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All Journal Jurnal Penyuluhan Dialektika Litera Journal of Education and Learning (EduLearn) Language Circle : Journal of Language and Literature BAHASA DAN SASTRA Jurnal Teknologi Informasi dan Ilmu Komputer Journal of Family Science Agrokreatif Jurnal Ilmiah Pengabdian kepada Masyarakat Jurnal Gramatika OKARA: Jurnal Bahasa dan Sastra Indonesian Language Education and Literature Jurnal Ilmu Keluarga dan Konsumen Ranah: Jurnal Kajian Bahasa PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni International Conference on Languages and Arts SALINGKA Jurnal Salaka : Jurnal Bahasa, Sastra, dan Budaya Indonesia Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Journal of Artificial Intelligence and Digital Business Paradoks : Jurnal Ilmu Ekonomi JURNAL SALAKA Policy Brief Pertanian, Kelautan, dan Biosains Tropika Jurnal Pendidikan Progresif Majalah Ilmiah Bahasa dan Sastra
Defina
Department Of Family And Consumer Sciences, Faculty Of Human Ecology, IPB University, Bogor, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Nursing Public Health Social Sciences Other

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MOTIVATION IN LEARNING INDONESIAN AS A FOREIGN LANGUAGE FOR KOREAN STUDENTS Defina, Defina; Sundari, Hanna
Language Circle: Journal of Language and Literature Vol 10, No 2 (2016): April 2016
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Indonesia is now promoting the internationalization of Indonesian through Indonesian Language Program for Foreign Speakers (BIPA). Nowadays, many courses and university institutes both domestically and abroad open Indonesian program. It is actually caused by the increasing rate of Indonesian learners and one of them is people from South Korean. In this connection, the purpose of this paper is to identify the motivation they follow BIPA program. The method used was a survey with data collection through a questionnaire by adapting Attitude Motivation Test Battery (AMTB). Research conducted at the Language Center Foundation Hana (Hana Language Center), Jakarta. The respondents were 7 people. The theory used is the theory of integrative orientation and instrumental orientation proposed by Gardner. As a result, all learners‘ integrative orientations are wanted to communicate with the people of Indonesia, while the instrumental orientation is they all learn Indonesian as assigned in Indonesia. In conclusion, the orientations of integrative and instrumental orientation are in them all.
MATERI IMBUHAN BAHASA INDONESIA DALAM BPPB PADA TINGKAT KETERAMPILAN BERBAHASA MAHASISWA ASING Defina, Defina
Jurnal Pendidikan Bahasa dan Sastra Vol 17, No 2 (2017): OKTOBER 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v17i2.9656

Abstract

Salah 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-natives
MEMBANGUN PENDIDIKAN KARAKTER MELALUI PENDIDIKAN BAHASA DI KELUARGA Defina, Defina
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA 2017: SEMINAR NASIONAL PENDIDIKAN 25 NOVEMBER 2017
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA

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Abstract

The general purpose of this paper was to describe the character education in families through language. The specific purposes were 1) the definition of character; 2) the definition of education; 3) character education; 4) family definition; 5) how to instill character education through language education in the family. Character is a collection of good behavior of a human. Child education in the family is done through parenting by the parents. The education of characters in the family through the language can be done with the selection of diction in communication. The elderly can choose the right diction in accordance with the purpose of communication. Dies selected by parents will vary according to emotion. The use of language is started from early childhood until he becomes an adult.
MOTIVATION IN LEARNING INDONESIAN AS A FOREIGN LANGUAGE FOR KOREAN STUDENTS Defina, Defina; Sundari, Hanna
Language Circle: Journal of Language and Literature Vol 10, No 2 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v10i2.5620

Abstract

Indonesia is now promoting the internationalization of Indonesian through Indonesian Language Program for Foreign Speakers (BIPA). Nowadays, many courses and university institutes both domestically and abroad open Indonesian program. It is actually caused by the increasing rate of Indonesian learners and one of them is people from South Korean. In this connection, the purpose of this paper is to identify the motivation they follow BIPA program. The method used was a survey with data collection through a questionnaire by adapting Attitude Motivation Test Battery (AMTB). Research conducted at the Language Center Foundation Hana (Hana Language Center), Jakarta. The respondents were 7 people. The theory used is the theory of integrative orientation and instrumental orientation proposed by Gardner. As a result, all learners‘ integrative orientations are wanted to communicate with the people of Indonesia, while the instrumental orientation is they all learn Indonesian as assigned in Indonesia. In conclusion, the orientations of integrative and instrumental orientation are in them all.
Needs analysis on Indonesian language learning materials about agriculture for foreign speakers Defina Usmansyah; Yumna Rasyid; Sakura Ridwan
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (184.288 KB) | DOI: 10.11591/edulearn.v13i1.7408

