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<![CDATA[RESPONSE TO HOME LEARNING SYSTEM POLICY IN LEARNING INDONESIAN LANGUAGE ]]>
<![CDATA[Risna Rosida]]>;
<![CDATA[Teti Sobari]]>;
<![CDATA[Ika Mustika]]>
<![CDATA[ JLER (Journal of Language Education Research) Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, JANUARY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jler.v5i1.7749
<![CDATA[The emergence of the Covid 19 outbreak has affected various sectors in the world, including in Indonesia. The world of education is one of the areas affected by this outbreak. All levels of education from PAUD to tertiary institutions must implement the Home Learning System (BDR). Various obstacles arise with the implementation of this policy. The purpose of this study was to analyze the problems faced by teachers and students when implementing BDR policies. The method used in this research is interview and survey to describe social phenomena that occur through data in the form of diagrams taken from several students' questionnaires and teacher interviews. The results showed that the problems faced by students were difficulties in understanding lessons and network constraints that were also experienced by the teacher. It can be concluded that online learning must continue to be implemented, regardless of the existing obstacles, so that there is no lost learner generation. In the world of education, in this case, the teacher must innovate so that the effectiveness of learning can be achieved.]]>
<![CDATA[THE APPLICATION OF THE COOPERATIVE STORY TYPE COOPERATIVE METHOD IN LEARNING WRITE SHORT STORIES ]]>
<![CDATA[Irma Charlin Oktaviani]]>;
<![CDATA[Ika Mustika]]>;
<![CDATA[Rochmat Tri Sudrajat]]>
<![CDATA[ JLER (Journal of Language Education Research) Vol 4, No 1 (2021): VOLUME 4 NUMBER 1, JANUARY 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jler.v4i1.6509
<![CDATA[One of the teaching materials that high school students learn is writing short story texts. In the learning process, there are problems experienced by students, including difficulties in finding ideas and developing stories. The formulation of the research problems: 1) how is the implementation of the cooperative method of storytelling in pairs on short story writing material? and 2) how is the pre-test and post-test scores for the experimental and control classes? This study shows the implementation of the cooperative method of storytelling in pairs is carried out in accordance with the Learning Implementation Plan. The research method is a quasi-experimental quantitative approach. The research stages were pre-test, giving treatment, and post-test. The results showed that the experimental class average score increased after using the cooperative method of telling pair stories. The pre-test average score was 56, increased in the post-test to 80, so the students' writing ability in the experimental class had a significant increase. Meanwhile, the mean value of the control class increased but not significantly. The pre-test average score was 52, increasing in post-test to 64. It can be concluded that the cooperative method of storytelling in pairs can be used in short story writing learners.]]>
<![CDATA[LEARNING OF WRITING POEM USING AUDIO VISUAL ASSISTED IMAGINATION SUGGESTIVE METHOD ]]>
<![CDATA[Erlin Varlina Rahayu]]>;
<![CDATA[Ika Mustika]]>
<![CDATA[ JLER (Journal of Language Education Research) Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jler.v3i3.4463
<![CDATA[Background of the research is based by the difficulties of students in writing poem and learning to be student-centered, at the initial observation of the value of the students are less satisfactory. The purpose of this research is to know the difficulties of learners in writing poem and to understand student value acquisition using a method of audio visual assisted imagination suggestion that seeks to focus on learners. The research method used is a qualitative descriptive approach. The population in this study was 200 class X SMA Negeri 1 Banjaran. Sampling uses rendom sampling, obtained by class X-A as a sample in this study, as many as 32 students. The results earned the highest value students of 92, the lowest value of 67 and an average value of 78.6 with a percentage of 78.6%. A total of twenty-seven students earned their value on the minimal criteria prescribed by the school. The students ' difficulties in writing poem lie in the use of images and Magi. It can be concluded that after a tretment using the method of suggestive imaginary audio visual then the acquisition of grades of students become satisfactory and students are able to overcome the difficulties he faced.]]>
