Jurnal Pendidikan Bahasa dan Sastra
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TRANSFORMASI SEMATAN KLAUSA RELATIF PADA TEKS TERJEMAHAN ALQURAN YANG MENGANDUNG ETIKA BERBAHASA
Full text linkPenelitian ini bertujuan untuk (1) mengidentifikasi transformasi sematan klausa relatif, (2) menjelaskan proses terjadinya transformasi sematan, dan (3) menjelaskan kaidah transformasi yang terdapat pada teks terjemahan Alquran yang mengandung etika berbahasa. Pengumpulan data dilakukan dengan teknik dokumentasi, simak, dan catat. Data dalam penelitian ini berupa kalimat-kalimat yang terdapat pada terjemahan ayat-ayat Alquran yang mengandung transformasi sematan. Sumber datanya adalah teks terjemahan Alquran yang mengandung etika berbahasa. Analisis data dalam penelitian ini menggunakan metode padan ekstralingual dan padan intralingual. Pengujian keabsahan data menggunakan teknik triangulasi sumber data. Hasil penelitian menunjukkan (1) terdapat 41 kalimat transformasi sematan klausa relatif yang terdapat pada teks terjemahan Alquran yang mengandung etika berbahasa, (2) proses transformasi sematan pada teks terjemahan Alquran yang mengandung etika berbahasa, (3) kaidah transformasi berdasarkan jenis kalimat terbagi menjadi dua, yaitu kalimat kompleks dan kalimat sederhana. Kalimat sederhana hanya terdiri atas satu proses transformasi saja dan dalam penelitian ini terdapat sepuluh. This research aims to (1) identify kinds of relative embedded clauses transformation; (2) describe the transformation process, and (3) describe the transformation principles of the Holy Quran translation that contains language ethics. The data collection techniques for the study involved documents mining, observation and recording. The data were in the form of translated sentences of the Quran that contained embedded transformation. The data source was translated text of the Quran that reflected language ethics. Data analysis of this study involved intralingual and extralingual methods. Data triangulation was also employed to cross-check the reliability of the data. The results of the analysis indicate that (1) there are forty-one sentences of relative embedded clauses transformation in the translated text of the Holy Quran that contains language ethics, (2) embedded transformation process in the translation of the Quran contains language ethics, and (3) the transformation principles based on sentence types are of two types: complex and compound sentences. A compound sentence only involved one transformation process, and there are ten such sentences revealed in the present study.
MATERI IMBUHAN BAHASA INDONESIA DALAM BPPB PADA TINGKAT KETERAMPILAN BERBAHASA MAHASISWA ASING
Full text linkSalah satu materi pengetahuan bahasa yang diberikan pada BIPA adalah imbuhan. Badan Pengembangan dan Pembinaan Bahasa (BPPB), Kemdikbud sudah merumuskan imbuhan untuk setiap peringkat berdasarkan CEFR. Tujuan penulisan ini adalah mengkaji materi imbuhan yang dirumuskan BPPB. Metode yang digunakan deskriptif analitis. Objeknya silabus dan materi ajar yang dirumuskan BPPB. Temuannya adalah 1) pada level A1 diajarkan imbuhan ber-, namun kosakata berimbuhan meN-, meN-kan, meN-i, di-, di-kan, di-i, peN-, -an, ke-an, per-an, peN-an, ter-, banyak digunakan;2) pada level A2 tidak ada imbuhan yang diajarkan; 3) pada level B1 kembali diajarkan imbuhan ber- yangdisejalankan dengan imbuhan meN-, pembentuk kata kerja pasif ter-, dan imbuhan ke-an; 4) pada level B2 diajarkan imbuhan meN-,ber- (terkait dengan kalimat aktif-pasif), ter- (pembentuk kata kerja pasif), dan ke-an; 5)pada level C1 tidak ada imbuhan yang diajarkan; 6) pada level C2 diajarkan imbuhan meN- dan –i;7) imbuhan meNper, meNper-an, meNper-i, berpeN-kan, berke-an, ber-an, kepeN-an tidak diajarkan pada semua level,tetapi kosakata turunan dari imbuhan ini banyak digunakan. Kesimpulannya adalah adanya imbuhan yang tidak diberikan dan ada level yang tidak ada materi imbuhan.Kata kunci: keterampilan berbahasa; imbuhan; BIPAOne of the content materials in BIPA (Teaching Indonesian for Non-natives) is affixes. Ministry of Education and Culture’s Language Development and Fostering Agency (BPPB) formulates affixes for each level based on CEFR. This paper aims at exploring affixes formulated by BPPB. Analytical descriptive method was adopted in the study, in which the syllabus and