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Kinayati Djojosuroto
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Journal : SALINGKA

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KAJIAN HISTORIS DAN NASIONALISME DALAM DUA PUISI TENTANG “DIPONEGORO” Kinayati Djojosuroto
SALINGKA Vol 12, No 01 (2015): SALINGKA, EDISI JUNI 2015
Publisher : Balai Bahasa Sumatra Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.481 KB) | DOI: 10.26499/salingka.v12i01.37

Abstract

Abdullah, Taufik Masyarakat. Jakarta: Pustaka Firdaus.Anwar, Chairil. 1977. Deru Campur Debu.Jakarta : Pustaka RakyatDradjat, Zakiah. 1996. Metodologi PenelitianSejarah. Jakarta: GramediaEffendi, S. 2008. Bimbingan Apresiasi Puisi.Ende Flores: Nusa IndahFaruqi, Nisa Ahmed, 2009. PendekatanHistoris, Jakarta: Pustaka Firdaus.Kartodirdjo, Sartono, 1994. KebudayaanPembangunan dalam PersepektifSejarah. Yogyakarta: Gajah MadaUniversity Press,——————— 1993 Pendekatan IlmuSosial dalam Metodologi Sejarah,Yogyakarta:  Gajah Mada University PressKoentj araningrat. 1993 Masal ahKesukubangsaaan dan Int egrasiNasional. Jakarta: UI PressLouis Gottschalk , 2005, UnderstandingHistory: a Primer of Historical Method,New Jersey:   Merril-Pearson Education Kuntowijoyo, 1994. Metodologi Sejarah,Yogyakarta: Tiara Wacana——————— 1991. Paradigma IslamInterpretasi untuk Aksi, Bandung:Mizan.Sakhwi Abd. Ar Rahman. 1997. HistoriografiIslam, Jakarta: Logos Wacana Ilmu
PENGARUH PENDEKATAN PEMBELAJARAN DAN PENGUASAAN SEMANTIK TERHADAP PENINGKATAN PEMAHAMAN MAKNA PUISI (The Influence of Teaching Approach and Semantic Mastery on the Increase of Achievement of Poetry Comprehension) Kinayati Djojosuroto
SALINGKA Vol 11, No 02 (2014): SALINGKA, EDISI DESEMBER 2014
Publisher : Balai Bahasa Sumatra Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (170.127 KB) | DOI: 10.26499/salingka.v11i02.19

Abstract

This article presents a research findings that is intended to determine the influence of teaching approach and semantic mastery on the increase of students’ achievement of poetrycomprehension of the students of the Education of  Language and Literature program of the Language and Art Major of the Manado State University (UNIMA). The teaching approachas an independent variable is divided into three levels: Gestalt, Structural, and Semiotic. The semantic mastery as an attribute variable is divided into high semantic mastery and lowsemantic mastery.  The research method employed in this study was quasi-experiment with before-after design through the factorial of 3 x 2 of the two-way analysis of variance technique (ANAVA). The sample of this research was the students who were studying the poem appreciation subject. Based on the result of inferential analysis of the data, several conclusions may be drawn. First, there is a difference in the increase of achievements of poetry comprehension of the groups of students who are taught using  Gestalt approach, structural approach, and semiotic approach (p 0.05).  Among the three groups, the Gestalt group shows the highest increase. Second, the group of students with high semantic mastery shows a higher increase of achievement in poetry comprehension than those with low semantic mastery (p 0.05).   Third, there is an interaction between teaching approach and semantic mastery in terms of the increase of the students’ achievement (p 0.05).
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