Garuda - Garba Rujukan Digital

PENYIMPANGAN POLA FONOLOGIS BAHASA INGGRIS SISWA SD TAMPAK SIRING Dewa Ayu Widiasri
Menara Ilmu Vol 10, No 72 (2016): Jurnal Menara Ilmu November Jilid 1
Publisher : LPPM Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/mi.v10i72.35

The comprehension of English speech must be entirely based on the ability ofproducing appropriate articulation. This study is simply conducted to find out disoders inEnglish phoneme and supra segmental elements which are produced by students of elementaryschool in Tampak Siring in academic year 2016/2017. The study made use a descriptivequalitative approach. The population of the study were the third, fifth and sixth grade studentsin which 35 of them was taken as sample of the study. The data was collected by using test,questioner and open interview. The collected data was analyzed by interactive analysis. Basedon the result of data analysis, it shows that the whole disorders in articulation of EnglishPhonemes was 532 in total. It consisted of 132 or 23% in fricative, 387 or 72,7 % for inallophones, 4 or 0,75% for in vowel production and 11 or 2,1% for intonation and 7 or 1,3%for stress syllable. Types of disorders were Omission (35,3 %), Addition (6,01 %),Misinformation (51,5 %) and Disordering (7,14 %). The causes of errors wereoovergeneralizations (18 %), Incomplete Applications of Rules (31,01 %), False ConceptsHypothesized (25 %) and Ignore of Rule Restriction (25,37 %). It can be concluded that thestudents have problems in appropriate English articulation. Considering to the significance ofacuracy in expressing spoken message, the teachers must pay deep .attention to this mattersand fix them by encouraging, engaging and envolving them any time practice.Kata kunci: Phonemes, allophones, Phonological process, suprasegmental

METHODS OF LEARNING INDONESIAN LANGUAGE: ETHNOPRAGMA-EDUCATIVE PERSPECTIVE IN HIGH SCHOOL (METODE PEMBELAJARAN BAHASA INDONESIA DI SMA BERBASIS ETNOPRAGMA-EDUCATIF) Dewa Ayu Widiasri; Nidya Fitri; Raihan S. Farhan
Jurnal Gramatika Vol 8, No 1 (2022)
Publisher : Universitas PGRI Sumatera Barat

The problems discussed in this study are based on the transition of curriculum changes that often change by government policies and the dominance of the use of English. This problem causes Indonesian proficiency value to be categorized as low. For this reason, a learning strategy in Indonesian is needed to minimize all impacts that occur by offering and modifying existing methods called ethnopragma-educative. This study aims to describe learning methods Indonesian in ethnopragma-educative-based high schools (communication ethnography, pragmatics, and educational interactions. The use of methods is carried out with qualitative description in order to be able to accommodate the reality of language in interactions in the classroom. Observation methods carry out the collection of methods, in-depth interviews, documentation with recording techniques, and pragmatics match techniques, and focusing discussion groups with teachers, stakeholders, and communities in the high school environment. The research results were obtained based on the modification of the three statements are (1) the use of communication ethnographic approaches include eight elements, namely setting and scene, participants, ends, an act of sequences, key, instrumentalities, a norm of interaction, and genres able to accommodate learning situations in the classroom to create effective and efficient learning; (2) the use of pragmatic approaches based on illocution, locution, and perlocution actions can maximize the role of teachers as motivators and inspirators in involving students to participate in Indonesian learning to develop cognitive, psychomotor, and achievement of learning go; (3) the use of educational interaction approaches can create two-way learning that is realized by the question and answer method between teachers and students in the classroom

METHODS OF LEARNING INDONESIAN LANGUAGE: ETHNOPRAGMA-EDUCATIVE PERSPECTIVE IN HIGH SCHOOL (METODE PEMBELAJARAN BAHASA INDONESIA DI SMA BERBASIS ETNOPRAGMA-EDUCATIF) Dewa Ayu Widiasri; Nidya Fitri; Raihan S. Farhan
Jurnal Gramatika Vol 8, No 1 (2022)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2022.v8i1.5683

