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All Journal Hexagone BAHASA DAN SASTRA KEMBARA Didacticofrancia: Journal Didactique du FLE Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Jurnal PAJAR (Pendidikan dan Pengajaran) Dinamisia: Jurnal Pengabdian Kepada Masyarakat JCES (Journal of Character Education Society) Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni International Journal of Active Learning AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Educatio FKIP UNMA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al-Khidmah: Jurnal Pengabdian Kepada Masyarakat Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Tamaddun Franconesia Journal of French Teaching, Linguistics, Literature, and Culture Fenghuang: Jurnal Pendidikan Bahasa Mandarin Indonesian Journal of Applied Linguistics Review Radiant : Journal of Applied, Social, and Education Studies
Sri Harini Ekowati
Universitas Negeri Jakarta
Religion Aerospace Engineering Arts Humanities Astronomy Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Veterinary Other

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Socio-Cultural Aspects of Teaching Foreign Languages in The Faculty of Languages and Arts, State University of Jakarta Ekowati, Sri Harini; P, Indira Kusuma
International Journal of Active Learning Vol 3, No 1 (2018): April 2018
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (357.735 KB) | DOI: 10.15294/ijal.v3i1.10878

Abstract

This study aims to identify the social and cultural aspects in the French and German textbooks. It stands to reason that learning a foreign language inevitably involves socio-cultural aspects as language does not stand alone but must be related to the context. When teachers teach foreign language at the same time they also introduce its socio-cultural aspects. In consequence, textbooks should contain all the socio-cultural aspects of the language to be learnt. CECRL, a theory derived from Didier, is employed to determine the socio-cultural aspects in the French and German textbooks. There are seven aspects of socio-cultural by Didier but the writers will only use six aspects, they are: La vie quotidienne, Les conditions de vie, les relations interpersonnelles, valeurs, croyences, et comportements, savoir-vivre, comportements rituels. The analysis of two textbooks show that the textbooks contain six aspects of socio- cultural having daily lives as the most dominant.
Developing French Teaching Materials in Senior High School by Integrating Portofolio Europeen des Langues (PEL) Ekowati, Sri Harini; Purbarini, Asti
International Journal of Active Learning Vol 1, No 2 (2016): October 2016
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (321.145 KB) | DOI: 10.15294/ijal.v1i2.8216

Abstract

Senior High School (SMA) is a school that provides French language lessons to students majoring in natural sciences and social sciences. There are also high schools that open special French class for students and some schools put French as a lesson for extra-curricular activities. From the analysis of the textbooks used by high school teachers, it is concluded that the textbooks / instructional materials that they use are less up to date and some are using compilation (compilation of texts drawn from various sources). Language teaching materials in the European Union are already equipped with Portfolio Europen des Langues (PEL) and of the literature found, PEL provides many benefits to learning foreign language. The benefit of PEL is not only for teachers but also for students. The above mentioned have been the reason to conduct this study, developing French teaching materials in high schools that integrate Portfolio Europen des langues (PEL) for French language learners in Indonesia. To initiate this study, the analysis of textbooks used by several high schools in Jakarta and surrounding areas had been conducted. Furthermore, it is then continued with the analysis of the needs of the PEL. To obtain the necessary data, this study uses interview questionnaire.The next step is to arrange French language teaching materials prototype for high school that integrates PEL. The prototype is reviewed by two experts in their field and have been revised, and then limited trials for high schools are conducted.How to CiteEkowati, S. H., & Purbarini, A. (2016). Developing French Teaching Materials in Senior High School by Integrating Portofolio Europeen des Langues (PEL). International Journal of Active Learning, 1(1).
Attribution De Recompense Dans l’Enseignement du Français de la Classe XI SMA Angkasa 1 Halim Perdana Kusuma Andreani, Phobe; Ekowati, Sri Harini; Savitri, Dian
Didacticofrancia: Journal Didactique du FLE Vol 10 No 2 (2021): Vol 10 No 2 (2021)
Publisher : Program Studi Pendidikan Bahasa Prancis, Fakultas Bahasa dan Seni, Universitas Negeri Semarang

