Jurnal Pendidikan Bahasa dan Sastra
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Analisis Kecemasan Siswa SMP dalam Pembelajaran Bahasa Prancis Sebagai Bahasa Asing
Full text linkMampu menguasai bahasa asing menjadi tantangan dalam pembelajaran bahasa asing tersebut. Dalam mempelajari bahasa asing tersebut, faktor kecemasan pada siswa dapat membuyarkan konsentrasi siswa dalam menguasai 4 keterampilan berbahasa (mendengar, membaca, menulis dan berbicara). Dalam artikel ini, penulis akan mengulas kecemasan dalam mempelajari bahasa asing oleh siswa SMP Plus Mutiara Harapan dan faktor kecemasan apa saja yang dialami siswa dan hal apa saja yang dapat mengurangi kecemasan siswa dalam mempelajari bahasa asing. Sampel penelitian ini adalah 23 siswa SMP yang mengambil bahasa Prancis sebagai bahasa asing. Penelitian ini menggunakan metode analisis deskriptif dengan teknik pengumpulan data berupa angket. Hasil penelitian menunjukkan bahwa siswa merasa cemas terutama dalam menghadapi kompetensi menyimak. Kecemasan tersebut dikarenakan keterbatasan siswa dalam pemahaman. Walaupun begitu siswa mengetahui cara untuk mengurangi rasa cemasnya
Code Mixing Used by English Lecturers in English Language Teaching (ELT) for Non-EFL Students
Full text linkThis research is to know the type and reasons for code-mixing used by English lecturers in teaching non-EFL students at ITB AAS Indonesia. This research uses descriptive qualitative. The analysis shows that English lecturers use code-mixing during the English teaching and learning process by inserting Indonesian words, phrases, and clauses. In their utterances, they insert words consisting of parts of speech including pronouns, verbs, adjectives, adverbs, prepositions, and conjunction. They insert phrases including noun phrases, verb phrases, adjective phrases, and adverbial phrases. They also insert clauses including an independent clause. The lecturers use bilingualism such as code-mixing by using two languages both English and Indonesian in the delivery of learning materials and instructional instructions to avoid miscommunication. Therefore, code-mixing is felt to be very necessary to bridge communication in learning between lecturers and students. Practically, the use of code-mixing serves as a way to teach English more easily. Besides, other several reasons for using code-mixing in English language teaching are clarification of ideas and opinions, giving instructions effectively, translation points and notes, socialization and communication, showing linguistics competence, changing/shifting topics, ease of expression, emphasis, and highlighting points, checking understanding, repetitive functions, and create a sense of belonging
Gangguan Berbahasa pada Anak Korea Usia 5 Tahun: Kajian Psikolinguistik
Full text linkThis study discusses the language disorders found in the video요즘 육아 금쪽같은 내새끼 (yeojeum yuka geumjjokgateun naesekki) ‘These days, my child who is like a golden child’ episode 59 in 2021 on youtube channel 채널에이방송영상 (chaenoleibangsongyongsang). The purpose of this study is to find out what language disorders exist in the subject and how to deal with them. This study uses descriptive qualitative methods to describe language disorders that occur in the subject. The data collection technique used is the simak catat technique. Technique simak catat conducted by researchers to obtain data from videos, then data related to language disorders, especially autism will be recorded for further research. The results show that in fact the speech delay experienced by Jian is part of the impact of the autism aspect on Jian. Then, detecting early age development is very important, because it can help mothers or families to find out if there are obstacles in early age development and prevent delays in handling or misdiagnosis
Implementing Remote CLIL during the Covid-19 Pandemic: A Teacher’s Voice
Full text linkDelivering content and language at the same time is believed to equip students with excellent and balanced competence. The goal of this study is to investigate and describe the implementation of CLIL (Content and Language Integrated Learning) in an English class during the COVID-19 pandemic. A qualitative case study design was employed in this research. The participant in the study is an English teacher at a private junior high school in Cimahi, West Java, Indonesia. The data was collected through observations and in-depth interviews. The findings indicate that CLIL is implemented based on the 4C’s framework (communication, content, cognition, and culture) in all stages of learning activity (pre-while-post activity). Although CLIL is theoretically mentioned to be applied flexibly, the teacher emphasized the particular pattern: communication comes first, followed by content, continued by cognition, and last is culture, with the intention of accommodating and facilitating both students’ cognitive and affective sides, as well as learning engagement and interactivity during remote learning in the pandemic era. Some challenges are also reported to emerge, but the school's support has helped this approach be executed successfully. This study implies that CLIL can provide ideal outcomes when all components of the school work together to be ready to execute it, despite the obstacles that grow in cyberspace that hamper face-to-face learning
Pengembangan Buku Pengayaan Cerita Rakyat Jepara Bermuatan Nilai Humanis bagi Peserta Didik SMP
Full text linkThis study aims to produce an enrichment book of Jepara folklore containing humanist values for junior high school students. This study uses the Research and Development (RnD) research method which is then adapted to the needs of the researcher. The researcher's needs include five stages, namely: (1) potential and problem collection, (2) data collection, (3) product design, (4) design validation, and (5) design revision. Collecting data using literature study techniques, interviews, needs questionnaires for students and educators, as well as prototype validation questionnaires. Data analysis used descriptive qualitative, namely data exposure and data conclusions. The Jepara folklore enrichment book containing humanist values got the average score from the validator, namely: (1) The content/material aspect got an average score of 83.33% with a very decent category, (2) the presentation aspect got an average score of 79 .16% so that it falls into the very feasible category, (3) the language and readability aspects get an average score of 82.25% with a decent category, and (4) the graphic aspect gets a perfect average score of 100% so that it is included in the very category. feasible. The prototype of the enrichment book was developed into three main parts, namely the introduction, the content, and the closing section. Based on the assessments carried out by two expert validators in the field of literature and the field of book writing, the Jepara folklore enrichment book containing humanist values for junior high school students is very appropriate and attracts students' interest in exploring folklore material
