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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.

Flipbook-Based Digital Reading Corner as a Strategy to Improve Creative Reading Ability and Students’ Literacy Creativity in Junior High School Saidah, Elisa; Rido Andhi Yaksa; Niswatul Istiana Puji Syafitri; Kholifatus Ibramovic; Trinil Dwi Turistiani
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

The low level of creative reading ability and literacy creativity among junior high school (SMP) students is a fundamental problem in Indonesian Language learning. PISA 2022 data placed Indonesia at 69th out of 81 countries with a reading score of 359, well below the OECD average of 476. Meanwhile, conventional reading corners (pojok baca), as the main instrument of the School Literacy Movement (GLS), are considered suboptimal due to limited collections, low interest among digital-native students, and the absence of interactive approaches. This study aims to analyze the characteristics of digital flipbooks as literacy media, identify the limitations of conventional reading corners, design a flipbook-based digital reading corner model, and describe its implementation at the junior high school level. The method used is a library research approach with content analysis of 15 accredited journal articles published between 2021–2025. The results show that digital flipbooks have multimodal, interactive, and flexible characteristics relevant to Generation Z's learning styles. The designed flipbook-based digital reading corner model includes four components: digital content curation, reading day sessions, creative reflection, and digital literacy portfolios. Implementation of this model in Grade VIII Indonesian Language learning significantly improved student engagement and creative reading ability. These findings confirm that integrating flipbooks into a digital reading corner ecosystem is an adaptive and sustainable literacy strategy in the digital era.

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.

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