Articles
<![CDATA[KETIKA CINTA BERTASBIH TRANSFORMASI NOVEL KE FILM ]]>
<![CDATA[Isnaniah, Siti]]>
<![CDATA[ Jurnal Kawistara Vol 5, No 1 (2015) ]]>
Publisher : <![CDATA[Sekolah Pascasarjana UGM ]]>
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<![CDATA[One study of ecranisation is a transformation from novel to film. One of the novels deserves to bestudied are El Shirazyâs Ketika Cinta Bertasbih (KCB) 1 and 2. The film is based on a novel, including thereception of research resources in the form of adaptations in other media. The presence of KCB novelwhich filmed later is the phenomenon of ecranisation which siphon attention from the public from allbackgrounds and ages. The differences which frequently arise in ecranisation have often caused by thedifferences in the literary system (novel) and film. The differences which frequently arise in ecranisationhave often caused by the differences in the literary system (novel) and film. The technical issues, such asmedia novel form of words and language, meanwhile the main media of film is an audio-visual (soundand picture). Therefore, it would be reasonable if the film is different from the novel. In the KCB noveland film, the differences that exist are not only technical problems, but a deliberate distinction with aspecific purpose as well. Based on the facts above, the KCB novel and film have many differences causedby the reception process through KCB novel conducted by film production (screenwriter, director, andproducer). This case is a problem which becomes question in the mind of the readers of the KCB novel.The literary reception towards KCB novel which eventually lead to the film is a creative act as a reader.]]>
<![CDATA[DEWA RUCI: SEBUAH ALTERNATIF SISTEM PENDIDIKAN ]]>
<![CDATA[Isnaniah, Siti]]>
<![CDATA[ LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 5, No 1 (2010): LiNGUA ]]>
Publisher : <![CDATA[Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/ling.v5i1.612
<![CDATA[The Dewa Ruci story tells us about Bratasena’s travel in finding the true life. On the way, he should obey to Durna, who is a controversial teacher and as the enemy of the Pandawa family. Along his journey, Bratasena encounters many obstacles and it makes him find out his mature, and deeper understanding of himself. Finally, Bratasena succeeds in discovering the life perfections. It is due to his loyalty to teacher, institution, and his profession. This story could be used as a reference in the education system. As an education instrument, wayang purwa offers values on teaching that could be applied by teachers. Nowadays, the puppet shows can be presented in various innovations. One of the innovation forms of Dewa Ruci Purwa Puppet played by Ki Manteb Soedharsono is packaged in the form of video compact disc including the Indonesian and English text. Dewa Ruci Purwa Puppet gives benefit to students, teachers, parents, societies, also government. Students can learn the story of Bratasena in finding the true life, the parents can learn from Dewi Kunthi the way she educates her children, and the government can improve education system by applying the values implied in the story. The education system can imitate Bratasena’s independence in finding science to get the best achievement by maintaining the motivations and the instruction of the teacher.]]>
<![CDATA[Analisis Implikatur Percakapan dalam Pembelajaran pada Mahasiswa IAIN Surakarta ]]>
<![CDATA[Isnaniah, Siti]]>
<![CDATA[ SEBASA Jurnal Pendidikan Bahasa dan Sastra Vol 1, No 2 (2018): Jurnal SeBaSa ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/sbs.v1i2.1041
<![CDATA[Bahasa memegang peran penting dalam berkomunukasi. Peranan ini akan berdampak pada penerimaan lawan tutur terhadap penuturnya. Dalam proses interaksi pembelajaran, bahasa digunakan sebagai media transfer ilmu antara guru dengan siswanya. Kadang fungsi bahasa yang dituturkan dalam bentuk yang berbeda. Artinya, apa yang dituturkan dengan apa yang dimaksudkan tidak selalu sama. Kajian inilah yang akan dibahas dalam implikatur percakapan. Konsep implikatur percakapan digunakan untuk menerangkan perbedaan yang sering terjadi antara apa yang diucapkan dengan apa yang diimplikasikan. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Tempat penelitian di IAIN Surakarta. Sumber data penelitian adalah informan, peristiwa, dan dokumen. Pengumpulan data diperoleh dengan menerapkan metode wawancara mendalam, observasi, dan analisis dokumen. Pengambilan sampel dilakukan dengan teknik purposive sampling atau sampel bertujuan. Analisis data dilakukan dengan menggunakan metode analisis interaktif. Hasil penelitian ini adalah ditemukannnya implikatur dalam percakapan dalam pembelajaran, hal itu terjadi karena adanya pelanggaran maksim relevansi, maksim kuantitas, maksim kualitas, dan maksim cara. Masing-masing implikatur memiliki maksud dan tujuan tertentu oleh setiap penuturnya.Kata kunci: prcakapan, implikatur, maksim. ]]>
