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Kritik Sosial dalam Animasi Tekotok: Analisis Wacana Kritis Van Dijk Khairiah, Iffah; Prihatini, Arti
Satwika : Kajian Ilmu Budaya dan Perubahan Sosial Vol. 7 No. 2 (2023): Oktober
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/satwika.v7i2.26549

Youtube merupakan salah satu platform media sosial yang dimanfaatkan oleh masyarakat Indonesia sebagai tempat penyampaian kritik dan saran terhadap kesenjangan sosial yang terdapat dilingkungan sekitar. Ide tersebut digunakan oleh salah satu Kreator Youtube animasi Tekotok dalam mengungkapkan kritikanya terhadap kesenjangan sosial. Penelitian ini bertujuan mengidentifikasi kritik sosial yang terkandung dalam animasi youtube Tekotok. Teori yang digunakan adalah Analisis Wacana Kritis (AWK) Van Dijk, dengan metode analisi data kualitatif. Hasil penelitian menunjukan bahwa kritik sosial dalam animasi youtube Tekotok terwujud dalam bentuk kategori leksikon dan konteks sosial. Pada kategori leksikol ditemukan penggunaan kata vulgar yang terdiri dari pakaian dalam, aktivitas seksual, ketelanjangan. Selanjutnya ditemukan penggunaan metafora yang terdiri dari kekerasan seksual, penyimpangan seksual, kasus korupsi, kesehatan, politik dan ekonomi. Sedangkan dalam konteks sosial diperoleh temuan mengenai hukum dan kekerasan, politik, kesehatan, dan sosial. Oleh karena itu, penggunaan media sosial youtube sebagai salah satu platform penyampaian kritik dengan menggunakan animasi yang diselingin unsur kritis namun jenaka, dapat mudah diterima oleh masyarakat dari berbagai kalangan, dan pesan yang ingin disampaikan Kreator dapat terserap secara menyuluruh. YouTube is one of the social media platforms utilized by Indonesians as a place to convey criticism and suggestions for social inequality in the surrounding environment. The idea is used by one of the creators of Tekotok animation in expressing his criticism of social inequality. This research aims to identify social criticism contained in Tekotok's YouTube animation. The theory used is Van Dijk's Critical Discourse Analysis (AWK), with qualitative data analysis methods. The results showed that social criticism in Tekotok youtube animation is realized in the form of lexicon categories and social context. In the lexicon category, there is the use of vulgar words consisting of underwear, sexual activity, and nudity. Furthermore, it was found the use of metaphors consisting of sexual violence, sexual perversion, corruption cases, health, politics, and economics. Meanwhile, in the social context, findings were obtained regarding law and violence, politics, health, and society. Therefore, the use of YouTube social media as a platform for delivering criticism using animation with critical but humorous elements can be easily accepted by people from various circles, and the message that the creator wants to convey can be absorbed thoroughly.

Perkembangan penelitian pembelajaran bahasa Indonesia sebagai bahasa kedua: Analisis bibliometrik Prihatini, Arti
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 9 No. 1 (2023): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v9i1.23216

Banyak penelitian tentang pembelajaran bahasa Indonesia sebagai bahasa kedua, tetapi masih belum banyak penelitian yang memetakan tren topik penelitian ini. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan tren penelitian pembelajaran bahasa Indonesia sebagai bahasa kedua. Jenis penelitian ini adalah analisis bibliometrik. Instrumen pengumpulan data adalah aplikasi Publish or Perish untuk menjaring metadata dari Google Scholar pada 2013-2022. Analisis data dilakukan berdasarkan indikator kuantitas, kualitas, dan struktural dengan aplikasi VOSviewer. Temuan menunjukkan sembilan klaster penelitian, yaitu (1) pembelajaran bahasa Indonesia dan outcome, (2) pelajar bahasa Indonesia dan model pembelajaran, (3) pemerolehan bahasa, (4) analisis kesalahan berbahasa dan praktik berbahasa, (5) teknologi dan multimedia dalam pembelajaran, (6) kearifan lokal, (7) pembelajaran bahasa kedua selama pandemi, (8) penilaian autentik, dan (9) guru. Selama 2013—2016, jumlah publikasi mengalami naik-turun, sedangkan pada 2017 mengalami peningkatan hingga 2020. Tahun 2021 mengalami penurunan, tetapi 2022 meningkat. Kepadatan penelitian menunjukkan tren tentang pembelajaran bahasa kedua, guru, dan outcome. Model pembelajaran adalah topik yang paling populer berdasarkan artikel yang paling banyak disitasi. Jumlah co-authorship terbatas pada sembilan penulis saja. Jadi, dapat disimpulkan bahwa tren penelitian pembelajaran bahasa Indonesia sebagai bahasa kedua menunjukkan adanya dinamika dan perubahan, tetapi belum ada tren baru setelah tahun 2021.

