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FITUR KESALAHAN PENGGUNAAN EJAAN YANG DISEMPURNAKAN DALAM MAKALAH MAHASISWA Trinil Dwi Turistiani
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 1 No. 1 (2014): Vol 1 No 1 Bulan Maret Tahun 2014
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v1n1.p%p

Tujuan penelitian ini untuk mendeskripsikan aneka jenis kesalahan penggunaan ejaan, tingkat keseriusan kesalahan, dan faktor-faktor penyebab terjadinya kesalahandalam makalah mahasiswa. Hasil penelitian ini diharapkan bermanfaat bagi mahasiwa, dosen mata kuliah Bahasa Indonesia Keilmuan, dan dosen pada umumnya.Berdasarkan sifat dan karakteristik masalah yang dikaji,penelitian ini menggunakan pendekatan deskriptif kualitatif karena berusaha menggambarkan secara objektif atau apa adanyakesalahan penggunaan ejaan pada makalahmahasiswa.Data penelitian berupa bahasa tulisan atau kalimat yang mengandung kesalahan penggunaan ejaan.Sumber data penelitian ini berupa 21 makalah yang ditulis oleh mahasiswa Jurusan Pendidikan Olahraga FIKUnesa.Teknik yang digunakan untuk mengumpulkan data dalam penelitian ini berupa teknik dokumentatif.Teknik analisis data menggunakan prosedur kerja analisis kesalahan berbahasa meliputi, (1) identifikasi data, (2) klasifikasi data, dan (3) penentuan frekuensi kesalahan. Hasil penelitian ini berupa temuan beberapa jenis kesalahan penggunaan ejaan, meliputi kesalahan penggunaan tanda baca (tanda titik dan tanda koma), kesalahan pemakaian huruf (huruf miring), dan kesalahan penulisan kata (gabungan kata, kata berimbuhan, kata depan, partikel, dan lambang bilangan). Dilihat dari frekuensi dan persebaran kesalahan dapat disimpulkan bahwa kesalahan pemakaian tanda baca dan penulisan kata merupakan bentuk kesalahan yang cukup serius. Apabila dicermati kesalahan-kesalahan tersebut merupakan kesalahan intrabahasa yang disebabkan oleh ketidaktahuan akan pembatasan kaidah dan penerapan kaidah yang tidak sempurna, yakni kaidah ejaan yang disempurnakan (EYD)

Efforts to Improve Descriptive Writing Skills Using Magic Card Media for Ninth Grade Students in Junior High School Elang Latu Lanang; Trinil Dwi Turistiani; Eka Lidia Ustanti
Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 6 No 3 (2024): Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/disastri.v6i3.7142

Descriptive writing skills are essential competencies that students at the junior high school level must possess, especially to develop critical thinking skills and language abilities. Descriptive texts provide students with the opportunity to describe objects, places, or situations in detail, which in turn trains students in organizing ideas and enriching vocabulary. However, challenges in teaching these skills are still frequently encountered in the field. This study aims to improve descriptive writing skills among ninth-grade junior high school students through the use of Magic Card media. The research employs a Classroom Action Research (CAR) method conducted in two cycles. Each cycle includes stages of planning, implementation, observation, and reflection. Data were collected through observations, interviews, and writing tests conducted at the end of each cycle. The results show that the application of Magic Card media can significantly enhance students' descriptive writing skills. In Cycle 1, the average student score was only 65, with issues such as limited vocabulary, difficulty in organizing ideas, and lack of creativity. After reflection and adjustments in Cycle 2, which included providing more detailed guidance, staged practice, and individual work, the average student score increased to 75. This improvement was evident in the increased use of varied vocabulary, more logical organization of ideas, and creativity in writing descriptive texts. Thus, Magic Card media proves to be effective in improving descriptive writing skills among ninth-grade junior high school students. This study suggests that teachers should utilize creative and interactive learning media, such as Magic Cards, to help students develop their writing skills optimally.

