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PENDEKATAN DALAM ANALISIS WACANA KRITIS Masitoh Masitoh
Edukasi Lingua Sastra Vol 18 No 1 (2020): Edukasi Lingua Sastra
Publisher : Universitas Muhammadiyah Kotabumi

Abstract The basic understanding of critical discourse analysis is that discourse is not only understood as an object of language study. Language in the analysis of critical discourse in addition to the text also in the context of language as a tool that used for specific purposes and practices in the scope of setting, situation, history, power, and ideology. The Context is everything outside of the language itself. The main purpose of critical discourse analysis is to reveal the blur in discourse. To analyze the critical discourse, there were several approaches presented by experts, as follow; First, Norman Fairclough's approach produces a three-dimensional framework in understanding and analyzing discourse, namely the dimensions of discourse as text, discourse as discursive practice, and discourse as social practice by utilizing semiotics. Second, the approach to critical discourse analysis offered by Van Leeuwen centers on describing social actors in discourse and explaining how social actors were represented in a text. Third, Van Dijk's discourse analysis approach assembles sociocognitive ideologies, so that critical discourse analyzers could reveal ideologies hidden behind the text. Fourth, Wodak proposes a historical-discourse approach, which always integrates analysis of the historical context into the interpretation of discourse. While the fifth, Sara Mills’ approach emphasizes how women who were always marginalized were displayed in the text.

Peningkatan Kemampuan Membaca Kalimat Dengan Aksara Lampung Melalui Penerapan Model Pembelajaran Literasi Informasi Siswa Kelas Iv Sdn 04 Tanjung Aman Kotabumi Tahun Pelajaran 2020/2021 Masitoh Masitoh
Edukasi Lingua Sastra Vol 19 No 1 (2021): Edukasi Lingua Sastra
Publisher : Universitas Muhammadiyah Kotabumi

The learning material in Lampung language is quite difficult to learn by elementary students. One of those were the material Lampung’s script reading. The teacher should be able to carry out the planning and learning experiences that will be provided to students properly. The teacher should be good at using a learning model that can improve students’ reading ability and motivation to learn Lampung’s script. One of those models that can be use by the teacher were information literacy learning model. The problem of this research is the improvement of students’ reading abilityto read Lampung’s script sentences through the implemenation of information literacy learning model at fourth grade students of sdn 04 Tanjung Aman Kotabumi in academic year2020/2021 The research objective was to describe the improvement of students’ reading ability to read Lampung’s script sentences through the implemenation of information literacy learning model at fourth grade students of sdn 04 Tanjung Aman Kotabumi in academic year 2020/2021 Classroom Action Research was applied in this research that devided into 4 steps, i.e; planning, implementing, observing and reflection. For the implementing steps was carried out in three cycle. Based on the implementation that already applied in this reserach, it could be conclude that the application of the information literacy learning model could improve the students learning process by reading Lampung’s script sentences. It could be seen based on the result as follows; (1) The precentage of the completeness of the assessment of the students’ ability to read Lampung’s script sentences in cycle I = 70% (22 students), cycle II = 85% (26 students), and cycle III= 98% (30 students). (2) The percentage of the model application of learning information in cycle I= 70%, cycle II= 83%, and cycle III= 95%.

PERSEPSI KESANTUNAN DIREKTIF BAHASA INDONESIA MAHASISWA PRODI PENDIDIKAN BAHASA DAN SASTRA INDONESIA FKIP UNIVERSITAS MUHAMMADIYAH KOTABUMI Masitoh Masitoh
Edukasi Lingua Sastra Vol 19 No 2 (2021): Edukasi Lingua Sastra
Publisher : Universitas Muhammadiyah Kotabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47637/elsa.v19i2.395

One of the function of language is a communication tool. The form of the respect and appreciation of the person to others when communicating is to use polite and courteous language. Therefore, in this research article, the problem that would be discussed was “The Perceptions of Directive Politeness in Indonesian language for the students of Indonesian Language and Literature Education Study Program”. The purpose of this research was to describe the directive politeness in Indonesian language for the students of Indonesian Language and Literature Education Study Program. The quantitative descriptive method was applied in this research by describing the frequency of the politenes in Indonesian language for the students of Indonesian language and literature education study program. Furthermore, it was describe the differences perception of the politeness for the students of Indonesian language and literature of education who in Lampung ethnic and Javanese ethnic: between male students of Lampung and Javanese ethnicity, between female students of Lampung and Javanese ethnicity as it is. The questionnaire was applied in this research to get the data on the directives politeness in Indonesian language.The questionnaire contains a context that consisting of 20 questions followed by nine multiple choices of directive speech act from impolite, less polite to polite. The nine sequences of directive speech acts are: A. Imperative sentence/Kalimat Imperatif (KI), B. Explicit Performative Sentence/Kalimat Performative Eksplisit (KPE), C. Gated Performative Sentence/Kalimat Performative Berpagar (KPB), D.Statement of Desire/Pernyataan Keinginan (PI), F. Formulation of Suggestions/Rumusan Saran (RS), G. Preparation of Questions/Persiapan Pertanyaan (PP), H. Strong Signals/Isyarat Kuat (IK), and I. Soft Signs/ Isyarat Halus (IH). The result of the research was there were significant differences and similarities in the perception of the Indonesian Language in directive politeness of Lampung and Javanese ethnic students. The differences perception of directive politeness in Indonesian language of Lampung and Javanese ethnic students were in the statement A, B, D, F, G, H, and I; the similarity perception of directive politeness in Indonesian language of Lampung and Javanese etchnic students were in statements C and E. This differences could occur because of the cultural differences. There was a similarity in the preception of directive politeness in Indonesian language of Lampung and Javanese ethnic students because the two languages have the same level in language.

Primary Education in Southeast Asia: A Comparative Analysis between Indonesia and Philippines School Curriculum Aulia Ihza Cahya; Elizar Elizar; Badawi Badawi; Masitoh Masitoh; Meutia Rachmatia; Berta Apriza
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4817

This study aims to compare the implementation of elementary curricula in the Philippines and Indonesia, focusing on ten key aspects: Curriculum Function, Curriculum Vision, Aims and Objectives, Values and Principles, Philosophy of Teaching and Learning, Curriculum Architecture, The Importance of Competency, Areas of Learning, Teaching Methodology and Strategies, and Assessment. The objective is to describe and analyze the differences between the curricula of these two countries. A qualitative approach with a multi-site case study design was employed, involving elementary schools in both Indonesia and the Philippines. Data collection methods included surveys, in-depth interviews with staff from six schools in each country, lesson observations, and document analysis. Informants were selected using purposive sampling to ensure the inclusion of experienced individuals from the Education office, school principals, and teachers, totaling 12 informants from both Indonesia and the Philippines. The findings reveal notable differences in the curricula across the ten aspects studied. The Indonesian education curriculum emphasizes the development of character, morals, and social skills, whereas the Philippine education curriculum prioritizes the enhancement of students' cognitive abilities.

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