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All Journal Journal of English for Academic and Specific Purposes (JEASP) Jurnal Abadimas Adi Buana JET (Journal of English Teaching) Adi Buana Wahana : Tridarma Perguruan Tinggi JOURNEY : Journal of English Language and Pedagogy Reforma: Jurnal Pendidikan dan Pembelajaran Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Jurnal Pendidikan Bahasa Indonesia
Hertiki Hertiki
Universitas PGRI Adi Buana Surabaya
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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PENGAJARAN DAN PEMBELAJARAN BIPA DI PERGURUAN TINGGI POLANDIA Hertiki Hertiki
Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 6 No 2: November 2017
Publisher : Jurusan Bahasa dan Sastra Indonesia, Fakultas Bahasa dan Seni, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpbsi.v6i2.20226

Abstract

Bahasa Indonesia untuk Penutur Asing (BIPA) saat ini sangat banyak sekali peminatnya terutama di kalangan mahasiswa asing. Beberapa negara baik di kawasan Asia, Australia, Eropa dan Amerika memiliki kelas BIPA yang dikhususkan bagi para mahasiswa asing yang ingin belajar bahasa Indonesia. BIPA telah menjadi bagian dari mata kuliah pilihan bahasa asing yang ditawarkan oleh Universitas di suatu negara, terutama untuk mahasiswa tingkat akhir. Di Eropa sendiri, pemelajar BIPA sangat banyak jumlahnya yang tersebar di beberapa negara seperti: Belanda, Jerman, Italia, Polandia, Perancis, Rusia, dan Spanyol. Sejak tahun 2011, bahasa Indonesia telah dijadikan sebagai mata kuliah bahasa asing untuk jenjang S-1 di Perguruan Tinggi di beberapa kota di Polandia, misalnya: Poznan, Torun, Krakow dan Warsaw. Setiap tahunnya, Kemenristekdikti lewat programnya yang bernama SAME BIPA mengirimkan dua orang tenaga pengajar untuk mengajar BIPA di Polandia. Untuk memberi gambaran umum tentang pengajaran dan pembelajaran bahasa Indonesia di tingkat perguruan tinggi di Polandia, dalam makalah ini peneliti akan membahas beberapa hal seperti: (1) situasi dan kondisi pengajaran BIPA di Polandia dan (2) kendala yang dihadapi oleh pemelajar BIPA. Kata Kunci: pengajaran, pembelajaran, bahasa Indonesia, Polandia Nowadays, foreign students are very interested in learning the Indonesian Language. Some countries in Asia, Australia, Europe, and America have offered Indonesian classes as an optional course for students in the last semester of the university. In Europe itself, students of Indonesian classes are spread among the European countries such as: Netherlands, Germany, Italy, Poland, France, Russia, and Spain. Since 2011, the Indonesian language has become a course subject for Bachelor Degree in university level especially in Poland (Poznan, Torun, Krakow, and Warsaw). Every year, the Ministry of Research Technology and Higher Education of the Republic of Indonesia (Kemenristekdikti) through its program called SAME BIPA has sent two lecturers to teach BIPA in Poland. To give a brief description of teaching and learning the Indonesian language in university level in Poland, this article discusses (1) the situation of teaching BIPA in Poland, and (2) obstacles from the students who learnt the Indonesian language. Key words: teaching, learning, Indonesian language, Poland
Analisis Kesalahan Penggunaan Kalimat melalui Media Komik pada Pemelajar BIPA Vietnam Tingkat Menengah Hertiki Hertiki
Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 10 No 1: Mei 2021
Publisher : Jurusan Bahasa dan Sastra Indonesia, Fakultas Bahasa dan Seni, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpbsi.v10i1.38476