<![CDATA[SIMPLIFIED WAYANG PERFORMANCE AS A MEDIUM OF TEACHING OF INDONESIAN LESSON FOR FOREIGN SPEAKER (BIPA) IN ISLAMIC UNIVERSITY (PTKI) IN FACING INDUSTRY 4.0 REVOLUTION ERA ]]>
<![CDATA[Isnaniah, Siti]]>
<![CDATA[ Al Qalam Vol 36 No 2 (2019): July - December 2019 ]]>
Publisher : <![CDATA[Center for Research and Community Service of UIN Sultan Maulana Hasanuddin Banten-Serang City-Indonesia ]]>
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DOI: 10.32678/alqalam.v36i2.2341
<![CDATA[This paper is aimed to analyze how wayang can be used as a medium of teaching BIPA in PTKI in facing industry 4.0 revolution era. Wayang (shadow puppet) as learning media of BIPA can be applied in industry 4.0 revolution era in advanced level by using a simplified performance of wayang as a learning media. The method in this research was descriptive analytic method. The techniques of collecting the data included documentary techniques and content analysis. The data were analysed, described, and concluded. The techniques of analysis data used Literature Based Thematic (LBT) and interactive model. LBT, a model of literature appreciation, is applied in learning the simplified wayang performance. This model will lead students to learn literature as a way of life. Students watch wayang performance in a film together in Indonesian language, then students discuss the good things or character education that need to be implemented or not in life, students are also asked to compare the characters each other, after that the students write the results of the discussion in Indonesian language and they will have a peer-review activity to evaluate their work.]]>
<![CDATA[KAJIAN SOSIOLINGUISTIK TERHADAP BAHASA DAKWAH AKTIVIS DAKWAH KAMPUS (ADK) SURAKARTA ]]>
<![CDATA[Isnaniah, Siti]]>
<![CDATA[ KARSA: Journal of Social and Islamic Culture Vol 21, No 2 (2013): ISLAM, BUDAYA DAN BAHASA ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/karsa.v21i2.521
<![CDATA[Kajian ini bertujuan untuk mendeskripsikan bentuk-bentuk dan makna jargonyang digunakan oleh ADK Surakarta, alasan yang mendasari ADKmenggunakan jargon tersebut, dan kontribusi jargon yang digunakan olehADK Surakarta terhadap dakwah Islam. Bentuk-bentuk bahasa (jargon)dakwah yang digunakan oleh ADK Surakarta kebanyakan berasal dari bahasaArab. Penggunaan bentuk-bentuk bahasa dakwah tersebut hanya berupa katadan gabungan kata, tidak ada yang berupa kalimat. Penggunaan jargondakwah tersebut tidak dibedakan berdasarkan status sosial, letak geografis,dan tingkat pendidikan. Makna dari bentuk-bentuk bahasa (jargon) dakwahyang digunakan oleh ADK Surakarta tidak hanya makna leksikal, tetapisituasi dan kondisi (konteks) komunikasi sangat menentukan makna jargondakwah yang digunakan. Alasan yang mendasari ADK Surakarta menggunakanbentuk-bentuk bahasa (jargon) dakwah adalah untuk memasyarakatkanbahasa Arab di kalangan masyarakat umum, suasana komunikasilebih akrab dan mempererat ukhuwah Islamiyah, menunjukkan jati dirikomunitas ADK untuk mempermudah syiar (dakwah) Islam, jargon ADKSurakarta dapat memberikan kontribusi terhadap dakwah Islam, yaitumemperkuat ukhuwah Islamiyah, ekspansi dakwah Islam, dan menyatukanmasyarakat Islam dengan menngunakan jargon bahasa Arab yang sama.]]>
<![CDATA[KETIKA CINTA BERTASBIH TRANSFORMASI NOVEL KE FILM ]]>
<![CDATA[Siti Isnaniah]]>
<![CDATA[ Jurnal Kawistara Vol 5, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/kawistara.6401