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Abstract

Abstract Cette étude a pour objectif de savoir si les enseignants donnent souvent une récompense dans l'apprentissage du français en classe XI SMA Angkasa 1 Halim Perdana Kusuma. L'approche de cette recherche est quantitative descriptive. Dans cette étude, les données sont obtenues en donnant des questionnaires à 51 élèves de la classe XI SMA Angkasa 1 Halim Perdana Kusuma par Google Form et accompagne d’un entretien mené avec un enseignant sur le sujet de français au SMA dont le but est de connaître la récompense qui se fait en classe. En raison de la pandémie covid-19, les activités des entretiens ont été menées en ligne par l'application de messagerie WhatsApp. Basé sur les analyses de la recherche le résultat montre que l’enseignant utilise la récompense dans les sujets de français pour les élèves de la classe XI SMA Angkasa 1 Halim Perdana Kusuma. La récompense donnée par l'enseignant aux élèves de la classe XI SMA Angkasa 1 Halim Perdana Kusuma est divisée en deux types, ce sont la récompense verbale donnée par des mots de compliments et la récompense non verbale donnée par la fourniture d'une note supplémentaire aux élèves.. Abstract This study has the objective to find out whether the teachers often give a reward in learning French in Class XI SMA Angkasa 1 Halim Perdana Kusuma.The approach of this research is quantitative descriptive with the survey method. In this study, the data obtained by giving questionnaires to 51 students of Class XI SMA Angkasa 1 Halim Perdana Kusuma via Google Form and equipped with an interview conducted with a teacher on French subjects at the SMA whose purpose is to know the reward that is done in class. Due to the covid-19 pandemic, the activities of the interviews were conducted online through the WhatsApp messaging app.Based on the results of the research that has been done, showing that the teacher uses the reward in French subjects for students of Class XI SMA Angkasa 1 Halim Perdana Kusuma. The reward given by the teacher to the students of Class XI SMA Angkasa 1 Halim Perdana Kusuma is divided into two types, namely the verbal reward given by words of compliments and the non-verbal reward is given by providing additional value to the students..
Attribution De Recompense Dans l’Enseignement du Français de la Classe XI SMA Angkasa 1 Halim Perdana Kusuma Andreani, Phobe; Ekowati, Sri Harini; Savitri, Dian
Didacticofrancia: Journal Didactique du FLE Vol 10 No 2 (2021): Vol 10 No 2 (2021)
Publisher : Program Studi Pendidikan Bahasa Prancis, Fakultas Bahasa dan Seni, Universitas Negeri Semarang

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Abstract

Abstract Cette étude a pour objectif de savoir si les enseignants donnent souvent une récompense dans l'apprentissage du français en classe XI SMA Angkasa 1 Halim Perdana Kusuma. L'approche de cette recherche est quantitative descriptive. Dans cette étude, les données sont obtenues en donnant des questionnaires à 51 élèves de la classe XI SMA Angkasa 1 Halim Perdana Kusuma par Google Form et accompagne d’un entretien mené avec un enseignant sur le sujet de français au SMA dont le but est de connaître la récompense qui se fait en classe. En raison de la pandémie covid-19, les activités des entretiens ont été menées en ligne par l'application de messagerie WhatsApp. Basé sur les analyses de la recherche le résultat montre que l’enseignant utilise la récompense dans les sujets de français pour les élèves de la classe XI SMA Angkasa 1 Halim Perdana Kusuma. La récompense donnée par l'enseignant aux élèves de la classe XI SMA Angkasa 1 Halim Perdana Kusuma est divisée en deux types, ce sont la récompense verbale donnée par des mots de compliments et la récompense non verbale donnée par la fourniture d'une note supplémentaire aux élèves.. Abstract This study has the objective to find out whether the teachers often give a reward in learning French in Class XI SMA Angkasa 1 Halim Perdana Kusuma.The approach of this research is quantitative descriptive with the survey method. In this study, the data obtained by giving questionnaires to 51 students of Class XI SMA Angkasa 1 Halim Perdana Kusuma via Google Form and equipped with an interview conducted with a teacher on French subjects at the SMA whose purpose is to know the reward that is done in class. Due to the covid-19 pandemic, the activities of the interviews were conducted online through the WhatsApp messaging app.Based on the results of the research that has been done, showing that the teacher uses the reward in French subjects for students of Class XI SMA Angkasa 1 Halim Perdana Kusuma. The reward given by the teacher to the students of Class XI SMA Angkasa 1 Halim Perdana Kusuma is divided into two types, namely the verbal reward given by words of compliments and the non-verbal reward is given by providing additional value to the students..
REVITALISASI KEMAMPUAN MEMBACA BAGI GURU BAHASA PRANCIS SEKOLAH MENENGAH KEJURUAN Asti Purbarini; Sri Harini Ekowati; Wahyu Tri Widyastuti
JCES (Journal of Character Education Society) Vol 3, No 2 (2020): JULI
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.495 KB) | DOI: 10.31764/jces.v3i2.1552

