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All Journal Poetika: Jurnal Ilmu Sastra Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra EDUKATIF : JURNAL ILMU PENDIDIKAN Metahumaniora
Supian Supian
Universitas Padjadjaran
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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NOMINA DALAM BAHASA RUSIA DAN INDONESIA: ANALISIS KONTRASTIF DAN ANALISIS KESALAHAN Tri Yulianty Karyaningsih; Ladinata Ladinata; Supian Supian
Metahumaniora Vol 11, No 3 (2021): METAHUMANIORA, DESEMBER 2021
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/metahumaniora.v11i3.37046

Abstract

Penelitian ini membahas nomina dalam bahasa Rusia dan Indonesia dengan menelusuri perbedaan-perbedaan yang dapat menjadi kendala dalam kondisi bilingual, seperti dalam pembelajaran bahasa, dan dapat menjadi salah satu penyebab terjadinya kesalahan berbahasa. Teori yang digunakan dalam penelitian ini adalah teori morfologi dan sintaksis mengenai nomina dari Bobrova, Chaer, Effendi, dan Kostomarov & Maksimov. Metode penelitian adalah metode deskriptif-kualitatif dengan model analisis kontrastif dan analisis kesalahan. Data dalam analisis kontrastif diambil dari buku teks bahasa Rusia, sementara data kesalahan berbahasa diambil dari lembar kerja mahasiswa Sastra Rusia Unpad pada semester 6. Hasil penelitian menunjukkan bahwa kategori gramatikal gender, jumlah, dan kasus merupakan perbedaan mendasar yang ada pada nomina bahasa Rusia dan Indonesia, dan pada kategori-kategori gramatikal inilah terjadi banyak kesalahan penggunaan nomina bahasa Rusia oleh para mahasiswa Indonesia. Hal ini menunjukkan bahwa sistem gramatika yang sangat berbeda menjadi faktor kesulitan pada kondisi bilingual, seperti dalam pembelajaran bahasa asing. Untuk itu, diperlukan penguatan mendasar dalam pengenalan dan pemahaman ciri morfologis dan sintaktis nomina bahasa Rusia, serta penggunaannya, antara lain melalui pengamatan terhadap nomina dalam kalimat pada suatu teks bahasa Rusia.
The Creative Legacy of the Great Russian Poet Boris Pasternak: Traditions and Innovation in His Poetic Works Supian Supian; Ekaterina Prikhoda; Ruswan Dallyono; Ladinata Ladinata; Tri Yulianty Karyaningsih; Miksalmina Miksalmina
POETIKA Vol 10, No 2 (2022): Issue 2
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/poetika.v10i2.67383

Abstract

This study examines the poems of Boris Pasternak, the famed Russian literary figure. It analyzes and compares the poet's works with those of his contemporaries and predecessors’. Some motifs, themes, images, and characteristic features of the stylistics and tropics of poetic creativity in Pasternak's lyrics were revealed, which signify the influence of traditions and innovation. By employing several literary criticism methods, namely those of close reading, a structuralist analysis, and biographical criticism, this study found that there is a wealth of themes both old and new in Pasternak’s poetry. These themes were mostly derived from past authors, which confirm the findings of Baróthy (2015), Han (2015), and Polivanova & Polivanov (2018). These themes were then reconstructed in Pasternak’s works in a way that signify these works as a celebration of the old and the welcoming of the new in the Russian literary tradition. This study has cemented Boris Pasternak’s role as a hub linking the old and the new generations in Russian literature. 
Evaluating Higher Order Thinking Skills (HOTS) During the Covid-19 Pandemic: Lecturers’ Beliefs and Strategies Sukyadi, Didi; Dallyono, Ruswan; Hakim, Lukman; Kurniawan, Eri; Supian, Supian; L. Lebedeva, Alexandra
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i4.7503