<![CDATA[One study of ecranisation is a transformation from novel to film. One of the novels deserves to bestudied are El Shirazy’s Ketika Cinta Bertasbih (KCB) 1 and 2. The film is based on a novel, including thereception of research resources in the form of adaptations in other media. The presence of KCB novelwhich filmed later is the phenomenon of ecranisation which siphon attention from the public from allbackgrounds and ages. The differences which frequently arise in ecranisation have often caused by thedifferences in the literary system (novel) and film. The differences which frequently arise in ecranisationhave often caused by the differences in the literary system (novel) and film. The technical issues, such asmedia novel form of words and language, meanwhile the main media of film is an audio-visual (soundand picture). Therefore, it would be reasonable if the film is different from the novel. In the KCB noveland film, the differences that exist are not only technical problems, but a deliberate distinction with aspecific purpose as well. Based on the facts above, the KCB novel and film have many differences causedby the reception process through KCB novel conducted by film production (screenwriter, director, andproducer). This case is a problem which becomes question in the mind of the readers of the KCB novel.The literary reception towards KCB novel which eventually lead to the film is a creative act as a reader.]]>
<![CDATA[Kajian Struktural dan Nilai-Nilai Pendidikan dalam Novel Hayya Karya Helvy Tiana Rosa dan Benny Arnas ]]>
<![CDATA[Husnul Septiana]]>;
<![CDATA[Siti Isnaniah]]>
<![CDATA[ Klitika: Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Veteran Bangun Nusantara ]]>
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DOI: 10.32585/klitika.v2i1.719
<![CDATA[ABSTRAKPermasalahan penelitian ini adalah (1) Bagaimanakah kajian struktural dalam novel Hayya karya Helvy Tiana Rosa dan Benny Arnas? (2) Bagaimanakah nilai-nilai pendidikan dalam novel Hayya karya Helvy Tiana Rosa dan Benny Arnas? Tujuan penelitian ini adalah (1) Mendeskripsikan Bagaimanakah kajian struktural dalam novel Hayya karya Helvy Tiana Rosa dan Benny Arnas (2) Mendeskripsikan nilai-nilai pendidikan dalam novel Hayya karya Helvy Tiana Rosa dan Benny Arnas.Teknik yang digunakan dalam penelitian ini terdiri dari teknik pengumpulan data menggunakan studi kepustakaan. Pada metode analilis data digunakan deskripsi kualitatif.Sumber data yang digunakan adalah dokumen, naskah novel Hayya. Teknik pengumpulan data yang digunakan adalah teknik analilis isi dokumen (baca-cacat-analisis). Teknik analilis data yang digunakan adalah analilis strukturalisme berupa unsur intrinsik. Hasil yang diperoleh dari penelitian ini berupa (1) Struktural yang terkandung dalam novel Hayya karya Helvy Tiana Rosa dan Benny Arnas, yaitu: Tema, tokoh Latar. Alur, Sudut pandang (2) Nilai-nilai pendidikan dalam novel Hayya karya Helvy Tiana Rosa dan Benny Arnas meliputi: Nilai pendidikan religius: membaca quran, mengucapkan kalimat toyyibah(kalimat yang baik), dzikir, berjuang di jalan Allah (jihad), dan menghindari zina perasaan. Nilai pendidikan sosial: memuliakan tamu serta adab bertamu. Nilai pendidikan budaya: adat pernikahan daerah Ciamis tentu berbeda dengan di Jakarta yang cenderung menggunakan Wedding Organizer. Nilai pendidikan karakter: menghormati orang yang lebih tua.Kata Kunci: Novel, Struktural, Nilai-nilai Pendidikan]]>
<![CDATA[UNSUR BUDAYA DALAM KUMPULAN CERPEN MARTABAT KEMATIAN KARYA MUNA MASYARI SEBAGAI MATERI AJAR BIPA ]]>
<![CDATA[Novita Herdiawati]]>;
<![CDATA[Siti Isnaniah]]>
<![CDATA[ Dialektika: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Indonesia Language and Literature Teaching, UIN Syarif Hidayatullah Jakarta ]]>
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DOI: 10.15408/dialektika.v7i2.12568
<![CDATA[Abstract: This study aims to explain and describe the cultural elements contained in the collection of short stories of the Martabat Kematian’s by Muna Masyari as Indonesian language teaching material for Foreign Speakers (BIPA) at C1 and C2 levels. The subject of this study were 12 short stories contained in the collection of short stories of the Martabat Kematian’s by Muna Masyari. This study uses a qualitative descriptive approach to describe phenomena systematically, namely cultural elements as BIPA teaching material. Techniques for collecting data using read-notes, literature, and data cards. This study shows that the collection of short stories of the Martabat Kematian’s by Muna