<![CDATA[ANALYSIS OF COHESION ERRORS IN ALEXANDER HERY'S SHARIA ACCOUNTING BOOKS WITH A FOCUS ON STUDYING THE USE OF INTERSENTENCE CONJUNCTIONS ]]>
<![CDATA[N Tatat Hernawati]]>;
<![CDATA[Ika Mustika]]>
<![CDATA[ JLER (Journal of Language Education Research) Vol 5, No 2 (2022): VOLUME 5 NUMBER 2, MAY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jler.v5i2.10081
<![CDATA[The number of errors in the use of conjunctions in writing academic books makes the authors interested in carrying out research related to the cohesion of a paragraph in academic books. The purpose of this research is to describe the cohesion errors that exist in Alexander Hery's Islamic Accounting book. The method used is a qualitative method with a descriptive approach. The data source of this research is Alexander Hery's Islamic Accounting book. The data of this research are sentences in paragraphs that contain cohesion errors. Data analysis was carried out using descriptive qualitative analysis techniques. The results of this study indicate that there is cohesion in the use of conjunctions between sentences twelve times in the Islamic Accounting book. Researchers found an error in the use of the word "yang" used at the beginning of the sentence as connecting conjunction between the first sentence to the next sentence which makes the sentence in the paragraph difficult to understand. The conclusion is that there are still errors in the use of conjunctions in the Islamic Accounting book by Alexander Hery.]]>
<![CDATA[PEMBELAJARAN MENGONVERSI TEKS PANTUN MENJADI TEKS DIALOG DENGAN METODE GROUP INVESTIGATION (GI) ]]>
<![CDATA[Suherman Suherman]]>;
<![CDATA[Rahmat Widayat]]>;
<![CDATA[Ika Mustika]]>
<![CDATA[ JLER (Journal of Language Education Research) Vol 2, No 1 (2019): VOLUME 2 NUMBER 1, JANUARY 2019 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jler.v2i1.p49-57
<![CDATA[This research is motivated by the difficulty of students learning to convert pantun texts into dialog texts. The purpose of this study are: (1) to know the activities of teachers and students when learning. (2) knowing student responses when learning. (3) knowing the difference in learning outcomes converting pantun text into dialogue text between the experimental class and the control class. The compiler wants to know the effectiveness of the Group Investigation (GI) method in learning to convert pantun text into dialog text. The study was conducted at Mahardhika Vocational School West Bandung 2016/2017 academic year. The research method used in this study is the experimental method. The experimental design used in this study was Quasi Experimental Design (Quasi Experimental Design). This study used the control class and the experimental class. The sample used in this study were students of class XI TKR1 and TKR class XI 2 students, each class amounted to 26 people. Based on the results of the analysis it can be concluded (1) teacher activities can be carried out as much as 90% and 91.7% students, (2) The response of students in learning to convert pantun texts into dialog texts with the 92.2% Group Investigation (GI) method, 3) Results the posttest value of the experimental class with the control class is different. The number of values obtained by the experimental class is 2,081 with an average value of 80.04, while the number of values obtained in the control class is 1,349 with an average value of 51.88.]]>
<![CDATA[LEARNING TO WRITE TEXT OF PERSUATION USING THE CIRCUIT LEARNING METHOD IN VIII MIDDLE SCHOOL STUDENTS ]]>
<![CDATA[Mallma Fatimah Al Tanjung]]>;
<![CDATA[Ika Mustika]]>;
<![CDATA[Teti Sobari]]>
<![CDATA[ JLER (Journal of Language Education Research) Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, MAY 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jler.v4i2.6525
<![CDATA[Writing is an important activity for students to hone memory and perfect in learning activities and as a measurement tool for students who are creative in learning to write, especially persuasion texts. The purpose of this study 1). The activity of writing persuasive texts of the students before and after using the Circuit Learning method. 