Efforts to Improve Descriptive Writing Skills Using Magic Card Media for Ninth Grade Students in Junior High School Elang Latu Lanang; Trinil Dwi Turistiani; Eka Lidia Ustanti
Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 6 No 3 (2024): Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/disastri.v6i3.7142

Descriptive writing skills are essential competencies that students at the junior high school level must possess, especially to develop critical thinking skills and language abilities. Descriptive texts provide students with the opportunity to describe objects, places, or situations in detail, which in turn trains students in organizing ideas and enriching vocabulary. However, challenges in teaching these skills are still frequently encountered in the field. This study aims to improve descriptive writing skills among ninth-grade junior high school students through the use of Magic Card media. The research employs a Classroom Action Research (CAR) method conducted in two cycles. Each cycle includes stages of planning, implementation, observation, and reflection. Data were collected through observations, interviews, and writing tests conducted at the end of each cycle. The results show that the application of Magic Card media can significantly enhance students' descriptive writing skills. In Cycle 1, the average student score was only 65, with issues such as limited vocabulary, difficulty in organizing ideas, and lack of creativity. After reflection and adjustments in Cycle 2, which included providing more detailed guidance, staged practice, and individual work, the average student score increased to 75. This improvement was evident in the increased use of varied vocabulary, more logical organization of ideas, and creativity in writing descriptive texts. Thus, Magic Card media proves to be effective in improving descriptive writing skills among ninth-grade junior high school students. This study suggests that teachers should utilize creative and interactive learning media, such as Magic Cards, to help students develop their writing skills optimally.

Penerapan Model Pembelajaran PBL Bermedia Aplikasi Wordwall Untuk Meningkatkan Kemampuan Menganalisis Teks Deskripsi Peserta Didik Kelas IX Fahrudin Imam Nurkolis; Trinil Dwi Turistiani; Eka Lidia Ustanti
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 30 No. 4 (2024): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v30i4.271

The purpose of this study is to enhance students' capacity to use the Problem Based Learning (PBL) learning model with word wall media to assess descriptive texts with regard to student learning outcomes. Classroom Action Research (CAR), which is conducted in two cycles, is the research methodology used. Both quantitative and qualitative data analysis are employed. implemented in two cycles, with one meeting per cycle. 28 pupils in grade IX at SMPN 33 Surabaya served as the study's subjects. According to the study's findings, in cycle I, the percentage of students who analyzed descriptive texts with learning outcomes was 57.9% in the good category; in cycle II, this percentage increased to 60.5% in the fairly good category; in cycle I, student activity was 34.2% in the fairly good category, with the same results in cycle II, 34.2% in the less good category; and in cycle I, the percentage of students who were classically complete (7.9%) fell to 5.2% in the better category. Therefore, it can be said that the use of word wall media in conjunction with the Problem Based Learning (PBL) learning paradigm can enhance students' learning outcomes when it comes to analyzing descriptive texts in class IX-G at SMPN 33 Surabaya.

EFEKTIVITAS PENERAPAN MEDIA KARTU UNO DESKRIPTIF PADA PEMBELAJARAN MENGANALISIS TEKS DESKRIPSI KELAS VII SMP NEGERI 37 SURABAYA Sitta Amalia Devi; Trinil Dwi Turistiani; Prima Vidya Asteria
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39775

This quantitative research, empIoying an experimentaI method with a pre-test and post test controI group design, aims to describe: 1) impIementation UNO card media including teaching students to anaIyze descriptive texts, and 2) the students abiIity to anaIyze descriptive texts before and after using UNO cards for grade VII students at SMP Negeri 37 Surabaya. The popuIation for this study consisted of aIi grade VII students at SMP Negeri 37 Surabaya during the 2024/2025 academic year. The sampIe, comprising cIass A as the experimentaI group and cIass D as the controI group was seIected using the random sampIing technique. Data were coIIected through observation and test (pre-test and post test). Observation resuIts indicated that the impIementation of the UNO card media proceeded very weII and smoothIy. This is substantiated by student activity observation scores teaching 96% and teacher activity scores teaching 95%. Futhermore, the resuIts of data anaIysis using the non parametrik Mann Whitney U showed a significant difference in the post-test score between the experimentaI cIass and the controI cIass. The mean post-test score experimentaI cIass reached 90.00, which was higher compared to the controI cIass. The significance vaIue (asymp. Sig 2-taiIed) for the experimentaI cIass was 0.00 (P<0.05). Therefore, it is concIuded that the use UNo card media significantIy improve the abiIity of grade VII Student at SMP Negeri 37 Surabaya to anaIyze descriptive texts.