The problems discussed in this study are based on the transition of curriculum changes that often change by government policies and the dominance of the use of English. This problem causes Indonesian proficiency value to be categorized as low. For this reason, a learning strategy in Indonesian is needed to minimize all impacts that occur by offering and modifying existing methods called ethnopragma-educative. This study aims to describe learning methods Indonesian in ethnopragma-educative-based high schools (communication ethnography, pragmatics, and educational interactions. The use of methods is carried out with qualitative description in order to be able to accommodate the reality of language in interactions in the classroom. Observation methods carry out the collection of methods, in-depth interviews, documentation with recording techniques, and pragmatics match techniques, and focusing discussion groups with teachers, stakeholders, and communities in the high school environment. The research results were obtained based on the modification of the three statements are (1) the use of communication ethnographic approaches include eight elements, namely setting and scene, participants, ends, an act of sequences, key, instrumentalities, a norm of interaction, and genres able to accommodate learning situations in the classroom to create effective and efficient learning; (2) the use of pragmatic approaches based on illocution, locution, and perlocution actions can maximize the role of teachers as motivators and inspirators in involving students to participate in Indonesian learning to develop cognitive, psychomotor, and achievement of learning go; (3) the use of educational interaction approaches can create two-way learning that is realized by the question and answer method between teachers and students in the classroom

PENGEMBANGAN INSTRUMEN PENGUKURAN TINGKAT PENCAPAIAN PERKEMBANGAN BAHASA ANAK USIA DINI I Wayan Gunartha; Dewa Ayu Widiasri
Stilistika : Jurnal Pendidikan Bahasa dan Seni Vol. 9 No. 2 (2021): Stilistika: Jurnal Pendidikan Bahasa dan Seni
Publisher : Program Studi Pendidikan Bahasa Indonesia dan Daerah Universitas PGRI Mahadewa Indonesia

Abstrak Penelitian ini bertujuan untuk mengembangkan seperangkat instrumen pengukuran tingkat pencapaian perkembangan bahasa anak usia 5-6 tahun yang berkualitas. Penelitian ini merupakan penelitian dan pengembangan (research and development). Instrumen yang dikembangkan adalah lembar observasi berbentuk ceklist. Sebelum diujicobakan di lapanagan, instrumen divalidasi oleh pakar, guru TK, dan kepala TK. Subjek coba dalam penelitian ini adalah anak TK kelompok B. Ujicoba dilakukan tiga tahap dengan jumlah subjek coba semakin meningkat. Analisis hasil validasi pakar dan praktisi menggunakan analisis deskriptif. Hasil uji coba dianalisis dengan Confirmatory Factor Analysis. Berdasarkan validasi pakar dan praktisi, instrumen memiliki kualitas yang baik dan hasil ujicoba lapangan menunujukkan bahwa semua butir memiliki validitas dan reliabilitas yang baik, serta kecocokan model yang baik. Abstract This study aims to develop a set of quality measurement instruments for the level of achievement of language development for children aged 5-6 years. This research is a research and development (research and development). The instrument developed was an observation sheet in the form of a checklist. Before being tested in the field, the instruments were validated by experts, kindergarten teachers, and kindergarten heads. The test subjects in this study were kindergarten children group B. The trial was carried out in three stages with the number of experimental subjects increasing. Analysis of the validation results of experts and practitioners using descriptive analysis. The trial results were analyzed by Confirmatory Factor Analysis. Based on the validation of experts and practitioners, the instrument has good quality and the results of field trials show that all items have good validity and reliability, as well as good model fit.

KEMAMPUAN MEMBACA CEPAT TEKS EKSPLANASI DENGAN TEKNIK SKIMMING OLEH SISWA KELAS XI SMA NEGERI 1 KUTA UTARA, BADUNG TAHUN PELAJARAN 2020/2021 Sri Intan Widyaningrum; I Wayan Gunarta; Dewa Ayu Widiasri
Stilistika : Jurnal Pendidikan Bahasa dan Seni Vol. 10 No. 1 (2021): Stilitika: Jurnal Pendidikan Bahasa dan Seni
Publisher : Program Studi Pendidikan Bahasa Indonesia dan Daerah Universitas PGRI Mahadewa Indonesia