2) Knowing the student's performance when completing assignments to measure the ability to write persuasion texts. The author uses a population of class VIII junior high school students with a sample of 27 students. The research design used was a quasi-experimental method and the data technique used a pre-test and a final test. Tests in the form of tests of knowledge and skills test to write persuasion texts before and after using the Circuit Learning method. Based on the analysis and discussion, there are results of 1) Asymp.Sig. (2-tailed) has a value of 0.000 <0.05, so it can be accepted that it is accepted, meaning that there is a difference between the results of writing the persuasive text for the pretest and posttest so that it can state that "there is an effect of using the Circuit Learning method on learning outcomes in writing persuasive texts. 2) an increase in student performance improvement on the results written persuasion text, evidenced by the difficulty aspect in the pretest, namely the content suitability aspect of 17.14% (difficult), the language principle aspect of 21.43% (difficult), and the proportion at posttest, namely content suitability aspects 75.71% (easy) and aspects of language principles 34.54% (moderate).]]>
<![CDATA[APPLICATION OF DISCOVERY LEARNING METHOD LEARNING TO WRITING PROCEDURE TEXT IN VOCATIONAL SCHOOL STUDENTS 1 SOREANG ]]>
<![CDATA[Riska Rahayu]]>;
<![CDATA[Ika Mustika]]>
<![CDATA[ JLER (Journal of Language Education Research) Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, MAY 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jler.v4i2.6441
<![CDATA[This study aims to determine the writing results of class XI students of SMK Negeri 1 Soreang in learning to write procedural texts by applying the discovery method learning students can identify the procedural text and the content contained in the procedural text either oral or written in a creative, collaborative, and responsible way, full of love for the country and gratitude. The method that researchers use is the experimental method. The pre-experimental research design used was a one-group pretest-posttest design. This design consists of one group that is given a pretest to determine the ability of students before being given treatment. The sample of this research is class XI Elektro 1 with a total of 30 students. Data collection techniques that researchers use in research in the initial test (pretest) and the final test (posttest). Based on the research results, it can be seen from the data processing the ability to write procedural texts before using the discovery learning method, the mean value of the pre-test (pretest) was 59.75 and after using the discovery learning method, the average value of the final test (posttest) was 83, 75. So, it can be concluded that the application of the discovery learning method to learning to write procedural texts has been able to improve student learning outcomes.]]>
<![CDATA[ABILITIES OF CLASS IX STUDENTS MTs.N IN WRITING CRITICAL RESPONSE TEXT THROUGH CONTEXTUAL LEARNING ( CTL ) ]]>
<![CDATA[Elfiana Martyassasi]]>;
<![CDATA[Wikanengsih Wikanengsih]]>;
<![CDATA[Ika Mustika]]>
<![CDATA[ JLER (Journal of Language Education Research) Vol 4, No 3 (2021): VOLUME 4 NUMBER 3, SEPTEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jler.v4i3.6538
<![CDATA[The need for mutual interaction between people in the middle of life causes the need for students as a generation to be able to communicate all the contents of their ideas and thoughts, both orally and in writing in effective language. This study directs students to be able to express their ideas and ideas through writing products of critical response text that students have learned in class IX MTs./SMP. This study involved the dependent variable (critical response text) and the independent variable (contextual learning / CTL). The research is based on the researcher's knowledge of several studies which state that contextual learning is very fun and gives students freedom in thinking patterns to decide on a phenomenon, and can even improve writing skills. This study aims to describe the skill level of students of class IX MTs.N 5 West Bandung in writing critical response texts through contextual learning (CTL). This study used a pretest and posttest design with two types of instruments, namely the observation sheet and the test sheet. The method used is an experiment with a sample of 25 class IX students. Existing data processing includes grading / scoring, grouping, calculation, and others. The results showed that the teaching and learning process of the students' skills abilities of class IX MTs.5 West Bandung in writing critical response texts through contextual learning (CTL) went well and smoothly, succeeded in accordance with the basic competencies in the syllabus. Students are more enthusiastic and the learning atmosphere becomes more active, interactive, not monotonous, and students are more free to express