Abstract

The aim of this research was to analyze the needs on integrative content-based Indonesian language learning materials about agriculture for foreign speakers A2 level. Research and development design was used employing the Dick and Carey’s model combined with Borg and Gall’s model, as well as the model of learning materials development proposed by Tomlinson, Brown, and Jolly and Bolitho. This research was conducted at Indonesian for foreign speakers, Bogor Agricultural University program  (BIPA IPB) on academic year 2015-2017. The procedure comprised: pre-study, students’ and teachers’ needs analysis on teaching materials at BIPA IPB. The findings indicated that the teaching materials about agriculture are not available yet at IPB. Besides, the needs on integrative content-based Indonesian language learning materials about agriculture for students at A2 level and the teachers were indicated high.
Sosialisasi dan Partisipasi Masyarakat dalam Program Pemberdayaan Masyarakat Kelurahan (PPMK) di Kelurahan Klender Defina Defina
Jurnal Penyuluhan Vol. 8 No. 2 (2012): Jurnal Penyuluhan
Publisher : Department of Communication and Community Development Sciences and PAPPI (Perhimpunan Ahli Penyuluh Pertanian Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (228.757 KB) | DOI: 10.25015/penyuluhan.v8i2.9884

Abstract

Village community empowerment program (PPMK) aims to overcome poverty. Socialization of the programs to the community is one of the factors that can determine the participation of the community. Obtaining a description of socialization and community involvement is the purpose of this paper. The description of community participation in PPMK that was presented by Adi was analyzed with the definition of participation (community involvement in problem identification, decision-making process to solve problem, implementation of the result and evaluation on a development activity). This paper will also present the percentage of public knowledge about the program and the percentage of community involvement in the program.Key word: poverty, empowerment, participation
BENTUK TUGAS DAN EVALUASI EMPAT KETERAMPILAN BERBAHASA PADA BAHASA INDONESIA UNTUK PENUTUR ASING (BIPA) defina defina
Dialektika: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia Vol 4, No 2 (2017)
Publisher : Department of Indonesia Language and Literature Teaching, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/dialektika.v4i2.6260

Abstract

Abstract : This paper is a part of research and development. The result, for listening skills, forms of duties and tests can be listened to elections, listening comprehensively and listening broadly. For speech skills, the tasks and tests are imitative, intensive, listening, responsive, interpersonal and broader speaking. For reading skills, the form of tasks and tests are intensive reading of short text. For writing skills, the form of the task and the test is to write an artificial, intensive or controlled, self-writing, literary display, and actual writing. To assess the tasks and tests of listening and reading, can use the assessment based on the number of correct answers. Conversely, to determine the aspects to be assessed and job scoring and speaking test can be used Brown and Ur concepts, namely accents, structure, vocabulary, pity, and understanding. To determine the aspects to be assessed and job scoring and writing tests can be used the concept of Brown and Jacob et al, namely content, organization, discourse, language, and mechanics. In conclusion, the task form can be aligned with the test form.   Abstrak : Penelitian ini membahas bentuk-bentuk tugas  dan evaluasi empat keterampilan berbahasa BIPA. Hasilnya, untuk keterampilan menyimak, bentuk tugas dan tesnya dapat menyimak pemilihan, menyimak menyeluruh, dan menyimak luas sedangkan  keterampilan berbicara, bentuk tugas dan tesnya  adalah tiruan, intensif, mau mendengarkan, tanggapan, antarperseorangan dan berbicara lebih luas.  Bentuk tugas dan tes untuk keterampilan membaca adalah membaca intensif yang teksnya singkat dan untuk keterampilan menulis, bentuk tugas dan tesnya  adalah menulis tiruan, intensif atau terkontrol, menulis sendiri, mempertontonkan tulisan, dan menulis sebenarnya. Untuk menilai tugas dan tes menyimak dan membaca, dapat menggunakan penilaian berdasarkan jumlah jawaban yang benar. Sebaliknya, untuk penilaian  dan penskoran tugas dan tes berbicara dapat digunakan konsep Brown dan Ur, yakni aksen, struktur, kosakata, kepasihan, dan pemahaman sedangkan untuk  menulis dapat digunakan konsep Brown dan Jacob et al, yakni isi, organisasi, wacana, bahasa, dan mekanik. Kesimpulannya, bentuk tugas dapat diselaraskan dengan bentuk tes. Permalink/DOI: http://dx.doi.org/10.15408/dialektika.v4i2.6260 
ASSESSMENT OF STUDENTS ON BIPA TEACHING MATERIALS SPECIAL MATERIALS OF AGRICULTURE Defina Defina; Yumna Rasyid; Sakura Ridwan
LITERA Vol 18, No 1: LITERA MARET 2019
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v18i1.15613