content materials formulated by BPPB were the data sources. The findings show that 1) Affix ber- was discussed in level A1; however, words using affix meN-, meN-kan, meN-i, di-, di-kan, di-i, peN-, -an, ke-an, per-an, peN-an, ter- were often used; 2) No affixes was taught in level A2; 3) in level B1, affix ber- was re-learned in line with affix meN-,passive verb maker ter-, and affix ke-an; 4) affixes meN-,ber- (passive-active voice), ter- (passive verb maker), andke-an were taught in level B2; 5) in level C1,there was no affixes taught; 6) affixes meN- and –i were learned in level C2;7) affixes meNper, meNper-an, meNper-i, berpeN-kan, berke-an, ber-an, kepeN-an were not discussed in any levels; nonetheless, derived words from these affixes were frequently used. In conclusion, not all affixes were discussed, and not all levels provided affixes as content materials.Keywords: language skill; affixes; teaching indonesian for non-native
DINAMIKA IDEOLOGI KARMAN DALAM NOVEL KUBAH KARYA AHMAD TOHARI BERDASARKAN PERSPEKTIF SOSIOLOGI SASTRA MARXISME
Full text linkThis study aims to analyze the dynamics of ideology that occurred on the main character named Karman in a novel ‘Kubah’ by Ahmad Tohari. The analysis uses Marx's literary sociology theory which focuses on the grouping of society classes based on their infrastructure and superstructure in literary works. The exposure analysis includes; (1) discussion of ideological conceptualization, (2) discussion of Marx's sociology of novel ‘Kubah’ paradigm of social class structure relation in society which include: (a) the analysis of the social class structure of literature, i.e. identification of social background into the context of the occurrence, identification of social classes, the analysis of social activities that occur among social classes represented in interrelated relations, and (b) the literary social class structure relation with the social class structure of society. Based on the analysis, we would discover the form, cause, and impact of Karman's ideological dynamics on Pegaten society
ANALYSIS OF GRAMMATICAL INTERFERENCES IN THE ORAL COMMUNICATION PRESENTED BY PIBBI PARTICIPANTS
Full text linkThis present study aims to analyse and describe features of L1 interference in oral communication by PIBBI Participants of Level 5 who enrolled in an intensive language program at LTC, SWCU. The data were collected by giving oral tasks when describing something, giving opinion and explaining how things work. A stimulated recall interview proposed by Dornyei (2007) was used to explore the findings in detail. The analysis presents the type of grammatical interferences, the frequency of occurrence of each interference type and their detailed description. Analysis of data revealed that students in high level still experience grammatical interferences in producing Indonesian speech. It is hoped that this study will give a better suggestion for the advanced foreign language learners and provide information for teachers on common interferences in language learning which can be used as a reference in developing the teaching materials.
NATIVE VERSUS NON-NATIVE ENGLISH SPEAKING TEACHERS: AN INSIGHT INTO INDONESIAN STUDENTS’ VOICES
Full text linkSeveral issues exist in determining the best English teacher for EFL students. Both native and non-native speaker teachers can succeed as English teachers. But there are always some pros and cons for both sides. This present paper intends to investigate the perspective or perception of college students towards their native English speaking teachers (NESTs) and non-native English speaking teachers (Non-NESTs) in teaching EFL. This research is a quantitative study with survey design. In gaining the data, twenty-five respondents of the 4th grade undergraduate students of the English Department in Cimahi were asked to respond the itemized statements on the questionnaire which used Likert-scales. The questionnaire itself was adopted and developed from the previous researcher with the similar problem background which was conducted in 2011. This study revealed that students have positive perceptions toward NEST and Non-NEST, although, in some circumstances, the students face several problems in the learning process. Thus, for both NEST and Non-NEST are required to handle the problems encountered by the students.