Penelitian ini dilatarbelakangi pemikiran bahwa kemampuan membaca cepat dengan teknik skimming penting untuk dikuasai para siswa akibat teknologi yang semakin berkembang. Penelitian ini menggunakan empat metode, yaitu (1) metode penentuan subjek penelitian, (2) metode pendekatan subjek penelitian, (3) metode pengumpulan data, dan (4) metode pengolahan data. Dalam mengumpulkan data digunakan metode tes dan wawancara sedangkan metode pengolahan data digunakan metode statistik deskriptif. Dari hasil pengolahan data dapat disimpulkan bahwa kemampuan membaca cepat teks eksplanasi dengan teknik skimming oleh siswa SMA Negeri 1 Kuta Utara, Badung Tahun Pelajaran 2020/2021 termasuk dalam kategori cepat dengan kecepatan 250 kata per menit dan tingkat pemahaman rata-rata sebesar 75. Kesulitan yang paling banyak dialami siswa dalam membaca cepat dengan teknik skimming adalah skimming topik bacaan dan pemahaman isi bacaan, sedangkan faktor penyebab kesulitan siswa dalam membaca cepat dengan teknik skimming adalah siswa belum membiasakan diri untuk membaca cepat dengan teknik skimming.

APPLICATION OF ETHNO-PRAGMATIC LEARNING STRATEGIES IN INDONESIAN LANGUAGE LESSONS IN HIGH SCHOOL IN THE MERDEKA CURRICULUM (PENERAPAN STRATEGI PEMBELAJARAN ETHNO-PRAGMATIK PADA PELAJARAN BAHASA INDONESIA DI SMA PADA KURIKULUM MERDEKA) Dewa Ayu Widiasri; I Wayan Gunartha; Nidya Fitri
Jurnal Gramatika Vol 9, No 1 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2023.v9i1.6730

The problems discussed in this study are adapting curriculum changes from the 2013 curriculum to the independent curriculum in Indonesian learning in high school. This curriculum is because not all teachers understand the application of the independent curriculum to learning, especially Indonesian learning. For this reason, ethno-pragmatic learning strategies are needed to integrate with the independent curriculum in high school. This ethno-pragmatic learning strategy can accommodate the achievements of the Indonesian learning curriculum in high schools so that character strengthening can be achieved by the independent curriculum policy set in Decree of the Head of Balitbang of the Ministry of Education and Culture, Research and Technology No. 028/H/KU/2021 concerning the learning outcomes of PAUD, SD, SMP, SMA, SDLB, SMPLB, and SMALB in the Driving School Program. The method is carried out with descriptive qualitative to understand students applying the Indonesian language curriculum in high school. Data were collected using observation methods, in-depth interviews, documentation with note-taking techniques, practical matching techniques, and focus group discussions with stakeholders in high school. The results showed that (1) the application of the ethno-pramatics method to Indonesian subjects in high school was able to accommodate the achievement of curriculum objectives in the use of the Indonesian language in a polite manner, and (2) The application of ethno-pragmatics methods to Indonesian subjects in high school can understand various multimodal texts based on context.

APPLICATION OF ETHNO-PRAGMATIC LEARNING STRATEGIES IN INDONESIAN LANGUAGE LESSONS IN HIGH SCHOOL IN THE MERDEKA CURRICULUM (PENERAPAN STRATEGI PEMBELAJARAN ETHNO-PRAGMATIK PADA PELAJARAN BAHASA INDONESIA DI SMA PADA KURIKULUM MERDEKA) Dewa Ayu Widiasri; I Wayan Gunartha; Nidya Fitri
Jurnal Gramatika Vol 9, No 1 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2023.v9i1.6730

The problems discussed in this study are adapting curriculum changes from the 2013 curriculum to the independent curriculum in Indonesian learning in high school. This curriculum is because not all teachers understand the application of the independent curriculum to learning, especially Indonesian learning. For this reason, ethno-pragmatic learning strategies are needed to integrate with the independent curriculum in high school. This ethno-pragmatic learning strategy can accommodate the achievements of the Indonesian learning curriculum in high schools so that character strengthening can be achieved by the independent curriculum policy set in Decree of the Head of Balitbang of the Ministry of Education and Culture, Research and Technology No. 028/H/KU/2021 concerning the learning outcomes of PAUD, SD, SMP, SMA, SDLB, SMPLB, and SMALB in the Driving School Program. The method is carried out with descriptive qualitative to understand students applying the Indonesian language curriculum in high school. Data were collected using observation methods, in-depth interviews, documentation with note-taking techniques, practical matching techniques, and focus group discussions with stakeholders in high school. The results showed that (1) the application of the ethno-pramatics method to Indonesian subjects in high school was able to accommodate the achievement of curriculum objectives in the use of the Indonesian language in a polite manner, and (2) The application of ethno-pragmatics methods to Indonesian subjects in high school can understand various multimodal texts based on context.