The Relationship among Language Mindset, Corrective Feedback Preferences, and Follow-Up Strategies of Students in Writing Scientific Texts Prihatini, Arti; Pangesti, Fida; Wuryaningrum, Rusdhianti
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9078

Student learning success is primarily determined by their skills in writing scientific texts as their final assignment. However, students experience problems when preparing research proposals. The obstacles experienced were triggered by students' views that scientific writing is challenging and students' lack of understanding of input from lecturers. So, this research has four objectives, namely describing (a) language mindset, (b) corrective feedback preferences, (c) students' follow-up strategies in writing scientific texts, and (c) the correlation of the three. This research employed a mixed method. The research subjects were Indonesian Language Education students at the University of Muhammadiyah Malang. Data was collected using questionnaires and in-depth interviews. The results show that the highest average language mindset is a growth language mindset (4.573). As many as 95.3% of students had an average questionnaire of 3.5-5.00, so most students had a growth language mindset tendency. The dominant corrective feedback that students prefer is an explicit correction (4,895). The average of the follow-up strategy is 4.30, demonstrating that students try to receive corrective feedback on their written scientific texts from lecturers. Based on the correlation results, there is a significant relationship between language mindset and corrective feedback preference (0.529); there is a relationship between language mindset and follow-up strategy-based corrective feedback (0.297); but there is no significant relationship between corrective feedback preference and follow-up strategy based corrective feedback (0.160). The conclusion is that scientific text writing guidance activities need to encourage an increase in students' growth language mindset, corrective feedback preferences, and follow-up strategies in writing scientific text.

Cognitive strategies of law students in writing opinion text Prihatini, Arti; Asrini, Hari Windu; Wuryaningrum, Rusdhianti; Inayati, Nina
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21228

Writing skills are one of the determining factors for law students' success, but it is their biggest problem. This problem stems from the lack of grammar mastery and learning barriers during the COVID-19 pandemic. Therefore, this study aims to describe cognitive strategies for law students in writing opinion texts during the COVID-19 pandemic and the pedagogical implications. This study employed a mixed method. The research participants were 200 first-year students of the 2021-2022 academic year. Data collection methods are inventory and open-ended questions. The research found that students with Indonesian as first language (L1) are high in cognitive strategies, while second language (L2) students are moderate. The highest cognitive strategy is to look for reference sources on grammar rules on the internet. The correlation found a significant relationship among cognitive strategy. The most significant is the relationship between all cognitive strategies and developing explicit knowledge of grammar. Our findings provide pedagogical implication that writing instruction needs to use cognitive strategies as grammar learning strategies within a contextual-communicative approach in law. In conclusion, cognitive strategies can be used integratively in writing by emphasizing the use of explicit language knowledge and various digital sources for L1 and L2 learners.

Exploring trends and challenge on second language learning using bibliometric analysis Prihatini, Arti; Pangesti, Fida; Zamahsari, Gamal Kusuma
Diksi Vol. 33 No. 1: DIKSI (MARCH 2025)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v33i1.75678

Second language learning is becoming a research trend. Unfortunately, there was a lack of research that sketched this field. In filling this gap, this study aims to map the research trends in second language learning in Scopus. This study was conducted by bibliometric analysis involving research articles on second language learning in 2013-2022. The data were collected from Scopus. The data were analyzed using the VOSviewer application to visualize research trends. The current study found that research clusters focused on students (motivation and emotions), second language learning, and linguistics elements (word, lexicon, and speech). Research focuses on school-based second language learning. Over the past decade, second language learning has combined education, psychology, neurology, and technology. From 2017, second language learning publications rose considerably. The United States has published the most second-language acquisition articles over the past decade. The United Kingdom is the second country with the most publications. Five of the ten top countries originate from the Europe, two from North America, and the remaining two from China and Hong Kong. The results benefit teachers in teaching, students in the learning process, and researchers in investigating second language learning.