SUBJEK PERANAKAN TIONGHOA YANG AMBIGU DALAM DRAMA KARINA-ADINDA (1913) KARYA LAUW GIOK LAN
Full text linkKarina-Adinda (1913) karya Lauw Giok Lan menampilkan pembelaan pada wacana kolonial dan sekaligus membela pribumi atau tradisi lokal. Hal ini menunjukkan bahwa ada sikap yang ambigu peranakan Tionghoa dalam merespon wacana kolonial, lokalitas dan meneguhkan identitas ketionghoannya. Dari hal itu, masalah utama adalah respon subjek dalam menghadapi wacana kolonial melalui strategi ambiguitas. Konsep atau teori dan metode penelitian yang digunakan adalah pascakolonial. Hasil yang diperoleh adalah gagasan ambiguitas digunakan sebagai strategi perlawanan pada wacana kolonial dan sekaligus meneguhkan identitas ketionghoaan yang kembali pada tradisi. Selain itu, strategi itu juga mengembangkan gagasan nasionalisme kebangsaan yang didasarkan atas gagasan nasionalisme budaya, yakni bangsa dan kebudayaan Timur.Kata kunci: peranakan Tionghoa; ambiguitas; identitasKarina-Adinda (1913) by Lauw Giok Lan presents discourses in favour of colonialism but at the same time also indicates support of local people and traditions. This illustrates the Chinese descent’s ambiguity in responding to discourses surrounding colonialism, locality and their Chinese identity. The main issue appears to lie in the subject’s response towards colonial discourses by displaying ambiguity strategy. In revealing this ambiguity, postcolonial theory and method have been employed in this research. The analysis revealed that ambiguity strategy was in fact used as a way of resisting towards colonial hegemony and empowering Chinese identity that is based on tradition. Additionally, the strategy developed culture-based nationalism that centres on the ideas of nationhood and the Eastern cultures.Keywords: Chinese-Indonesian; ambiguity; identit
KEARIFAN LOKAL DALAM TOPONIMI DI KABUPATEN PANDEGLANG PROVINSI BANTEN: SEBUAH PENELITIAN ANTROPOLINGUISTIK
Full text linkBahasa dan budaya merupakan dua sisi mata uang yang berbeda, tetapi tidak dapat dipisahkan, karena bahasa merupakan cermin budaya dan identitas diri penuturnya. Toponim dapat digunakan untuk mempelajari aspek budaya setempat sehingga sangat diperlukan untuk melestarikan warisan budaya bangsa. Bahasa yang digunakan dalam penamaan geografis menunjukkan kekayaan budaya suatu bangsa. Penelitian ini bertujuan untuk mendeskripsikan toponimi di Kabupaten Pandeglang yang menggunakan mofem Ci- (Bahasa Sunda), lema kadu (Bahasa Sunda), dan lema pasir (Bahasa Sunda). Penelitian ini menggunakan metode deskriptif analitis. Data yang digunakan dalam tulisan ini berasal dari sumber data tertulis dan sumber data lisan. Berdasarkan hasil penelitian ditemukan toponim di Kabupaten Pandeglang yaitu: 1) menggunakan morfem ci- (BI: air); menggunakan lema kadu (BI: buah durian); dan menggunakan lema pasir (BI: bukit); dan 2) faktor penamaan tersebut berkaitan dengan kondisi geografis dan sosial budaya masyarakat setempat. Language and culture are two sides of a coin; they are inseparable because language is a reflection of the culture and identity of its speaker. Toponyms can be used to study various aspects of the local culture and can help to preserve the nation's cultural heritage. The language used in geographical naming shows the cultural richness of a nation. This study aims to describe the toponymy existing in Pandeglang District, focusing on the morpheme Ci- (Sundanese), kadu entry (Sundanese), and hill entry (Sundanese). This research uses analytical descriptive method. The data used in this paper comes from written as well as oral data sources. The findings revealed that the dominant toponyms in Pandeglang District are as follows: 1) using the morpheme ci- (BI: air); using the entry kadu (BI: durian); and using the entry hill (BI: bukit); 2) the naming factor is related to the geographical and sociocultural conditions of the local community.