Strategi Quick Reading dan Deep Reading Mahasiswa Semester Dua dalam Menghadapi Beban Tugas Perkuliahan Ella Safitri; Irma Wakhidatun Nisa; Wanni Oktavia Pardede; Iswara Mutiara Laksmi; Nisaus Sya'diyah; Trinil Dwi Turistiani
Dharma Acariya Nusantara Jurnal Pendidikan Bahasa dan Budaya Vol. 4 No. 1 (2026): Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/jdan.v4i1.2351

Changes in student learning patterns in higher education are influenced by the high intensity of academic assignments and limited study time. These conditions encourage students to use more practical and efficient reading strategies, such as quick reading, rather than deep reading, which requires deeper cognitive engagement. This study aims to analyze the reading strategy tendencies of second-semester students in dealing with the burden of college assignments. The study used a descriptive quantitative approach with a Likert-scale questionnaire as the data collection technique. The results show that students more often use quick reading when facing assignment deadlines and limited academic time because it is considered to help obtain information quickly. However, this strategy can lead to a decrease in in-depth understanding of the content of academic reading. Meanwhile, deep reading is still used on material considered important, complex, or directly related to learning evaluation. This study shows a shift in student reading culture towards more strategic and efficient patterns, which can serve as evaluation material for higher education in building an academic literacy culture that balances reading efficiency and quality of comprehension.

Analisis Tantangan dalam Penerapan Teknik Membaca Intensif pada Kegiatan Membaca Jurnal Akademik Zena Ariqoh; Navyola Yussi Prastika; Natasya Dwi Aprilia; Silvianita Nur Azizah; Mia Riani; Trinil Dwi Turistiani
Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya Vol. 5 No. 1 (2026): Juni: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/protasis.v5i1.265

This study aims to identify the challenges students face in applying intensive reading techniques when reading academic journals. A qualitative descriptive approach was used involving 29 students, consisting of 20 questionnaire respondents and 9 interview participants. Data were collected through open-ended questionnaires and interviews to explore students’ experiences in understanding scientific articles. The data were analyzed through grouping, reduction, and interpretation based on emerging themes.The findings show that most students have applied intensive reading techniques to examine journal content in depth, particularly in identifying main ideas, understanding authors’ arguments, and analyzing research data. However, several challenges were identified, including limited time due to academic workload, difficulty understanding scientific terms and concepts, lengthy journal articles, and reduced concentration during reading. These obstacles often require students to spend more time achieving a comprehensive understanding of journal content.To address these difficulties, students employed various strategies, such as rereading challenging sections, searching for definitions from additional sources, taking brief notes, and comparing information with supporting references. Overall, the findings indicate that intensive reading contributes to the development of academic literacy skills, although its effectiveness is influenced by technical and cognitive factors.

Analisis Persepsi Mahasiswa terhadap Metode SQ3R dalam Meningkatkan Pemahaman Bacaan Akademik Nia Ramadhani; Pota Kusuma Andriyani; Amanda Lorenza; Nayla Roesma Az-Zahra; Iftitah Rizqi Wardhani; Trinil Dwi Turistiani
Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora Vol. 4 No. 3 (2026): Agustus: Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial
Publisher : Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/atmosfer.v4i3.1772

This study was conducted to analyze the effectiveness of the SQ3R method (Survey, Question, Read, Recite, Review) in improving university students’ academic reading comprehension and to identify the factors influencing its implementation in learning activities. The research applied a quantitative approach with a descriptive analytical design. Data were collected through a closed-ended questionnaire based on a Likert scale distributed to 22 students. The research instrument consisted of 20 statements covering reading comprehension, concentration, memory retention, learning effectiveness, and the ease of using the SQ3R method. The collected data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. The results indicated that most respondents gave positive responses toward the implementation of the SQ3R method. The method was considered effective in helping students better understand academic texts, identify main ideas, improve reading focus, strengthen memory retention, and support learning effectiveness. The stages of SQ3R encouraged students to read more actively, systematically, and purposefully compared to conventional reading methods. Furthermore, students showed a high level of interest in continuing to apply the method in their academic activities. Nevertheless, the effectiveness of the SQ3R method was also influenced by several factors, such as reading interest, study habits, learning environment, and students’ individual abilities. Therefore, the SQ3R method can be used as an alternative reading strategy to improve students’ academic literacy skills.