Abstract

ASSESSMENT OF STUDENTS ON BIPA TEACHING MATERIALS SPECIAL MATERIALS OF AGRICULTURE Defina1), Yumna Rasyid2), Sakura Ridwan2)Institut Pertanian Bogor1) dan Universitas Negeri Jakarta2)email: defina@ipb.ac.id Abstract               Every teaching and learning process needs to be evaluated. One aspect that is evaluated is teaching material that is prepared and used by the teacher. Evaluation of teaching material can be done by asking for an assessment of students (students) as users of the material. This study aims to describe the results of student evaluations of integrative and content-based Indonesian language teaching material models for specific purposes of agriculture for foreign speakers. This research is evaluative research. The evaluation used in learning is program evaluation and not learning outcomes. Respondents were 14 students of BIPA IPB Developing Country Partnership Program (KNB). Data analysis based on the feasibility evaluation category with three criteria, namely discarded, maintained with revision, and maintained. The results of the study are as follows. First, the results of student evaluations are subject to the draft teaching material in the high category, with details: draft one 4.0 (high); second draft 4.3 (high); and third draft 4.5 (very high). Secondly, the input submitted, namely the need to add a variety of listening tasks (draft first), variations in the overall form of the task (second draft), perfecting the task of listening, reading, and layout (third draft). Keywords: assessment, users, teaching materials BIPA, agriculture PENILAIAN MAHASISWA TERHADAP BAHAN AJAR BIPA MATERI KHUSUS PERTANIAN   AbstrakSetiap proses belajar mengajar perlu dievaluasi. Salah satu aspek yang dievaluasi adalah materi ajar yang disusun dan  digunakan oleh guru. Evaluasi materi ajar dapat dilakukan dengan meminta penilaian pemelajar (mahasiswa) sebagai pengguna dari materi tersebut. Penelitian ini bertujuan mendeskripsikan hasil penilaian mahasiswa terhadap model materi ajar bahasa Indonesia integratif dan berbasis isi untuk tujuan khusus pertanian bagi penutur asing. Penelitian ini adalah penelitian evaluatif. Evaluatif yang digunakan dalam pembelajaran adalah evaluasi program dan bukan penilaian hasil belajar. Responden adalah 14  orang mahasiswa BIPA IPB Program Kemitraan Negara Berkembang (KNB). Analisis data berdasarkan kategori evaluasi kelayakan dengan tiga kriteria, yakni dibuang, dipertahankan dengan revisi, dan dipertahankan. Hasil penelitian sebagai berikut. Pertama, hasil penilaian mahasiswa terdadap draf materi ajar pada kategori tinggi, dengan rincian: draf satu 4,0 (tinggi); draf kedua 4,3 (tinggi); dan draf ketiga 4,5 (sangat tinggi). Kedua, masukan yang disampaikan, yaitu perlu ditambahkan variasi  tugas menyimak (draf kesatu), variasi bentuk tugas secara keseluruhan (draf kedua), menyempurnakan tugas menyimak, membaca, dan tata letak (draf ketiga). Kata kunci: penilaian, pengguna, materi ajar BIPA, bidang pertanian
A PORTRAIT OF SUNDANESE MAINTENANCE IN MULTILINGUAL LEARNING IN BOGOR Krishandini Krishandini; Defina Defina; Endang Sri Wahyuni
LITERA Vol 18, No 2: LITERA JULI 2019
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v18i2.19077