Pembelajaran Teks Cerita Fantasi Melalui Struktur dan Unsur pada Mata Pelajaran Bahasa Indonesia Kelas VII SMP Negeri 1 Tambakboyo Sukmariantika, Alldila Zuneasili; Setiawan, Arif; Prihatini, Arti
Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Vol. 14 No. 1 (2024): Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/literasi.v14i1.10705

This study aims to (1) describe the learning of fantasy story texts for class VII students of SMP Negeri 1 Tambakboyo, (2) describe the learning outcomes of students of SMP Negeri 1 Tambakboyo through the structure and elements of fantasy story texts. This type of research is descriptive qualitative with case study method. The source of the data in this study was fantasy story text written by Indonesian language students and teachers in class VII-F and VII-G of SMP Negeri 1 Tambakboyo. Data collection carried out in this study, namely direct observation, interviews, and data analysis. The results of the research show the following things. First, Tambakboyo 1 Public Middle School students are able to understand fantasy story text material through an integrative learning model. Second, Tambakboyo 1 Public Middle School students are able to understand the structure of fantasy story texts well, namely by mentioning the orientation, complications, and resolution in their writing. Third, in their writing the Tambakboyo 1 Public Middle School students have fulfilled the elements of fantasy story text based on expert opinion, namely by mentioning the theme, plot, characters and characterizations, setting, point of view, and message.

Using Metacognitive Strategies in Second Language Learning: A Bibliometric Analysis Prihatini, Arti; Pangesti, Fida; Zamahsari, Gamal Kusuma
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.4602

Metacognitive strategies can help students learn autonomously, so they have been studied in second language learning. However, mapping research trends and future challenges on this issue is rare. This study aims to conduct a bibliometric study using metacognitive strategies in second language learning. Scopus papers from the past decade provide data. Descriptive statistics and Vosviewer were used to analyse data. The results showed six research clusters: (1) the use of metacognitive strategies in achieving learning outcomes, (2) students’ motivation and awareness in a second language, (3) teaching writing, (4) learning interventions and their effects on students’ comprehension and abilities, (5) learning activities, problems, and reflections in learning a second language, and (6) courses related to learning a second language. Cluster 6 has the weakest relationship with other clusters in their study. Year-to-year research themes developed. Research focuses on managing course programs in the early five years by utilising metacognitive strategies, technology, motivation, and student awareness. From mid-2018 to 2019, research trends have developed in learning to write. After that, there are no new research trends to date. Trends address second language learning outcomes, student motivation and self-awareness, learning interventions, and their effects. Student issues research themes are rarer.

Penerapan Media Gambar Kartun pada Pembelajaran Keterampilan Berbicara BIPA Tingkat A1 Karina, Septi; Wurianto, Arif Budi; Prihatini, Arti
Stilistika: Jurnal Pendidikan Bahasa dan Sastra Vol 16 No 1 (2023)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/st.v16i1.15512