Masyari contains cultural elements in the form of language, knowledge systems, livelihood systems, religious systems and the arts. The whole element of culture can be used as both teaching material and as an introduction to culture, especially Madura’s culture as a support for BIPA learners' language skills.Abstrak: Penelitian ini bertujuan untuk menjelaskan dan mendeskripsikan unsur-unsur budaya yang terdapat dalam Kumpulan cerpen Martabat Kematian karya Muna Masyari sebagai materi ajar Bahasa Indonesia bagi Penutur Asing (BIPA) tingkat C1 dan C2. Subjek penelitian ini adalah 12 cerpen yang terdapat dalam kumpulan cerpen Martabat Kematian karya Muna Masyari. Penelitian ini menggunakan pendekatan deskriptif kualitatif untuk mendeskripsikan fenomena secara sistematis yaitu unsur kebudayaan sebagai materi ajar BIPA. Teknik pengumpulan data menggunakan baca-catat, kepustakaan, dan kartu data. Penelitian ini menunjukkan bahwa kumpulan cerpen Martabat Kematian karya Muna Masyari mengandung unsur-unsur kebudayaan berupa bahasa, sistem pengetahuan, sistem mata pencaharian, sistem religi dan kesenian. Keseluruhan unsur kebudayaan dapat dijadikan baik sebagai materi ajar maupun sebagai pengenalan budaya terutama budaya Madura sebagai penunjang keterampilan berbahasa pemelajar BIPA. ]]>
<![CDATA[Management of Islamic Education on Indonesian Language Learning for Foreign Speaker Program ]]>
<![CDATA[Siti Isnaniah]]>;
<![CDATA[Fauzan Mustofa]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 6, No 2 (2020): Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v6i2.8403
<![CDATA[This study aims to compare the management of Islamic education for the BIPA (Bahasa Indonesia Penutur Asing/Indonesian Language Learning for Foreign Speaker) program at PTKI institutions in Indonesia and Al-Azhar University in Egypt from the aspects of the curriculum, institutions, teachers, students, and evaluation. This research used descriptive analytic method with a qualitative approach. In-depth interviews, content analysis, and observation were applied to collect the data. Data were analysed using the interactive model of Miles & Huberman and comparative analysis. The result of the research showed that BIPA management conducted by PTKI institutions and Al-Azhar university, Egypt in terms of institution, curriculum, language teachers, language learners, evaluation have applied islamic perspective (Aqeeda and Sharia) and Islamic values which are compatible with the regulation set by Direktur Jenderal Pendidikan Islam (Directorate General for Islamic Education) Number 6244 Year 2019. Referring to this regulation, both BIPA program at PTKI institutions and Al-azhar university are considered ready and successful. ]]>
<![CDATA[KAJIAN SOSIOLINGUISTIK TERHADAP BAHASA DAKWAH AKTIVIS DAKWAH KAMPUS (ADK) SURAKARTA ]]>
<![CDATA[Siti Isnaniah]]>
<![CDATA[ Karsa: Journal of Social and Islamic Culture Vol. 21 No. 2 (2013): ISLAM, BUDAYA DAN BAHASA ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/karsa.v21i2.521
<![CDATA[Kajian ini bertujuan untuk mendeskripsikan bentuk-bentuk dan makna jargonyang digunakan oleh ADK Surakarta, alasan yang mendasari ADKmenggunakan jargon tersebut, dan kontribusi jargon yang digunakan olehADK Surakarta terhadap dakwah Islam. Bentuk-bentuk bahasa (jargon)dakwah yang digunakan oleh ADK Surakarta kebanyakan berasal dari bahasaArab. Penggunaan bentuk-bentuk bahasa dakwah tersebut hanya berupa katadan gabungan kata, tidak ada yang berupa kalimat. Penggunaan jargondakwah tersebut tidak dibedakan berdasarkan status sosial, letak geografis,dan tingkat pendidikan. Makna dari bentuk-bentuk bahasa (jargon) dakwahyang digunakan oleh ADK Surakarta tidak hanya makna leksikal, tetapisituasi dan kondisi (konteks) komunikasi sangat menentukan makna jargondakwah yang digunakan. Alasan yang mendasari ADK Surakarta menggunakanbentuk-bentuk bahasa (jargon) dakwah adalah untuk memasyarakatkanbahasa Arab di kalangan masyarakat umum, suasana komunikasilebih akrab dan mempererat ukhuwah Islamiyah, menunjukkan jati dirikomunitas ADK untuk mempermudah syiar (dakwah) Islam, jargon ADKSurakarta dapat memberikan kontribusi terhadap dakwah Islam, yaitumemperkuat ukhuwah Islamiyah, ekspansi dakwah Islam, dan menyatukanmasyarakat Islam dengan menngunakan jargon bahasa Arab yang sama.]]>