PENGARUH TEKNOLOGI TERHADAP KEGIATAN MEMBACA KREATIF SISWA SMAN 1 SUMBERREJO BOJONEGORO: KEBIASAAN, HAMBATAN, DAN PREFERENSI MEDIA Annisa Maulidi Rohmah Cahyaningtyas; Zulfa Melany Putri; Azzahro K, Salwa; Nur Hidayati, Siti; Trinil Dwi Turistiani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50210

Creative reading skills are a crucial aspect of language learning, particularly in the context of the rapid advancement of information technology. This study aims to describe the application of creative reading among high school students, including their reading habits, the challenges they face, their preferences for reading media, and the impact of technology on their reading activities. The study employed a qualitative approach using in-depth interviews conducted online via Google Meet. The research subject was a student at SMAN 1 Sumberrejo, Bojonegoro, selected based on relevance to the research topic. Data analysis was conducted using the Miles and Huberman interactive model, which includes the stages of data reduction, data presentation, and drawing conclusions. The findings indicate that the subject maintains a consistent daily reading habit, although it is limited to fragmented reading of three to four pages. The primary obstacle encountered is lexical difficulty, particularly when reading non-fiction books containing foreign terms. The subject prefers physical books over digital media because they are perceived as better for maintaining concentration and reducing notification distractions. Nevertheless, digital platforms such as YouTube and Google are still utilized as supplementary references. Technology is perceived as a tool that supports creative reading when used wisely, while excessive use of gadgets tends to disrupt focus. Creative reading activities conducted through group discussions, summary writing, and rereading texts strengthen students’ critical thinking skills and deepen their understanding of the reading material.

ANALISIS FAKTOR KESULITAN MEMBACA INTENSIF DAN PERILAKU MEMBACA PADA SISWA KELAS 7 SMP: STUDI KUALITATIF Azzahra Khayla Safira Adya Putri; Rahma Izza Azizah; Fela Sintia Rahayu; Raflie Ahmad Nasrullah; Trinil Dwi Turistiani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51309

Tujuan dari penelitian ini adalah untuk menganalisis penyebab kesulitan dalam membaca intensif pada siswa kelas VII di MTs. Raden Rahmat Surabaya. Masalah yang terdeteksi adalah ketidakmampuan siswa untuk sepenuhnya memahami teks bacaan meskipun terlibat dalam kegiatan membaca selama pelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi yang melibatkan guru bahasa Indonesia, Waka kurikulum dan siswa kelas VII. Pengolahan data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sementara validitas dijaga melalui triangulasi sumber. Temuan penelitian mengindikasikan bahwa kesulitan siswa dalam membaca intensif dipengaruhi oleh berbagai faktor: keterbatasan kosakata, motivasi membaca yang rendah, kecenderungan untuk menghafal daripada memahami teks, kebiasaan literasi digital yang tidak produktif, serta dukungan keluarga yang kurang. Dari berbagai faktor tersebut, keterbatasan kosakata menjadi penghalang paling signifikan, karena siswa sering menemukan kosakata yang tidak dipahami sehingga menghambat pemahaman teks secara menyeluruh. Di samping itu, minimnya motivasi dan gangguan dari media digital mengurangi konsentrasi serta minat siswa dalam membaca. Penelitian ini menyimpulkan bahwa kesulitan dalam membaca intensif disebabkan oleh gabungan dari faktor linguistik, kognitif, sosial, dan lingkungan. Oleh karena itu, kolaborasi antara sekolah, guru, orang tua, dan siswa sangat penting untuk meningkatkan kemampuan pemahaman membaca melalui pengayaan kosakata, pengembangan kebiasaan membaca, dan program literasi yang mendukung.

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