Enhancing Language Skills in Autistic Children: A Psycholinguistic Exploration of ABA Therapy Effects with Linguistic and Psycho-Behavioral Perspective Nidya Fitri; Dewa Ayu Widiasri
Jurnal Gramatika Vol 10, No 1 (2024)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2024.v10i1.8029

The study was conducted to analyze the effect of ABA therapy on the language skills of autistic children: a psycholinguistic review. The cause of language disorders in autistic children is that there are nervous system disorders in the brain. Developmental disorders require further treatment in order to improve children's language skills. The method used was pre-experiment with one group pre-test and posttest design with statistical tests such as the Wilcoxon test. Analysis techniques using ABC (Antecedent, Behavior, Consequence) models with parameters of compliance, imitation skills, and establishing eye contact. The research was conducted in one of the training places for children with special needs in the city of Pekan Baru. The child population of 15 autistic children with eight children was sampled for language disorders. The development of the application of ABA therapy is carried out for three months. The results of the Wilcoxon sign rank test on the pre-test and posttest showed a significant increase in bye-bye, applause, spinning, and jumping activities with a significance value of 0.045. ABA therapy in autistic children is one of the behavioral therapies that focuses on handling the situation when the child is able to respond correctly. Through the application of ABA therapy, children are able to respond according to the instructions given by the therapist.

PROGRAM KEMITRAAN MASYARAKAT PELATIHAN IN LITERASI DAN SAINS DI SMKS BINTANG PERSADA DENPASAR Dewa Ayu Widiasri; Gusti Ayu Rai; I Made Darmada; Ni Made Pira Erawati
Jurnal Pengabdian Kepada Masyarakat Widya Mahadi Vol. 5 No. 1 (2024): Desember 2024
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/widyamahadi.v5i1.4311

Literacy and science are part of the National Literacy Movement launched by the government which encourages people to be able to think scientifically. The aim of this activity is to train teachers regarding literacy and science knowledge to improve the ability to answer PISA questions for children aged 15-16 years. The implementation method is through socialization, training and mentoring activities using technology and follow-up. The results of data analysis show that the PISA scientific literacy scores of Indonesian students are low and have never reached the standard scores set by PISA. Factors causing the low scientific literacy of Indonesian students are students' misconceptions about science, teachers not mastering scientific literacy, and infrastructure. In everyday life, the application of literacy and science is very broad. Science is a way to obtain new knowledge in the form of scientific products and scientific attitudes through an activity called the scientific process. Based on the results of the PkM activities, it was found that all participants in the literacy and science training activities were very enthusiastic, enthusiastic and had high motivation in participating in the training. Participants had an increase in science planning as seen from the literacy and science material. Teachers can now create literacy and science questions based on the characteristics of the Minimum Competency Assessment (AKM) in accordance with the PISA test questions for children aged 15-16 years.

PENERAPAN MEDIA PEMBELAJARAN KAHOOT UNTUK MENGURANGI KEBOSANAN BELAJAR SENI BUDAYA PADA SISWA KELAS X SMAN 8 DENPASAR Gusti Ayu Made Puspawati; Dewa Ayu Widiasri; I Ketut Lanus
Widyadari Vol. 26 No. 1 (2025): April 2025
Publisher : LP3M Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/widyadari.v26i1.4672

Boredom in the learning process is often reflected in low student participation, which results in feelings of boredom, fatigue, lethargy, and lack of enthusiasm for learning. This study aims to examine the effectiveness of using Kahoot learning media in reducing boredom in learning the Art and Culture subject in class X students of SMAN 8 Denpasar. The method used is Classroom Action Research (CAR) which is carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The results of the analysis showed that the average student boredom score decreased from the initial condition of 68.6 to 59.8 in cycle I, and then decreased again to 46.9 in cycle II. The decrease of 32% from cycle I to cycle II shows that the application of Kahoot as an interactive learning media is able to create a more interesting and enjoyable learning experience. The attractive visual characteristics and interactive features in Kahoot have been shown to increase student focus and engagement during the learning process. Thus, the use of technology and interactive media such as Kahoot can create a more dynamic and participatory learning atmosphere, and can increase students' enthusiasm for learning in the subject of Arts and Culture at SMAN 8 Denpasar.

Title

Found 13 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 13 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 13 Documents
Search