12 research outputs found
TUTURAN PERTANYAAN PENGAJAR BIPA PROGRAM CRITICAL LANGUAGE SCHOLARSHIPINDONESIA TAHUN 2013
No full textABSTRAK Zamahsari, Gamal Kusuma. 2014. Tuturan Pertanyaan Pengajar BIPA Program Critical Language Scholarship Tahun 2013. Skripsi, Jurusan Pendidikan Bahasa, Sastra Indonesia, dan Daerah, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dr. Widodo HS., M.Pd., (II) Dr. Kusubakti Andajani, S.Pd., M.Pd. Kata kunci : modifikasi percakapan, tuturan pertanyaan. Modifikasi percakapan yang sering muncul adalah permintaan klarifikasi, cek konfirmasi, dan cek komprehensi. Tujuan dari penelitian ini adalah mendeskripsikan (1) permintaan klarifikasi dalam tuturan pertanyaan pengajar BIPA, (2) cek konfirmasi dalam tuturan pertanyaan pengajar BIPA, dan (3) cek komprehensi dalam tuturan pertanyaan pengajar BIPA program CLS (Critical Language Scholarship)Indonesia tahun 2013. Jenis dan rancangan penelitian ini adalah kualitatif deskriptif.Data dan sumber data berupa data verbal tuturan pertanyaan pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) yang ditranskrip. Pengumpulan data dilakukan dengan menggunakan teknik rekam dan catat. Data dianalisis dan diklasifikasikan ke dalam korpus data. Aspek nonverbal yang menyertai tuturan verbal guru yang berupa tingkah laku selama proses pembelajaran di kelas tidakdijadikan fokus penelitian. Dari hasil penelitian diketahui bahwa pengajar BIPA program CLS Indonesia tahun 2013 dalam pembelajaran di kelas menggunakan ketiga modifikasi percakapan yakni (1) permintaanklarifikasi, (2) cekkonfirmasi, (3) dan cek komprehensi melalui pertanyaannya kepada pembelajar BIPA.Oleh karena itu, terjadi interaksi yang memicu pembelajar memproduksi ujaran dan dapat meningkatkan kemampuan berkomunikasinya. Pertanyaan pengajar berbentuk, (1) pertanyaan sederhana, (2) termasuk pertayaan 5W, (3) pertanyaan yang mengulang sebagian atau seluruh tuturan pembelajar sebelumnya, (4) pertanyaan yang bersifat memeriksa, (5) pertanyaan berintonasi naik. Selain dari temuan tersebut ditemukan aspek lain dalam percakapan antara pengajar dan pembelajar, yakni (1) pengajar tidak serta merta menjelaskan kosa kata baru dengan melakukan penerjemahan langsung antara bahasa pertama dan bahasa kedua, (2) pengajar menggunakan analogi dalam menyampaikan penjelasan kosa kata baru, (3) pengajar mengulang kata yang dilatihkan. Berdasarkan hasil penelitian ini dapat disarankan khususnya kepada pengajar BIPA dan calon pengajar BIPA. Pertama, pengajar sebagai mediator, evaluator, danpelaksana kegiatanpembelajaran harus lebih memperhatikan modifikasi percakapan yang meliputi, (1) permintaan klarifikasi, (2) cekkonfirmasi, dan (3) cek komprehensi ketika mengajukan pertanyaan.Selain dari tiga bentuk modifikasi tersebut harus diperhatikan pula, (1) pengajartidak serta merta menjelaskankosa kata baru dengan melakukan penerjemahan langsung antara bahasa pertama dan bahasa kedua, (2) pengajar menggunakanan analogi dalam menyampaikan penjelasan kosa kata baru, dan (3) pengajar mengulang kata yang dilatihkan. Kedua, bagi calon pengajar BIPA hasil penelitian ini dapat digunakan sebagai informasi tertulis tentang bentuk tuturan pengajar BIPA sebagai upaya untuk mempersiapkan diri menjadi pengajar BIPA khususnya level pemula
Zamahsari, Gamal Kusuma. 2017. Scaffolding Implementation in BIPA Learning in Beginner Class. Thesis. Educational Bahasa Indonesia Department, Post Graduate of State University of Malang. Advisers: (I) Prof. Dr. H. Ah Rofiuddin, M.Pd., (II) Dr. Widodo HS,
No full textABSTRAK Kata kunci: scaffolding, teacher, and learning BIPAThis research is intended to reveal two things namely the variety and function of scaffolding in learning BIPA in beginner class. The approach used is qualitative approach. The research type of this class research is descriptive research with literature study design and document. Data source in this research is BIPA learning in beginner class. This research data in the form of scaffolding in BIPA learning in beginner class. The learning process of BIPA in the beginner class is recorded using the ASUS Zenfone 4 mobile phone. Then the selected scaffolding data is analyzed using Miles and Huberman interactive modeling technique.The results of this study indicate that BIPA teachers in Critical Language Scholarship beginner classes use several scaffolding types including (1) modeling, (2) connecting, (3) schemata development, (4) development of metacognition, (5) contextualization, (6) Illustration, (7) demonstration, and (8) correction. Meanwhile, the scaffolding functions that appear in the BIPA learning interaction in the beginner class include (1) demonstrating, (2) focusing, (3) providing information, (4) guiding, (5) explaining, and (6) directing. These functions relate to the range of scaffolding seen in BIPA learning. (C) the function of providing information relating to the shape of development of the schemata, (d) the guiding function associated with the form of metacognition development, (e) the explanatory function relating to the form Contextualization, illustration, and demonstration, and (f) the directional function is related to the form of correction.Based on the result of this research, it can be concluded that the variation of the emergence of various scaffolding that appear in BIPA learning is influenced by several factors such as (a) the topic of learning, (b) the level of learner's skill, (c) the language and cultural background of the learners, and (d) the learner's ability And teachers. This means it is possible to appear other forms in the BIPA learning background in different classes. The presence of scaffolding is needed by BIPA teachers to help understanding BIPA students in obtaining Indonesian language well and correctly. Suggestions related to the development of theoretical knowledge and practical application of science. For prospective teachers BIPA suggested to realize the role of scaffolding in learning because learning BIPA has special characteristics and different from Indonesian language learning for Indonesian people. BIPA teacher candidates are expected to be able to convey the concept of Indonesian language, the structure of Indonesian sentences, kelogisan in Indonesian language, and acceptance in Indonesian language to BIPA students. This means that BIPA teachers have the task of making BIPA students able to speak Indonesian well and correctly. For the next researcher is suggested to be able to further develop the scope of research target on BIPA learning study. The study was conducted on beginner classes and for American learners. The researcher can then conduct further research on different levels of proficiency or in terms of the origin of different learning countries. In addition, the findings of this study are expected to be an alternative development of learning BIPA
