.v11i1.3172
Alvina Yolanda, D. Purwaningsih
The purpose of this research is to design a learning media product in the form of a game, called the Nurse Card (KaPe). This game is designed using a Content Based Instruction (CBI) approach where KaPe integrates English material into Nursing Science learning which includes basic nursing actions and disease diagnosis. The research method used in this study is Research and Development which includes the stages of need analysis, product design, product evaluation, and product testing. The subjects in this study were class of XII students of SMK Kesehatan Cahaya Bangsa, Kubu Raya. Meanwhile, the research instrument used to collect data includes observation sheets, questionnaires, interviews, media and material validation questionnaires and student response validation questionnaires to product trials. The results found in the study were the Nurse Card game media (KaPe) which was developed with the Content Based Instruction approach was feasible and effective to be used as an English language learning medium for Nursing Vocational Schools. Some of the advantages of this product are that it provides opportunities for students to develop integrated speaking, reading, and listening skills; increase students' interest in learning English; provide opportunities for students to collaborate because they are played in groups; provide a situation or context for how the language is used in actual use and provide opportunities for students to interact authentically, making it easier for students to acquire language. However, teachers need to allocate time and ensure that the students remain in control when learning takes place through this game.
本研究的目的是设计一种游戏形式的学习媒体产品，称为护士卡(KaPe)。本游戏采用基于内容的教学(CBI)方法设计，其中KaPe将英语材料整合到护理科学学习中，包括基本护理动作和疾病诊断。本研究采用的研究方法是研究与开发，包括需求分析、产品设计、产品评估和产品测试四个阶段。本研究的对象是SMK Kesehatan Cahaya Bangsa, Kubu Raya的12班学生。同时，收集数据的研究工具包括观察表、问卷调查、访谈、媒体及材料验证问卷、产品试验学生反应验证问卷。研究结果表明，采用基于内容的教学方法开发的护士卡游戏媒体(KaPe)作为护理职业学校的英语学习媒体是可行和有效的。该产品的一些优点是，它为学生提供了发展综合说、读、听技能的机会;提高学生学习英语的兴趣;为学生提供合作的机会，因为他们是在小组中玩的;提供语言在实际使用中如何使用的情景或背景，并为学生提供真实互动的机会，使学生更容易习得语言。然而，教师需要分配时间，并确保学生在通过这个游戏进行学习时保持控制。
{"title":"Pengembangan Media Ajar Kartu Perawat dengan Pendekatan Content-Based Instruction","authors":"Alvina Yolanda, D. Purwaningsih","doi":"10.31571/bahasa.v11i1.3172","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3172","url":null,"abstract":"The purpose of this research is to design a learning media product in the form of a game, called the Nurse Card (KaPe). This game is designed using a Content Based Instruction (CBI) approach where KaPe integrates English material into Nursing Science learning which includes basic nursing actions and disease diagnosis. The research method used in this study is Research and Development which includes the stages of need analysis, product design, product evaluation, and product testing. The subjects in this study were class of XII students of SMK Kesehatan Cahaya Bangsa, Kubu Raya. Meanwhile, the research instrument used to collect data includes observation sheets, questionnaires, interviews, media and material validation questionnaires and student response validation questionnaires to product trials. The results found in the study were the Nurse Card game media (KaPe) which was developed with the Content Based Instruction approach was feasible and effective to be used as an English language learning medium for Nursing Vocational Schools. Some of the advantages of this product are that it provides opportunities for students to develop integrated speaking, reading, and listening skills; increase students' interest in learning English; provide opportunities for students to collaborate because they are played in groups; provide a situation or context for how the language is used in actual use and provide opportunities for students to interact authentically, making it easier for students to acquire language. However, teachers need to allocate time and ensure that the students remain in control when learning takes place through this game.","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78461814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-18DOI: 10.31571/bahasa.v11i1.3491
Gumono Gumono
Penelitian ini bertujuan mendeskripsikan tuturan imperatif guru sekolah dasar di Kota Bengkulu. Metode yang diterapkan dalam penelitian ini adalah deskriptif. Populasi penelitian adalah guru wali kelas VI sekolah dasar di kota Bengkulu, berjumlah 78 sekolah. Teknik sampling yang digunakan stratified random sampling. Penelitian dilaksanakan pada bulan Juni sampai dengan November 2020. Hasil penelitian menunjukkan guru Sekolah Dasar Negeri di kota Bengkulu, menggunakan tuturan pragmatik imperatif, sesuai dengan kebutuhan pembelajaran. Tuturan imperatif yang diujarkan guru meliputi imperatif perintah, suruhan, permintaan, permohonan, desakan, bujukan, imbauan, pesilaan, ajakan, mengizinkan, minta izin, larangan, harapan, ucapan selamat, umpatan, dan anjuran. Tuturan imperatif yang tidak dituturkan guru adalah “ngelulu, permohonan dan umpatan.