Abstract

Media komik saat ini sudah sangat populer di kalangan mahasiswa dan penggunaannya dikemas dengan cara menarik yaitu dengan menggunakan gambar dan kata-kata yang mendukung. Penelitian ini fokus pada penggunaan keterampilan menulis dalam bentuk komik, terutama bagi pemelajar BIPA yaitu pemelajar asal Vietnam yang sedang menempuh studi di University of Social Sciences and Humanities (USSH), Ho Chi Minh City. Desain dalam penelitian ini adalah kualitatif. Dari 17 pemelajar BIPA USSH, ada 13 pemelajar (70%) menyatakan bahwa media Cartoon Story Maker sangat menarik untuk digunakan dalam proses pembelajaran bahasa Indonesia di kelas. Kesulitan yang mereka hadapi tentunya masih dalam kendala penggunaan bahasa Indonesia (47.4%), seperti ejaan dan kurangnya kosakata untuk membuat kalimat maupun percakapan. Mahasiswa USSH rata-rata membutuhkan waktu kurang lebih 2-3 jam dalam membuat cerita dengan menggunakan Cartoon Story Maker. Komik dapat dijadikan sebagai media pendidikan yang membantu para pemelajar BIPA Vietnam terutama dalam keterampilan menulis untuk belajar lebih efektif lagi. Bukan hanya karena komik sebagai salah satu media pembelajaran, tetapi komik juga sudah dikenal baik oleh para pemelajar BIPA di Vietnam. Kata kunci: kesalahan berbahasa, penggunaan kalimat, komik. Abstract Comics are well-known among students in Ho Chi Minh City, Vietnam. This paper aims to discuss and explore the usage of a comic book to construct sentences in the Indonesian language lessons for BIPA (learners in University of Social Sciencs and Humanities). A qualitative method is designed in this research for the outcomes. From 17 students who joined the BIPA class, there were thirteen students (70%) who stated that Cartoon Story Maker is very interactive to be used in the teaching learning Indonesian language in the class. Another difficulty that they face is mostly the use of Indonesian language (47.4 %), such as: spelling and lack of vocabulary in making sentences and conversations. It took approximately 2-3 hours to create a story using Cartoon Story Maker. Comics can generate ideas for BIPA students in Vietnam in learning the Indonesian language in a fun and effective manner, especially in writing skills. Since a comic book is full of illustrations, it enhances the undergraduate students’ understanding immediately and they are able to produce sentences with minimal help from the lecturer. Therefore, it is hoped that comics can be an edutainment tool in promoting writing in the classroom. Keywords: language error, usage of sentences, comics
Comparison of E-Learning and Conventional Teaching in Lecturer Teaching Technique: Students' Perspective Akmal Bagus Jauhar; Hertiki Hertiki
Wahana Vol 76 No 2 (2024): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v76i2.9275

Abstract

The purpose of this study is to investigate the similarities and differences between lecturers' conventional (offline) and E-learning (online) teaching techniques. The research aims to uncover insights that contribute to the development of the language teaching and learning process. The objectives included examining the delivery of course content, assessment and evaluation, student perspectives, efficiency, flexibility, engagement, and distraction in both settings. This research utilized qualitative methods with a narrative approach. Data was collected through interviews with four students from the English Department at PGRI Adi Buana University Surabaya. The findings show that face-to-face and online learning have their own unique advantages. The students consider that the delivery of the subject matter and the assessment method are the same. However, the students stated that they prefer offline learning because of the direct interaction, discussion, and supportive environment. Online learning is recognized for its practicality, flexibility and energy efficiency, although challenges such as technical issues and disruptive behavior remain. Research shows that a balanced approach, which integrates offline and online methods, can create an optimal and inclusive learning environment. For students, active participation in both environments, using technology, and providing feedback to teachers is encouraged. Lecturers are encouraged to integrate teaching methods, utilize technology for engagement, and address distractions to create a conducive online environment. Future research should explore hybrid learning models, focus on specific technological tools, and conduct longitudinal studies to understand the sustained effects of blended learning approaches.
Co-Authors Ajeng Aprilia Fransiska Akmal Bagus Jauhar Annisa Fairus Rachmadani Fajar Susanto Farisa Rahma Yulita Rahayu, Endang Mastuti Robby Maulana Abrori Rosdiansah Shafinah Md. Salleh Virgen Aviyanty Prayitno