Abstract

Abstrak: Guru bahasa Prancis di Sekolah Menengah Kejuruan merupakan ujung tombak dalam memperkenalkan bahasa Prancis kepada siswa Sekolah Menengah Atas. Melalui merekalah, para siswa mengenal bahasa Prancis. Oleh karena itu, guru bahasa Prancis sebagai sumber belajar siswa seyogyanya memiliki sertifikat kompetensi bahasa Prancis tingkat DELF B2. Salah satu kemampuan kebahasaan yang diujikan adalah kemampuan membaca. Agar guru-guru yang mengikuti ujian DELF B2 memiliki strategi dalam mengerjakan ujian, diperlukan pelatihan. Pelatihan yang dilakukan untuk guru-guru tersebut berupa latihan mengerjakan soal-soal kemampuan Membaca pada ujian DELF dengan menggunakan metode interaktif. Pelatihan berlangsung selama 4 kali pertemuan à 5 jam. Evaluasi diberikan sebanyak dua kali. Evaluasi kedua menghasilkan 2 peserta memperoleh nilai A, 6 peserta memperoleh nilai B dan 6 peserta bernilai C. Hasil perhitungan menunjukkan bahwa kemampuan memahami teks mereka meningkat setelah diberikan pelatihan.Abstract:  French teachers in vocational schools are the spearhead in introducing French to high school students. Through them, students learn French. Therefore, French teachers as a source of student learning should have a certificate of French competence at the DELF B2 level. One of the language skills tested is reading comprehension. For teachers who take the DELF B2 exam to have a strategy for taking the exam, training is needed. Training conducted for these teachers is in the form of exercises to work on reading questions on the DELF exam using interactive methods. The training lasts for 4 meetings à 5 hours. Evaluation is given twice. The second evaluation resulted in 2 participants getting an A, 6 participants getting a B and 6 participants having a C. The calculation results showed that the ability to understand the texts improved after being given training.
Pelatihan Pembuatan Video Pembelajaran Pada Sekolah di Yayasan Al-Misbah Cikereteg Bogor Sri Harini Ekowati; Wahyu Tri Widyastuti; Muhamad Restu Ali
Al-Khidmah: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 2 (2022): Februari
Publisher : LP2M Institut Agama Islam Nazhatut Thullab Sampang, Indonesia