Potret Perempuan pada Film Cinderella (2015) dan Cinderella (2021): Sebuah Kajian Sastra Bandingan
Full text linkCinderella is a well-known literature which tells the story of a girl who suffers from living with her mother and stepsisters, then finds love and happiness by meeting the prince. This romance story filled with magic, loved by various groups, and thanks to its popularity, this story has been adapted several times for the big screen. Each story adaptation certainly has differences. This also applies to the film "Cinderella" which was released in 2015 with the latest "Cinderella" film released in 2021. The biggest difference appears in the aspect of gender, especially regarding how women are portrayed in the two films. After doing a comparison, it was found that the film “Cinderella (2021)” contains many feminist aspects that were not shown in the previous films. Among them is the main character Ella who dares to do business in a social group that looks down on women, as well as the character Gwen, a princess who replaces the prince to become the successor to the royal throne. This, of course influenced by the mindset development of society in the current modern era where gender equality is upheld
Model Make A Match Berbantu Media Kartu Q&A (Question and Answers) Terhadap Kemampuan Memahami Materi Dongeng
Full text linkThis study aims to determine the effect of the make a match model assisted by question and answers card media on the ability to understand fairy tale material in class X students of SMAN 10 Garut. The subjects of this research were students in class X-3 as the experimental class and class X-11 as the control class. Data collection techniques in this study used tests and observations. Testing the data in this study used a true experimental design with the pretest-posttest control group type. The results showed that the t test in the experimental group and the control group was tcount ttable (17.708 1.995), so that a decision could be made that H0 was rejected. This shows that there is an influence of the make a match model assisted by question and answers card media on the ability to understand fairy tale material in class X students of SMAN 10 Garut
Analisis Kesalahan Penggunaan Modalitas Epistemik dan Deontik ~Hazu Dan Beki pada Pembelajar Tingkat Menengah
Full text linkThis study aims to obtain an overview of the errors in the use of ~hazu and ~beki modalities that occur in intermediate Japanese learners. This research is motivated by the similarity of the meanings of these two modalities if they are changed into Indonesian. This is what makes it difficult for students to use these two modalities. The method used in this study is a qualitative descriptive method supported by quantitative data. The instruments used were tests and questionnaires. Then, through the results of data analysis, it is known that the ~beki modality is the modality that has more errors than the ~hazu modality. It is also known that the meaning of the ~beki modality which expresses regret is the meaning of the ~beki modality which is the most prone to errors. As for the ~hazu modality, the meaning of the ~hazu modality which states a logical conclusion is the meaning of the ~hazu modality which is the most prone to errors. Furthermore, the type of alternating form error is the most common type of error that occurs in this study. This makes there is a tendency that the mistakes that occur in this middle-level learner are errors due to the respondent's competency factor
ICATFORLEARNING as Interpreting Media:Does It Fulfill the Students' Need?
Full text linkTeaching interpreting using technology is necessitated, moreover, in this online learning era. Lecturers in interpreting classes should train their students with interpreting skills and technology to increase their proficiency level. Likewise, Introducing the students with interpreting technology is also substantial as their expertise in the language industry in the future. Thus, icatforlearning was developed as one of the media to teach interpreting. However, a myriad question about this website as teaching media still arises. This research tries to explore the students' view about icatforlearning as media in interpreting class. It will be the initial data that is beneficial to develop the website. A descriptive qualitative method in the form of a case study was applied in this study. The researchers used questionnaire and interview to collect the data. The result shows that change and development in some parts and functions in icatforlearning are required to fulfill the students' need in practicing consecutive and simultaneous interpreting
Student Assessment of Online Learning of MKWK Indonesian Language In The New Normal Era
Full text linkThe purpose of this study is to describe student assessment of the implementation of this lecture. This research is descriptive research with data collection techniques through Google Forms. The respondents were IPB Vocational School students for the 2021/2022 academic year. The number of students who filled out the questionnaire was 92. As a result, in blended learning, students preferred the offline one; the obstacles faced when online are internet connections and other supporting facilities, while offline is the distance traveled; the material that should be given offline is writing and speaking, while online is PUEBI; writing material is material that is difficult to understand both online and offline; boredom in learning caused by lecturer teaching techniques; activities that are carried out when there are obstacles and boredom vary. This research aims to find the causes of students' constraints and boredom in blended learning