Abstract

The Coronavirus pandemic disrupted learning processes in higher education institutions in Indonesia, affecting the relationships and interactions between lecturers and students, and necessitating an understanding of the beliefs and strategies in evaluating Higher Order Thinking Skills (HOTS) during the pandemic. Therefore, this study aims to examine the beliefs and strategies of lecturers in evaluating HOTS during the COVID-19 pandemic using e-learning platforms. This study combines quantitative methods to identify the frequency distributions of key factors and survey lecturers’ beliefs about evaluating student learning outcomes using a Likert Scale. Qualitative methods were used to analyze lecturers’ beliefs and strategies in evaluating HOTS through interviews. This study reveals that learning in the context of HOTS could still be conducted during the pandemic, although there were adjustments in using learning media from offline to online modes. This transition had been challenging for many lecturers, requiring trial, error and learning various available learning media. Initially considered a major problem, over time, lecturers had become accustomed to using technology to support student learning. Lecturers were very optimistic that online learning at the higher education level could be effective, despite requiring adjustments and learning new media, with strategies influenced by their beliefs, teaching philosophy, and the conditions during the pandemic
A Poet's Perspective: The Beauty of Life Reflected in Boris Pasternak’s Later Works Supian, Supian; Prikhoda, Ekaterina; Dallyono, Ruswan; Ladinata, Ladinata
POETIKA Vol 12, No 2 (2024): Issue 2
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/poetika.v12i2.98007

Abstract

This article examines the relationship between Boris Pasternak’s life and his artistic expression through his later poems. Following Wellek & Warren’s (1954) qualitative biographical analysis of Pasternak, which is basically associated with the qualitative method, we examined his personal narrative that contributed to the formation of his poetic voice. Data were taken from Pasternak’s later poems, namely “When It Clears Up” (1956-1959)–to Pasternak’s life stories, mainly taken from Pasternak’s biography by Hingley (2021) and the compilations of his letters to his family and friends (Slater, 2010). This study revealed that the events in his life greatly influenced his creation because they became the key motif of his narrative. The death of his brother and sister was influential in his studies of mortality and death, including grief. Peredelkino was a small village, and his longer period of stay helped him to have a chance to escape in nature and to experience loneliness to the greatest extent. In addition, his poetic work carries the features left by his teachers Alexander Skryabin and Hermann Cohen. To make up for the criticism of Belyi, whom he met in the summer of 1911, Skryabin offered Pasternak the aesthetic ideals of the latter work, developing the principles of poetry. Thus, in addition to recommending for Pasternak’s literary reading material other authors’ opinions on various philosophical issues, Cohen’s philosophic teaching enriched Pasternak’s outlook on the world and launched the latter on his poetic path. Understanding the specifics of Pasternak’s late poems provides knowledge of his life shots and the interconnectedness between his experiences and creation. The novelty of this study is reflected in the integration of a biographical analysis with a poetic interpretation. Such an approach uniquely combines the qualitative biographical analysis with a close reading of Pasternak’s later poems.
Utilizing the Cooperative Integrated Reading and Composition (CIRC) Model for Enhancing Reading Comprehension in English as a Foreign Language (EFL) Learners Tamara, Benedicta Cindy; Supian, Supian; Dallyono, Ruswan; Ladinata, Ladinata; Lebedeva, Alexandra Leonidovna
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 2 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i2.64648

Abstract

Abstract. Many students still struggle with reading comprehension, particularly in the areas of identifying topics, using proper grammar, understanding meaning, and expanding vocabulary. This study focuses on determining the effectiveness of applying the Cooperative Integrated Reading and Composition (CIRC) model in reading comprehension, especially in composing recount text. It focuses on finding solutions to the students' reading issues in relation to the four aspects including topic, grammar,   meaning,   and   vocabulary.   The pre-experimental research design was used to carry out this research. Pre-test observations in class were also carried out by researchers before implementing the CIRC model. After carrying out the pre-test, the CIRCL model continued to be applied in class. Random sampling was used with 30 students of VIII D Secondary School in Bandung. During the course of the investigation, classes were observed and reading assessments, including pre-tests and post-tests, were administered to students. The results of this research indicated that CIRC use both individually and in groups significantly helps students' reading comprehension abilities. It was shown that the students' active participation in the implementation of CIRC model enhanced their reading comprehension abilities. Students also demonstrated positive outcomes towards numerous activities and features of the CIRC model.  This study suggests that the CIRC model can be integrated into teaching strategies in school to improve reading skills, and also encourages collaborative learning, which is essential for students’ social development in the classroom.Keywords: CIRC Model, reading comprehension, recount text
Co-Authors Dallyono, Ruswan Didi Sukyadi Ekaterina Prikhoda Eri Kurniawan Karyaningsih, Tri Yulianty L. Lebedeva, Alexandra Ladinata Ladinata Ladinata Ladinata Ladinata, Ladinata Lebedeva, Alexandra Leonidovna Lukman Hakim Miksalmina Miksalmina Prikhoda, Ekaterina Tamara, Benedicta Cindy