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All Journal Vision: Journal for Language and Foreign Language Learning Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Wini Tarmini
Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media

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Simbol Religius dalam Lirik “Fragmen Perahu” Panji Sakti Sebagai Bahan Ajar Apresiasi Sastra di SMA (Kajian Hermeneutika Paul Ricoeur) Gina Ristiana; Ade Hikmat; Wini Tarmini
DISASTRA: PENDIDIKAN BAHASA DAN SASTRA INDONESIA Vol 8, No 2 (2026): JULI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/disastra.v8i2.8606

Abstract

Penelitian mengkaji makna yang terkandung dalam lirik musikalisasi puisi Fragmen Perahu dengan fokus pada simbol-simbol religius menurut Paul Ricoeur, yang terbagi dalam tiga dimensi: cosmic, psychic, dan poetic. Penulis menggunakan pendekatan kualitatif deskriptif dengan metode hermeneutika Paul Ricoeur untuk menganalisis teks. Sumber data penelitian ini adalah lirik puisi Fragmen Perahu karya Panji Sakti, yang sarat dengan simbol religius. Dalam menganalisis data, penulis mengadopsi metode tiga tahapan interpretasi Ricoeur, yakni semantik, reflektif, dan eksistensial. Temuan penelitian ini menunjukkan bahwa setiap simbol religius dalam teks tersebut, baik yang bersifat cosmic, psychic, maupun poetic, memiliki makna yang menggambarkan hubungan manusia dengan Tuhan serta menggambarkan kondisi batin manusia yang penuh kegelisahan, harapan, dan pencarian makna hidup. Penelitian ini menyimpulkan bahwa pemahaman simbol-simbol religius ini dapat memperdalam pemahaman dan karater siswa yang bernilai religius dan eksistensial dalam puisi, sehingga dapat dijadikan bahan ajar dalam pembelajaran apresiasi sastra di tingkat SMA.
EFL Teachers’ Pedagogical Approaches to Fostering the Transition toward Autonomous Reading in Indonesian Senior Secondary Schools Hamzah Puadi Ilyas; Wini Tarmini
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv15i129430

Abstract

This study explored the pedagogical approaches English as a Foreign Language (EFL) teachers use to support students' transition toward autonomous reading in senior secondary schools in Jakarta, Indonesia. Thirteen EFL teachers, consisting of eight females and five males aged twenty-nine to forty-eight, participated in this qualitative multiple case study. Data were collected through semi-structured interviews and document analysis of lesson plans, reading tasks, and reflective journals. The data were analyzed manually using thematic analysis to identify recurring patterns and meanings. Four major approaches emerged: gradual scaffolding from guided to independent reading; strategic instruction to develop metacognition; motivational, supportive classroom environments; and teacher modeling combined with collaborative peer learning. The findings showed that teachers supported reading autonomy by gradually transferring responsibility to students, building awareness of reading processes, strengthening motivation and choice, and using modeling and peer interaction to prepare students for independent reading. The findings imply that teacher education, curriculum design, and classroom practice should support planned, reflective, and context-sensitive approaches that balance teacher guidance with increasing learner responsibility and promote sustained autonomous reading practices.
Co-Authors Ade Hikmat Gina Ristiana Hamzah Puadi Ilyas