{"title":"Tuturan Imperatif Guru Sekolah Dasar di Kota Bengkulu","authors":"Gumono Gumono","doi":"10.31571/bahasa.v11i1.3491","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3491","url":null,"abstract":"Penelitian ini bertujuan mendeskripsikan tuturan imperatif guru sekolah dasar di Kota Bengkulu. Metode yang diterapkan dalam penelitian ini adalah deskriptif. Populasi penelitian adalah guru wali kelas VI sekolah dasar di kota Bengkulu, berjumlah 78 sekolah. Teknik sampling yang digunakan stratified random sampling. Penelitian dilaksanakan pada bulan Juni sampai dengan November 2020. Hasil penelitian menunjukkan guru Sekolah Dasar Negeri di kota Bengkulu, menggunakan tuturan pragmatik imperatif, sesuai dengan kebutuhan pembelajaran. Tuturan imperatif yang diujarkan guru meliputi imperatif perintah, suruhan, permintaan, permohonan, desakan, bujukan, imbauan, pesilaan, ajakan, mengizinkan, minta izin, larangan, harapan, ucapan selamat, umpatan, dan anjuran. Tuturan imperatif yang tidak dituturkan guru adalah “ngelulu, permohonan dan umpatan.","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87226512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-15DOI: 10.31571/bahasa.v11i1.3552
Karina Fefi Laksana Sakti
The aim of this study is: (1) to describe the application of the Chinese phonology digital module to students of the Chinese Language Education Study Program, and (2) to describe the student's response to the Chinese phonology digital module. This study used the descriptive qualitative method. The data sources used in this study were students of the Mandarin Language Education Study Program, Universitas Negeri Malang. The data from this study were obtained from observations and interviews. The results of observations from this study indicate that learning activities by applying this digital module can run smoothly and according to plan. Students are enthusiastic about participating in all learning activities. In addition, students can also understand Chinese phonological material easily. Based on the interview results, it can be seen that the Chinese phonology digital module makes it easier for students to learn Chinese phonology anywhere and anytime.
{"title":"Penerapan Modul Digital Fonologi Bahasa Mandarin pada Mahasiswa Prodi Pendidikan Bahasa Mandarin Universitas Negeri Malang","authors":"Karina Fefi Laksana Sakti","doi":"10.31571/bahasa.v11i1.3552","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3552","url":null,"abstract":"The aim of this study is: (1) to describe the application of the Chinese phonology digital module to students of the Chinese Language Education Study Program, and (2) to describe the student's response to the Chinese phonology digital module. This study used the descriptive qualitative method. The data sources used in this study were students of the Mandarin Language Education Study Program, Universitas Negeri Malang. The data from this study were obtained from observations and interviews. The results of observations from this study indicate that learning activities by applying this digital module can run smoothly and according to plan. Students are enthusiastic about participating in all learning activities. In addition, students can also understand Chinese phonological material easily. Based on the interview results, it can be seen that the Chinese phonology digital module makes it easier for students to learn Chinese phonology anywhere and anytime.","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84528484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.31571/bahasa.v11i1.3544
W. Mirna, N. .
Fokus penelitian ini ialah proses penerapan model pembelajaran Aktif, Kreatif dan Responsif dalam pembelajaran. Model pembelajaran Aktif, Kreatif dan Responsif lebih menekankan pada keaktifan, kreatifitas dan respon siswa terhadap materi pembelajaran melalui lagu yang diputar dalam pembelajaran menulis puisi. Model ini diadaptasi dari model pembelajaran Direct Intruksional (Pembelajaran langsung) yang diaplikasikan melalui penjabaran KI dan KD Kurikulum 2013. Jenis penelitian ini adalah penelitian kualitatif menggunakan pendekatan kontekstual. Hasil penelitian terdiri atas empat, yaitu (1) memaparkan adaptasi pengembangan model pembelajaran Aktif, Kreatif dan Responsif yang bersumber dari model pembelajaran langsung, (2) menjelaskan sintaks dan langkah-langkah model pembelajaran Aktif, Kreatif dan Responsif yang diadaptasi atau dikembangkan dari model pembelajaran langsung, (3) memaparkan konteks pemakaian dan sarana pendukung dalam pembelajaran menulis puisi dengan menggunakan model pembelajaran aktif, kreatif, dan responsive, dan (4) memaparkan contoh aplikasi model pembelajaran Aktif, Kreatif dan Responsif sesuai KI dan KD kurikulum 2013 mata pelajaran Bahasa Indonesia.
{"title":"Adaptasi Model Pembelajaran Aktif, Kreatif dan Responsif dalam Pembelajaran Menulis Puisi melalui Media Lagu","authors":"W. Mirna, N. .","doi":"10.31571/bahasa.v11i1.3544","DOIUrl":"https://doi.org/10.31571/bahasa.v11i1.3544","url":null,"abstract":"Fokus penelitian ini ialah proses penerapan model pembelajaran Aktif, Kreatif dan Responsif dalam pembelajaran. Model pembelajaran Aktif, Kreatif dan Responsif lebih menekankan pada keaktifan, kreatifitas dan respon siswa terhadap materi pembelajaran melalui lagu yang diputar dalam pembelajaran menulis puisi. Model ini diadaptasi dari model pembelajaran Direct Intruksional (Pembelajaran langsung) yang diaplikasikan melalui penjabaran KI dan KD Kurikulum 2013. Jenis penelitian ini adalah penelitian kualitatif menggunakan pendekatan kontekstual. Hasil penelitian terdiri atas empat, yaitu (1) memaparkan adaptasi pengembangan model pembelajaran Aktif, Kreatif dan Responsif yang bersumber dari model pembelajaran langsung, (2) menjelaskan sintaks dan langkah-langkah model pembelajaran Aktif, Kreatif dan Responsif yang diadaptasi atau dikembangkan dari model pembelajaran langsung, (3) memaparkan konteks pemakaian dan sarana pendukung dalam pembelajaran menulis puisi dengan menggunakan model pembelajaran aktif, kreatif, dan responsive, dan (4) memaparkan contoh aplikasi model pembelajaran Aktif, Kreatif dan Responsif sesuai KI dan KD kurikulum 2013 mata pelajaran Bahasa Indonesia.","PeriodicalId":30889,"journal":{"name":"Chie Jurnal Pendidikan Bahasa Jepang","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86519982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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