Abstract

Elementary pupils who used to be multilingual speakers began to change into monolingual. Giving Indonesian language as a language of unity to the elementary students does not mean hoping regional languages to become extinct, especially with the Sundanese language which is the top five in the number of speakers in Indonesia. Therefore, the researchers conducted research in several schools in Bogor with the aim of 1) knowing the level of institutional and government support in maintaining the use of Sundanese language in Bogor; 2) knowing the implementation of Sundanese language learning in Bogor; 3) knowing the process of multilingual learning. A quantitative method was used by distributing questionnaires to several primary schools in Bogor with a total of 47 teachers and doing observations of elementary students. Findings indicate that negative attitudes toward the Sundanese language are shown by elementary students with occasional use of Sundanese language in interacting with their friends. Institutions and governments are less supportive by not requiring each elementary to have a special Sundanese-speaking day school within a week and not allowing teachers to improve their abilities. The ability of Sundanese language teachers in elementary schools in Bogor is still low in scientific writing using Sundanese language.Keywords: Sundanese language, language maintenance, multilingual learningPOTRET PELESTARIAN BAHASA SUNDA DALAM PENBELAJARAN MULTI-BAHASA DI BOGORAbstrak Siswa sekolah dasar yang dulunya bermulti-bahasa sudah mulai berbahasa tunggal. Penetapan bahasa Indonesia sebagai bahasa persatuan tidak harus mematikan bahasa daerah, termasuk bahasa Sunda yang memiliki jumlah pembicara terbesar ke lima di Indonesia. Peneliti melakukan penelitian dengan tujuan 1) mengetahui tingkat dukungan lembaga dan pemerintah dalam pelestarian bahasa Sunda di Bogor; 2) mengetahui pelaksanaan pembelajaran bahasa Sunda di Bogor; 3) mengetahui proses pembelajaran multi-lingual. Penelitian menggunakan metode kuantitatif dengan membagikan angket ke beberapa sekolah dasar di Bogor dengan total 47 guru dan melakukan observasi terhadap siswa sekolah dasar. Temuan penelitian menunjukkan adanya sikap negatif terhadap bahasa Sunda pada siswa sekolah dasar dengan kadang-kadang menggunakan bahasa Sunda ketika berinteraksi dengan teman-temannya. Lembaga dan pemerintah kurang mendukung dengan tidak mewajibkan sekolah dasar untuk menggunakan bahasa Sunda sehari dalam seminggu dan tidak mengusahakan peningkatan guru dalam berbahasa Sunda. Keterampilan guru masih rendah dalam keterampilan menulis ilmiah dalam bahasa Sunda.Kata kunci: bahasa Sunda, pelestarian bahasa, pembelajaran multibahasa
LANGUAGE TEACHERS’ DIFFICULTIES OF BOGOR-BEKASI-BANTEN IN CONDUCTING CLASSROOM ACTION RESEARCH Defina Defina; Siti Aisah; Nur Qolbi
OKARA: Jurnal Bahasa dan Sastra Vol. 12 No. 1 (2018): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v12i1.1761

Abstract

To improve students’ language skill, the teacher needs to find out what are the appropriate techniques in teaching to achieve particular goals. The teacher can research to get the solution. One kind of research that can be conducted is Classroom Action Research (CAR). However, teachers sometimes find difficulties in implement it. The aim of this research is to find out teachers’ difficulties in conducting CAR. This is qualitative research. The samples of the research are 22 teachers from 5 high schools in Bogor, Bekasi, and Serang (Banten). Data collecting technique is conducted through questionnaire and interview. The results of this research are 1) the teachers are lack of information on how to conduct  CAR, 2) teachers do not have much time to spend hours in conducting research since they have to teach many classes, and 3) Research training or workshop for teachers are rarely being conducted at those six schools in Bogor, Bekasi, and Serang (Banten).  
Co-Authors Aprilia, Hana Mentari Cahayani, Octaria Intan Deshila A. Dyoga Diah Krisnatuti Dwi Hastuti Endang Sri Wahyuni Euis Sunarti Habsari, Atika Windi Hanifah Hanna Sundari Henny Krishnawati Herien Puspitawati Hesti Sulistyowati Istiqlaliyah Muflikhati Kalema Christopher Krishandini Krishandini Laksmi Arianti Langgeng Prima Anggradinata Maulina, Trisna Mohamedalhabieb Alhafiz Mohamed Alnour Musthofa Musthofa Nadhifah, Larasati Nadia Rahmadini Naina, Sheila Nur Qolbi Otaigo Elisha Pratiwi, Hilda Aprilia Rahmah, Yazidah Nur Randy Kuswanto Risda Rizkilah Risda Rizkillah, Risda Sakura Ridwan Sakura Ridwan Saputra, Feby Tri Siti Aisah Sony Hartono Wijaya Tin Herawati Yani Nurhadryani Yudhistira Ardana, Yudhistira Yumna Rasyid Yumna Rasyid, Yumna