Garuda - Garba Rujukan Digital

KESANTUNAN BERBAHASA PADA NOVEL SANG PEMIMPI DAN EDENSOR KARYA ANDREA HIRATA Rizqi Utami Putri; Ali Masri; Nandang Heryana
Seminar Nasional Pendidikan Bahasa Indonesia Vol 2, No 1 (2018): SEMINAR NASIONAL PENDIDIKAN BAHASA INDONESIA
Publisher : Seminar Nasional Pendidikan Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (132.514 KB)

Masalah penelitian ini adalah bagaimanakah wujud dan strategi kesantunan berbahasa pada novel Sang Pemimpi dan Edensor karya Andrea Hirata. Tujuan penelitian ini untuk mendeskripsikan wujud dan strategi kesantunan berbahasa pada kedua novel tersebut. Hasil penelitian ini menunjukkan terdapat 64 ujaran wujud dan strategi kesantunan berbahasa yang terdapat pada novel Sang Pemimpi, dari 63 ujaran yang ditemukan terdapat enam bentuk wujud kesantunan berbahasa yaitu, (1) Pragmatik imperatif perintah, (2) Pragmatik imperatif suruhan (coba), (3) Pragmatik imperatif permintaan (tolong), (4) Pragmatik imperatif bujukan, (5) Pragmatik imperatif larangan, dan (6) Pragmatik imperatif pemberian ucapan selamat, juga ditemukan enam bentuk strategi kesantunan berbahasa meliputi, (1) Ketidaklangsungan tuturan, (2) Penggunaan kata sapaan, (3) Pemakaian kata basa-basi, (4) Pilihan jawaban, (5) Perkataan maaf, dan (6) Memuji lawan bicara. Hasil penelitian ini juga menunjukkan terdapat 64 ujaran wujud dan strategi kesantunan berbahasa pada novel Edensor, dari 64 ujaran yang ditemukan terdapat lima bentuk wujud kesantunan berbahasa yaitu, (1)Pragmatik imperatif perintah, (2) Pragmatik imperatif himbauan, (3) Pragmatik imperatif larangan (4) Pragmatik imperatif pemberian ucapan selamat, dan (5) Pragmatik imperatif anjuran, , juga ditemukan enam bentuk strategi kesantunan berbahasa meliputi, (1) Ketidaklangsungan tuturan, (2) Penggunaan kata sapaan, (3) Pemakaian kata basa-basi, (4) Pilihan jawaban (5) Perkataan maaf, dan (6) Memuji lawan bicara.

Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level Fiftinova Fiftinova; Nandang Heryana; Ida Rosmalina
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.264-283

Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al. (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes. The results indicated that students’ multimodal literacy level was categorized high as indicated by the mean of each aspect of questionnaire: 4.22, 4.11 and 3.6 respectively. There was no different level of multimodal literacy between male and female students, and different lecturers with different instructions did not influence the level.. Finally, the lecturers perceived positively to students’ multimodal literacy . Similarly, referring to the lecturers’ view, the students gave positive attitude towards multimodal writing and hence making their multimodal digital fiction successful. Keywords: Multimodal Literacy, Digital Fiction, Creative Writing, EFL

Pendampingan LKPD Berbasis Genre Teks bagi Guru-Guru Bahasa Indonesia Sekolah Menengah Pertama sebagai Implementasi Kurikulum Merdeka: - Mulyadi Eko Purnomo; Hani Atus Sholikhah; Didi Suhendi; Nandang Heryana; Riski Tamara
TAAWUN Vol. 4 No. 02 (2024): TA'AWUN AUGUST 2024
Publisher : Pusat Penelitian Pengabdian Pada Masyarakat Sekolah Tinggi Ilmu Tarbiyah Al-Fattah Siman Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/taawun.v4i02.711

The community service to training in the preparation of text genre-based LKPD for junior high school Indonesian language subject teachers in Ogan Komering Ilir (OKI) Regency as an implementation of the Kurikulum Merdeka. Therefore, this activity was carried out so that junior high school teachers in OKI Regency could design LKPD properly. In addition, this activity is part of professional development activities for teachers. The methods used are material delivery, material simulation, mentoring, interaction, and assignments. material delivery, material simulation, and mentoring are intended to provide knowledge and insights with concrete examples related to text-based learning in the independent curriculum, types of text, and how to develop LKPD properly. An assignment is a practice activity of making LKPD exercises which are carried out individually then the results are discussed online through zoom. Each participant is asked to present their work and then be corrected together by peers and instructors. Based on the correction, the participants then revised the LKPD so that it became LKPD which was ready to be printed. At the beginning and end of the activity, a test was carried out in the form of self-reflection about knowledge of the LKPD.

Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level Fiftinova Fiftinova; Nandang Heryana; Ida Rosmalina
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.264-283

Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al. (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes. The results indicated that students’ multimodal literacy level was categorized high as indicated by the mean of each aspect of questionnaire: 4.22, 4.11 and 3.6 respectively. There was no different level of multimodal literacy between male and female students, and different lecturers with different instructions did not influence the level.. Finally, the lecturers perceived positively to students’ multimodal literacy . Similarly, referring to the lecturers’ view, the students gave positive attitude towards multimodal writing and hence making their multimodal digital fiction successful. Keywords: Multimodal Literacy, Digital Fiction, Creative Writing, EFL

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