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Get PDFExploring trends and challenge on second language learning using bibliometric analysis
Get PDFSecond language learning is becoming a research trend. Unfortunately, there was a lack of research that sketched this field. In filling this gap, this study aims to map the research trends in second language learning in Scopus. This study was conducted by bibliometric analysis involving research articles on second language learning in 2013-2022. The data were collected from Scopus. The data were analyzed using the VOSviewer application to visualize research trends. The current study found that research clusters focused on students (motivation and emotions), second language learning, and linguistics elements (word, lexicon, and speech). Research focuses on school-based second language learning. Over the past decade, second language learning has combined education, psychology, neurology, and technology. From 2017, second language learning publications rose considerably. The United States has published the most second-language acquisition articles over the past decade. The United Kingdom is the second country with the most publications. Five of the ten top countries originate from the Europe, two from North America, and the remaining two from China and Hong Kong. The results benefit teachers in teaching, students in the learning process, and researchers in investigating second language learning
Implementasi Scaffolding dalam Pembelajaran BIPA di Kelas Pemula
No full textAbstract: This article aims to describe the forms and functions of scaffolding in BIPA learning interactions at the beginner class. The method used is qualitative. The results of this study indicate that teachers in the learning interaction use some variation forms and functions of scaffolding. The visible forms are modeling, bridging, schema building, metacognition development, contextualisation, ilustration, exhibition, and correction. The visible functions are demonstration, recruitment, giving information, direction, explanatory, and direction maintenance. BIPA instructors use these forms and functions to help understand learning material to learners.
Abstrak: Artikel ini bertujuan mendeskripsikan bentuk dan fungsi scaffolding dalam pembelajaran BIPA di kelas pemula. Metode yang digunakan adalah kualitatif dengan teknik rekam catat. Hasil penelitian ini menunjukkan bahwa pengajar BIPA menggunakan beberapa bentuk dan fungsi scaffolding yang bervariasi. Bentuk yang muncul, yaitu pemodelan, penghubung, pembangunan skemata, pengembangan metakognisi, kontekstualisasi, ilustrasi, peragaan, dan koreksi, sedangkan fungsi yang muncul yaitu mendemonstrasikan, memfokuskan, memberikan informasi, membimbing, menjelaskan, dan mengarahkan. Pengajar BIPA menggunakan bentuk dan fungsi tersebut untuk membantu memahamkan materi pembelajaran kepada pemelajar
Women in Sustainable Tourism Development (Case Study at Komodo and Labuan Bajo Tourism Destination)
No full textTourism development is directed at human welfare and the integrity of nature around the destination, and a new concept in tourism development is ustainable tourism. In sustainable tourism, the role of women as tourism actors was considered because they often experienced a double burden of suffering from the roar of tourism progress in a destination. This paper aimed to map the involvement of women in sustainable tourism strategies in tourist destinations of Komodo National Park (KNP). This study uses a qualitative method. The data collection technique used in-depth interviews with women involved in tourism service businesses around KNP. This paper conducted interviews with local communities, previous research, NGOs and regional government’s data as data triangulation. The results of this study indicated that the involvement of women in tourism around KNP destinations was influenced by several factors such as patriarchal culture rooted in everyday life, stereotypes about women's abilities, and low self-esteem that came from women. On the other hand, the government's program for women's empowerment had not found the right formulation. The involvement of women around KNP as tourism drivers must also be a joint concern of the local community, NGOs, and local governments
RAGAM PERTANYAAN DAN TEKNIK BERTANYA PENGAJAR BIPA DALAM INTERAKSI PEMBELAJARAN DI KELAS
Get PDFPenelitian ini bertujuan mendeskripsikan ragam pertanyaan dan teknik bertanya pengajar BIPA dalam pembelajaran di kelas. Pendekatan dan desain penelitian ini adalah kualitatif. Hasil penelitian menunjukkan bahwa pengajar BIPA cenderung menuturkan ragam pertanyaan yang berupa pertanyaan referensial, pertanyaan pancingan, pertanyaan klarifikasi, pertanyaan konfirmasi, dan pertanyaan pemahaman. Aspek-aspek teknik bertanya yang baik dalam pembelajaran yaitu menjaga pemelajar tetap fokus pada proses tanya jawab, menyusun pertanyaan dengan sangat baik, menyediakan waktu tunggu, memberikan umpan balik yang positif, dan memeriksa jawaban untuk diperbaiki telah dilakukan oleh pengajar