Application of Cartoon Image Media in Learning BIPA Speaking Skills Level A1Â ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan penerapan media gambar kartun untuk pembelajaran keterampilan berbicara BIPA tingkat A1 di UPT BIPA Universitas Muhammadiyah Malang. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Hasil dari penelitian media gambar kartun dapat diterapkan untuk pembelajaran keterampilan berbicara BIPA. Tahapan yang dilakukan perencanaan pembelajaran keterampilan berbicara BIPA mengacu pada lesson plan yang telah disusun. Mengemukakan langkah-langkah pembelajaran keterampilan berbicara BIPA menggunakan media gambar kartun. Aspek keterampilan berbicara yang diperoleh menggunakan media gambar kartun. 1) Aspek ketepatan kosakata yaitu menyebutkan kata dengan lingkup makna yang sama, 2) Aspek ketepatan kalimat yaitu membuat kalimat tunggal yang memenuhi syarat fungsi sintaksis dan 3) Aspek ketepatan pelafalan yaitu mahasiswa BIPA masih salah melafalkan huruf dalam bahasa Indonesia. Manfaat penggunaan media gambar kartun pada pembelajaran keterampilan berbicara BIPA menjadi salah satu alternatif baru dalam pembelajaran BIPA, membuat pembelajaran menarik, mahasiswa BIPA lebih aktif serta memberikan respon positif selama pembelajaran.Kata kunci: BIPA, Media, Keterampilan BerbicaraÂ ABSTRACTThis study aims to describe the application of cartoon image media to learn BIPA speaking skills at A1 level at Technical Implementation Unit (UPT) BIPA, University of Muhammadiyah Malang. This research used a qualitative approach with descriptive methods. The results of the cartoon image media research can be applied to learn BIPA speaking skills. The stages carried out by lesson plan of BIPA speaking skills which have been compiled. Explaining steps for learning BIPA speaking skills using cartoon image media. Aspects of speaking skills are obtained by using cartoon images as media. 1) Aspects of accuracy of vocabulary, namely mentioning words with the same scope of meaning, 2) Aspects of accuracy of sentences, namely making single sentences that meet the requirements of the syntactic function and 3) Aspects of accuracy of pronunciation, namely BIPA students still mispronounce letters in Indonesian. The benefits of using cartoon media in learning BIPA speaking skills are a new alternative in BIPA learning, making learning interesting, BIPA students more active and giving positive responses during learning.Keyword: BIPA, Media, Speaking Skill

The Relationship among Language Mindset, Corrective Feedback Preferences, and Follow-Up Strategies of Students in Writing Scientific Texts Prihatini, Arti; Pangesti, Fida; Wuryaningrum, Rusdhianti
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9078

Student learning success is primarily determined by their skills in writing scientific texts as their final assignment. However, students experience problems when preparing research proposals. The obstacles experienced were triggered by students' views that scientific writing is challenging and students' lack of understanding of input from lecturers. So, this research has four objectives, namely describing (a) language mindset, (b) corrective feedback preferences, (c) students' follow-up strategies in writing scientific texts, and (c) the correlation of the three. This research employed a mixed method. The research subjects were Indonesian Language Education students at the University of Muhammadiyah Malang. Data was collected using questionnaires and in-depth interviews. The results show that the highest average language mindset is a growth language mindset (4.573). As many as 95.3% of students had an average questionnaire of 3.5-5.00, so most students had a growth language mindset tendency. The dominant corrective feedback that students prefer is an explicit correction (4,895). The average of the follow-up strategy is 4.30, demonstrating that students try to receive corrective feedback on their written scientific texts from lecturers. Based on the correlation results, there is a significant relationship between language mindset and corrective feedback preference (0.529); there is a relationship between language mindset and follow-up strategy-based corrective feedback (0.297); but there is no significant relationship between corrective feedback preference and follow-up strategy based corrective feedback (0.160). The conclusion is that scientific text writing guidance activities need to encourage an increase in students' growth language mindset, corrective feedback preferences, and follow-up strategies in writing scientific text.Â

The use of grammar learning strategies by law students in writing opinion text Prihatini, Arti; Pangesti, Fida
LITERA Vol. 22 No. 2: LITERA (JULY 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i2.53565

Writing is a big problem for law students because of the lack of grammar mastery, limited interactions during the pandemic, and lack of motivation. This study aims to fill the need for investigations about social and affective strategies, part of grammar learning strategies, in writing opinion texts by law students during the pandemic. This study used a mix-method. The respondents were 245 first-year law students at the University of Muhammadiyah Malang. Data collection used inventory and open-ended questions. The results showed that the affective strategy average was 3.30 (medium), while the social strategy was 3.50 (high). The correlation between all social and affective strategies tends to be high, 0.73990. However, the correlation of each strategy in it varies, ranging from very weak to very strong. Even though there are limited interactions, they still use social strategies to overcome the problems of implementing grammar in writing. The dominant social strategy is using corrective feedback on writing by lecturers and other students and learning from people who are more proficient in grammar. On the other hand, the significant affective strategy was trying to relax when having problems understanding grammar and motivating to master grammar. These findings have pedagogical implications for grammar learning strategies in writing to law.Keywords: affective strategies, grammar learning strategies, social strategies, law, writing of opinion text

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