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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra
Anisa Nurjanah
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Types of Articulation Errors Produced by 3,5 Years Old Child: Study Case of PA Anisa Nurjanah; Vivi Indriyani
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.3854

Abstract

Articulation errors are often found in children. One of them is PA, 3.5 years old, a preschool student. This study aims to describe articulation errors shown by PA when communicating. This error will have a negative effect on PA if left without proper treatment. The author collected data by recording every word pronounced by PA according to the author's request. Then, the author pays attention to the articulation errors made and groups these errors into four types of articulation errors proposed by Fogle (2017). The author found three types of articulation errors that were often made by PA. PA shows a substitution error in the sound /s/ which changes to the sound /t/ if it is located at the end of the word. However, it changes to /c/ if it is located at the beginning and middle of a word. The sounds /r/ and /l/ change to /n/ when they are at the end of a word, but /r/ changes to /l/ when they are at the beginning and middle of a word. The /n/ sound will change to /ꬼ/ if it is in the middle of a word that has repeated sounds. The author also found omission errors, namely the sounds /g/, /k/, /d/, /j/ will be lost if they are at the beginning of the word. The sounds /l/ and /r/ will also disappear if they are in the middle of a word. Errors in adding sounds were found in the middle of words in the form of a nasal /m/ sound if followed by a /b/ sound and an /n/ sound if followed by a /d/ sound. Meanwhile, the sounds /n/ and /ꬼ/ will appear in the middle of words that have repeated sounds.
Model Game-Oriented Problem Exploration (GOPE) dalam Pembelajaran Bahasa: Analisis Kebutuhan Siswa Vivi Indriyani; Herlin Triana; Anisa Nurjanah; Delsy Arma Putri
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 1 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i1.4556

Abstract

Penelitian ini bertujuan untuk menganalisis kebutuhan siswa terkait pengembangan model GOPE dalam pembelajaran bahasa Indonesia. Penelitian ini menggunakan metode survei deskriptif, dengan mengumpulkan data melalui angket yang diisi oleh siswa kelas XII SMA. Data yang terkumpul dianalisis menggunakan pendekatan kuantitatif deskriptif untuk menggambarkan kebutuhan dan pandangan guru secara keseluruhan. Hasil penelitian menunjukkan bahwa sebagian besar siswa bahwa model pembelajaran yang mengintegrasikan permainan edukatif dapat menciptakan suasana belajar yang dinamis dan relevan dengan konteks dunia nyata, sehingga mempermudah transfer pengetahuan dan keterampilan.. Berdasarkan hasil analisis tersebut, model GOPE dalam pembelajaran Bahasa berpotensi memberikan dampak positif pada peningkatan keterampilan kritis dan kolaboratif siswa.
Game-Oriented Problem Exploration (GOPE) Model in Language Learning: A Teacher’s View Vivi Indriyani; Herlin Triana; Anisa Nurjanah; Delsy Arma Putri
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5988

Abstract

The development of students' critical and collaborative thinking skills is essential, particularly in Indonesian language learning. To address this, a targeted learning model is needed. The Game-Oriented Problem-Based Learning and Engagement (GOPE) model has been proposed, but a needs analysis is required to assess its feasibility and integration into classroom settings. A descriptive survey method was employed to analyze teacher needs for the GOPE model in Indonesian language learning. Data were collected through questionnaires administered to Indonesian language teachers across various schools. The responses were analyzed using a descriptive quantitative approach to identify patterns and trends in teachers' perspectives. Findings revealed that teachers recognized the critical role of integrating problem-based learning and gaming elements to enhance student engagement and motivation. Most participants emphasized that such integration could significantly improve learning outcomes and foster students' critical and collaborative thinking skills. The data supported the hypothesis that the GOPE model could address these educational challenges effectively. The results suggest that the GOPE model has potential as an innovative tool in language learning. Its emphasis on combining problem-solving strategies with interactive gaming aligns with teachers’ views on effective pedagogical practices. Further research and development are recommended to optimize its application and assess its impact on students’ skills and learning achievements. This study highlights the need for innovative learning models in Indonesian language education. The GOPE model shows promise in enhancing critical and collaborative skills, suggesting a positive step toward improved educational practices.
DIGA-FAM Model (Differentiation Instruction and Game-Based Formative Assessment Model): Teacher Needs Analysis Vivi Indriyani; Ary Ramadhan; Anisa Nurjanah; Trisna Helda
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 4 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i4.32214

Abstract

Formative assessment plays a crucial role in improving the quality of learning, but its practice in the classroom is often suboptimal due to limitations in media, methods, and suitability to student characteristics. This study aims to analyze teachers' needs in developing the DIGA-FAM Model (Game-Based Differentiated Learning and Formative Assessment Model) as an alternative formative assessment model that suits students' needs and characteristics. This study used a descriptive method with a survey approach through a questionnaire distributed to Indonesian language teachers in secondary schools. The questionnaire instrument focused on four aspects: teachers' needs for an assessment model, teachers' needs for assessment based on student characteristics, teachers' needs for effective feedback and student engagement, and teachers' needs related to digital-based assessment models. Data were analyzed descriptively and quantitatively to map the needs and obstacles faced by teachers. The results showed that teachers urgently need a formative assessment model that not only facilitates differentiated learning but also increases student motivation and engagement through a game-based approach. Furthermore, the integration of digital assessment is considered crucial to facilitate the implementation and continuous monitoring of student learning progress. These findings form an important basis for the development of the DIGA-FAM Model as an innovative solution that can address teachers' needs while supporting an effective and enjoyable learning process.
Co-Authors Ary ramadhan Delsy Arma Putri Herlin Triana Trisna Helda Vivi Indriyani