their ideas and thinking according to their respective abilities. Student scores also seem to have increased significantly between before and after going through the contextual learning process (CTL). ). The processed data shows that the initial test score is 59.6 and the final test score is 80.6. Meanwhile, the ability to write critical response text through the lecture method shows the initial test results of 57.1 and the final test of 72.8. Teachers and students are more intimately engaged and the learning atmosphere is more comfortable and relaxed. This is evident from the overall percentage, that 93% of students follow learning well and 7% of students do not follow learning well. ]]>
<![CDATA[Workshop dan penyuluhan asesmen kognitif dan nonkognitif kurikulum prototipe kepada guru-guru di Kabupaten Subang ]]>
<![CDATA[R. Ika Mustika]]>;
<![CDATA[Heri Isnaeni]]>
<![CDATA[ Abdimas Siliwangi Vol 5, No 3 (2022): Oktober 2022 ]]>
Publisher : <![CDATA[IKIP SILIWANGI ]]>
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DOI: 10.22460/as.v5i3.10666
<![CDATA[Kurikulum prototipe atau kurikulum 2022 menjadi tongkat estafet penyempurnaan kurikulum yang digunakan di Indonesia. Kurikulum prototipe memiliki keunikan dan kekhasan tersendiri dibandingkan kurikulum-kurikulum sebelumnya, di antaranya dalam bentuk asesmen. Kurikulum prototipe mengenal dua bentuk asesmen, yakni asesmen kognitif dan nonkognitif. Kedua jenis asesmen ini menitikberatkan pada pembentukan siswa secara komprehensif, yakni membentuk pribadi siswa yang hebat secara intelektual dan kuat dalam karakter. Penerapan kurikulum prototipe ini diharapakan menjadi penghela pendidikan Indonesia dalam menyongsong Indonesia Emas 2045. Artikel ini merupakan hasil program PPM (Pengabdian Pada Masyarakat) yang diselenggarakan oleh IKIP Siliwangi dan PGRI (Persatuan Guru Republik Indonesia) Kabupaten Subang. Penyuluhan dilaksanakan pada tanggal 11-12 Februari 2022 dengan peserta para guru dari berbagai tingkatan di Kabupaten Subang. Adapun tujuan dari kegiatan ini adalah memberikan penyuluhan dan workshop pembuatan asesmen kognitif dan nonkognitif sesuai dengan kurikulum prototipe. Kegiatan ini dilaksanakan melalui seminar panel dengan cara memaparkan materi, diskusi aktif, dan workshop membuat asesmen dengan menggunakan aplikasi Rayvila Quiz Maker. Hasil kegiatan ini menunjukkan peserta antusias dan dapat mengikuti kegiatan sampai selesai. Hal-hal lain dari kegiatan ini menggambarkan guru-guru di Kabupaten Subang memiliki semangat yang kuat untuk memahami kurikulum prototipe dan berusaha mengaplikasikannya dengan metode pembelajaran abad 21. Dengan demikian, kegiatan PPM yang dilaksanakan di Kabupaten Subang berhasil mengenalkan jenis asesmen kurikulum prototipe dan berupaya menjadikan pendidikan sebagai tolok ukur kemajuan bangsa dan negara Indonesia. Kata Kunci : asesmen, kurikulum, kognitif-nonkognitif, kurikulum prototipe ]]>
<![CDATA[ANALISIS TEMA DAN AMANAT DALAM NOVEL “MARIPOSA” KARYA LULUK HIDAYATUL FAJRIYAH ]]>
<![CDATA[Wuni Nurfauziah]]>;
<![CDATA[Ika Mustika]]>;
<![CDATA[Agus Priyanto]]>
<![CDATA[ Parole : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 5, No 2 (2022): VOLUME 5 NOMOR 2, MARET 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/p.v5i2p%p.10901
<![CDATA[Literary work is an essay that evokes feelings, thoughts, and experiences that are poured into writing. Novel is one of the literary works created by the author's imagination which is written in a narrative and contains stories about the problems of one's life. Every novel has intrinsic elements, such as theme and message. These elements can attract the interest of readers who come from various circles. The analysis of the novel in this study aims to describe the themes and messages contained in the novel "Mariposa" by Luluk Hidayatul Fajriyah. This research method is descriptive qualitative method. The data used, namely the theme and mandate in the novel "Mariposa". The data source used is the novel "Mariposa" by Luluk Hidayatul Fajriyah. The steps taken in analyzing the data are reading the novel "Mariposa", collecting data, analyzing the data that has been collected, selecting and sorting the data that has been analyzed, and describing the themes and messages in the novel. Based on the research results, the novel "Mariposa" by Luluk Hidayatul Fajriyah has two types of themes and two types of messages. The two types of themes are major themes about the struggle of love and minor themes about friendship. The mandate contained in the novel "Mariposa", namely the explicit mandate and the implicit mandate.]]>