METODE TOTAL PHYSICAL RESPONSE (TPR) PADA PENGAJARAN BAHASA INGGRIS SISWA TAMAN KANAK-KANAK
Full text linkMetode TPR adalah salah satu metode untuk pengajaran bahasa pada anak usia dini karena penerapannya berhubungan antara koordinasi perintah, ucapan dan gerak sehingga seorang anak lebih mudah untuk menguasai suatu bahasa dalam pembelajarannya. Tujuan penelitian ini adalah untuk menganalisis bagaimana guru TK Aisyiyah 5 Tanggulangin mengajarkan bahasa Inggris dengan metode TPR pada siswanya. Metode penelitian ini menggunakan desain kualitatif deskriptif. Non partisipan observasi dan wawancara dilakukan sebagai teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa dari tiga belas aspek metode TPR ditemukan bahwa guru lebih sering mengimplementasikan TPR pada natural conditions baik di dalam maupun di luar jam pelajaran. Pada penerapan metode TPR diketahui juga ternyata siswa tidak hanya merespon dengan gerakan fisik atau non verbal saja tapi juga dengan respon ucapan atau verbal. Data wawancara menunjukkan bahwa guru lebih kreatif menggunakan metode TPR dengan tidak terpaku pada satu materi yang diberikan pada jam pelajaran bahasa Inggris namun juga dalam berinteraksi dan berkomunikasi di luar kelas. Dengan metode TPR yang diaplikasikan pada kegiatan sehari-hari oleh guru di lingkungan sekolah dapat membuat siswa lebih mudah memahami bahasa Inggris.Total physical response (TPR) method is one of the methods for language teaching in early childhood because its application is related to coordination of command, speech and action. So, children are easier to master a language in their learning. The purpose of this research is to analyze how teachers at TK Aisyiyah 5 Tanggulangin teaches English by using TPR method to their students. This research method use qualitative descriptive design. Non-participant observation and interviews are conducted as the data collection techniques. The results of this research indicate that from the thirteen aspects of the TPR method the teachers are more likely to implement TPR in natural conditions both inside and outside of the classroom. In the application of TPR method is also known that students not only respond with physical movement or non verbal language but also with utterance or verbal response. Interview data shows that teachers are more creative using the TPR method by not fixating on one material given during English language lesson but also in interacting and communicating outside the classroom. By using TPR method which applied in daily activities by teachers in the school environment can make students more easily understand the English.
PENGEMBANGAN BUKU TEKS PEMBELAJARAN MENULIS TEKS NONSASTRA BERBASIS PENDEKATAN PROSES
Full text linkThis research aimed to: (1) develop nonfiction texts of writing learning textbook based on process approach for the eleventh grade of senior high school; (2) find out the quality of nonfiction texts of writing learning textbook based on process approach that has been developed; and (3) find out the effectiveness of nonfiction texts writing learning textbook based on process approach for the eleventh grade of senior high school. This research is research and development that refers to research and development model of Borg Gall. The development design included: (1) information collecting; (2) product development; (3) product testing; and (4) product revisions. Before the tryout, the textbook were validated by material and graphic experts, and practitioners. The data were collected using an interview guide, questionnaires, observation sheets, and test. The interview data in the infomation collecting stage and observation data in the implementation of the product were analyzed using the qualitative descriptive technique. The questionnaires data were analyzed using five scale score conversion. The t-test with a significance level of 0.05 was used to find out the effectiveness of the textbook. The research finding revealed that the textbook which had been developed considered good with the percentage of quality 83.34% based on the questionnaire results analysis by the material and graphic experts, practitioner’s opinion, and student’s responses to the developed textbook. Thus, it can be concluded that the nonfiction texts writing learning textbook based on process approach for the eleventh grade of senior high school was effectively used in nonfiction texts writing instruction
NILAI PENDIDIKAN KARAKTER PADA CERPEN WASKAT KARYA WISRAN HADI
Full text linkAbstractThis research aims to describe the values of educational character in Waskat short story by Wisran Hadi. This research used descriptive method. The source of the data is the short story “Waskat” written by Wisran Hadi. The data were collected through reading and understanding of the short story carefully and recording educational character values found in the short story. Data analyses were done using Miles and Huberman’s model (1992), namely: (1) identifying the short story Waskat as the object of the research, (2) reducing the data, (3) presenting the data, (4) interpreting the data obtained by theory, and (5) making conclusion. The results show that Waskat short story contains character education values, such as: (1) religiosity, (2) honesty, (3) tolerance, (4) discipline, (5) rigor, (6) independence, (7) communicativeness, (8) love of peace, and the value of (9) social care. In addition, this short story also contains sense of humor which entertains the reader