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Abstract

Penggunaan teknologi dan informasi selama proses pembelajaran daring selama masa pandemi Covid-19 ini menjadi sangat penting. Guru didorong untuk bisa menyesuaikan diri dengan pembelajaran secara daring dengan memanfaatkan teknologi agar pembelajaran menjadi lebih menarik sehingga siswa tidak jenuh dan termotivasi untuk belajar. Sementara itu tidak semua guru, khususnya guru sekolah di Yayasan Al Misbah mempunyai kemampuan yang cukup untuk memanfaatkan teknologi dan informasi sebagai penunjang media pembelajaran daring. Salah satu media pembelajaran daring yang dapat membuat proses pembelajaran menjadi lebih menarik dan disukai murid.adalah video pembelajaran. Para guru di Yayasan Al Misbah belum pernah mendapatkan pelatihan pembuatan video pembelajaran secara daring di masa pandemi ini. Penelitian ini berfokus pada pembuatan video pembelajaran sebagai media pembelajaran secara daring. Karena tidak semua guru sekolah di Yayasan Al Misbah mengetahui cara membuat video pembelajaran, maka pelatihan pembuatan video pembelajaran ini perlu dilakukan. Hasil kegiatan ini adalah video pembelajaran yang dibuat guru sekolah di Yayasan Al Misbah. Video pembelajaran tersebut dibuat sesuai dengan kebutuhan mereka. Terdapat 13 video pembelajaran dengan berbagai topik pada mata pelajaran yang berbeda-beda.
Kesalahan Terjemahan dalam Subtitle Film The Help dan Hidden Figures Meliyanti Sihotang; Shafruddin Tadjuddin; Sri Harini Ekowati
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 3 No 2 (2020)
Publisher : Magister Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (932.677 KB) | DOI: 10.30872/diglosia.v3i2.36

Abstract

The aim of this study was to determine the cultural translation errors in aspect of gender and racial discrimination in movies subtitles The Help and Hidden Figures. This study used a qualitative approach and content analysis method by Krippendorff (2004). This qualitative study was in descriptive qualitative approach. While content analysis use was conversational analysis. Conversation in both movies subtitles were used as data of the study especially the conversation which was the part of gender and racial discrimination. The finding of this study was in form of cultural translation errors in conversation that contained gender and racial discrimination. The result showed, there were four kinds of cultural translation errors in aspect of gender and racial discrimination in movies subtitles The Help and Hidden Figures. They were (1) word choices translation errors; (2) number translation errors; (3) translation errors in cultural material; and (4) translation errors in comprehended SL in the text. All the errors found influeced information and message that delivered to the viewers.
SEMANTIC ANALYSIS OF PASSIVE SENTENCE TRANSLATION IN NOVEL THE HUNGER GAMES: MOCKINGJAY BY SUZANNE COLLINS Lionora Oktariani; Endry Boeriswati; Sri Harini Ekowati
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 46, No 2 (2018)
Publisher : Fakultas Sastra Universitas Negeri Malang

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Abstract

This study aims at analyzing the translation of English passive sentences into Indonesian language, in terms of the meanings and equivalence which appear in the translation. The method used to analyze the data is a descriptive quantitative. The sample of this research is taken from five chapters of the novel Hunger Games: Mockingjay by Suzanne Collins. The result shows that the translation of passive sentences comes into several types of meanings: lexical meaning 37%, grammatical meaning 2%, textual meaning 5%, and contextual meaning 46%. The translation of passive sentences also falls into two types of equivalences: formal equivalence 35% and dynamic equivalence 60%. However, 5% belongs to no equivalent translation. In conclusion, the English passive sentences are mostly translated contextually so that the type of equivalence mostly appeared is dynamic equivalence. Hence, inventive ability, creativity, and experience are required to grasp the exact meaning of source text
Analysis of the French Language Learning Multimedia Development in Integrated Islamic Elementary School Sandy Lesmana; Yumna Rasyid; Sri Harini Ekowati
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 2 (2022): June
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (38.69 KB) | DOI: 10.33394/jk.v8i2.5089

Abstract

This study aims to describe the problems in the application of French as a language used to communicate in the school environment, the level of active French language skills, and also the level of need for the development of multimedia learning French to further practice speaking skills in French carried out by students in the school environment. This research was a descriptive qualitative research with 60 student needs evaluation questionnaires of French language learning multimedia, interviewed the headmaster, and two French teachers. The sample of this research is the principal, French teacher and also students at SDIT Ar-Raudhah, Bekasi from the third until the sixth grade who were selected using random sampling method. The data was collected by interviewing the principal and also the French teacher. In addition, a questionnaire or open questionnaire was given to students. The data that has been collected is then analyzed using qualitative descriptive techniques. The results of research showed that there was a decline in the practice of speaking French in the school environment caused by various problems faced by students, such as the difficulty of students understanding French material and grammar, lack of confidence from students to communicate using French, there is no firmness from the school on the rules made in improving the ability of students to communicate using French and learning support media that are still incomplete to be used by students in improving their ability to communicate using French. This shows that the level of development need for multimedia in learning French, especially in the aspect of speaking skills is very high, thus requiring schools to be able to provide facilities that use multimedia in the French language learning process at SDIT Ar-Raudhah.
ANALYZING ICT-BASED SYLLABUS INTEGRATED WITH 21ST CENTURY SKILLS FOR FRENCH WRITING SKILLS Dian Savitri; Sri Harini Ekowati; Wahyu Tri Widyastuti
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 5, No 4 (2021)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i4.8386

Abstract

The 21st century demands the integration of 21st century skills in the curriculum. Therefore, French Language Education Study Program at Univeritas Negeri Jakarta developed a syllabus for Production Ecrite (PE) course or writing skills from semester I to semester IV. The initial step of the research was to analyze the PE syllabi from French Language Education Study Program of UNJ and 4 ex-IKIP universities having French Language Education Study Programs, such as Universitas Negeri Yogyakarta, Universitas Pendidikan Indonesian, Universita Negeri Medan, and Universitas Negeri Semarang. The elements analyzed in the syllabi were the completeness of the RPS format for PE course and the analysis of the elements of the 21st century skills. The format of the RPS completeness refers to Permenristekdikti No. 44 of 2015, that an RPS must have an identity, learning outcomes, indicators, learning methods, time allocation, learning experience and criteria / indicators of rating weigth. Meanwhile, the elements of 21th century skills were seen through the existence of 4C elements, namely critical thinking & problem solving, creative & innovation, collaboration, and communication. The results of the analysis showed that the RPSs were good since it referred to Permenristekdikti No. 44 of 2015. However, some RPSs were not integrated with the 21st century skills.
Co-Authors Andika, Yunilis Andreani, Phobe Asti Purbarini Asti Purbarini Asti Purbarini, Asti Azalia Nurul Balgist Dewi Quraisyin, Switia Dian Savitri DIAN SAVITRI Endry Boeriswati Fatma Salsabila Febimulyasih, Febimulyasih Febrian, Nurraffi Hierro, Izza Almaida Kamil, Akhmad Kartika Rizqi Fajrin Liliana Muliastuti Lionora Oktariani Meliyanti Sihotang Miftahulkhairah Anwar Muhamad Restu Ali Nadia Karima Nadia karima Ninuk Lustyantie Nisa, Lia Khairun Novia Chyntia Dewi Nur Dwi Cahyani, Ismi Oktariani, Lionora P, Indira Kusuma Rahayu, Widya Arumdwita Ratna Ria Ismayani Riget, Patricia Nora Anak Rijani, Annisa Ryen Maerina Salman Al Farisi Salman Al Farisi, Salman Al Salman Alfarisi Salsabila Sandy Lesmana Shafruddin Tadjuddin Shafruddin Tajuddin Siti Handayani Sofia, Ummu Subur Ismail, Subur Syafa Zanuba Anjani Syafitri, Azriana Tadjuddin, Shafruddin Taufiq, Salma Fairus Tri Budianingsih Triasputera, Reksa Bayu Ul Haq, Muhammad Fida Vahira, Fara Wahyu Tri Widyastuti Wahyu Tri Widyastuti Wahyu Tri Widyastuti Widyastuti Wahyuningsih, Aida Wanda Kurniawati Widyastuti, Wahyu Tri Yeremia, Edward Yumna Rasyid Yunilis Andika Zahidah, Athiya Zainal Rafli, Zainal