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PRASI: Jurnal Bahasa, Seni, dan Pengajarannya
Published by Universitas Pendidikan Ganesha
ISSN : 16936124     EISSN : 26141116     DOI : -
Core Subject : Education,
Education
PRASI: Jurnal Bahasa, Seni, dan Pengajarannya is a scientific open-access, peer-reviewed bilingual journal published by the Faculty of Language and Art, Universitas Pendidikan Ganesha. PRASI is a fully refereed academic research journal that aims to spread original, theoretical and practical progress in multidisciplinary research findings related to Language and Art. PRASI creates a bridge between research and development for researchers and practitioners nationally and globally.
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Articles 9 Documents
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Search results for , issue "Vol. 6 No. 12 (2010): Periode Juli-Desember 2010" : 9 Documents clear
GAIRAIGO: Kata Serapan Bahas Asing dalam Perkembangan Bahasa Jepang Ni Nengah Suartini
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3253.769 KB) | DOI: 10.23887/prasi.v6i12.6822

Abstract

Gairaigo is loanwords in Japanese. Gairaigo refers to words that come from foreignlanguages, except China. This gairaigo is written in Japanese phonetic script which iscalled Katakana. Since 16c Japan has interaction with foreign countries, mainly withPortuguese. Through this interaction Japanese borrowed words from foreign languages.After the reopening of Japan in 19c, the absorption of foreign words especiallyfrom European and English predominate. Loanwords are used for concepts which donot exist in Japanese, euphemism and also for other reasons such as status marking orfashionability. When a foreign word containing a consonant cluster is borrowed intoJapanese, it is modified substantially because in Japanese every consonant must befollowed by a vowel. In Japanese language, loanwords are unique and various. Abbreviationsuch as ‘terebi (from terebishion, television)’, portmanteous such as ‘dijikame(dijitaru kamera, digital camera)’, loanblends, Japanese words that combine withother foreign words such as ‘haburashi’ is a blend of Japanese ‘ha (teeth)’ and English‘burashi (brush)’, chanpon’go, combination of two different foreign languages such as‘puchi hoteru’ small hotel derives from ‘petit (french)’ and ‘hoteru (hotel)’, waseieigo,‘made in Japan’ English such as ‘sarariiman’ (salary man) refers to salaried worker. Dueto Japanese pronunciation rules and its mora-based phonology, the pronunciationhas changed to the original language, the variuos forms and the use of gairaigo whichdo not reflect its original meaning make the foreigners who learn Japanese as foreignlanguage find is hard to recognize gairaigo.Key words : gairaigo, foreign language, loanword
PENGAJARAN BAHASA INDONESIA DALAM KURIKULUM BERBASIS KOMPETENSI H. Akmal Hamsa
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (798.495 KB) | DOI: 10.23887/prasi.v6i12.6823

Abstract

In reformation era, people wish to have changes in various dimensions of life. They attempt to developthe quality of human resources in order to have high competitive power through the modificationof educational curriculum, which is in accordance with the change of time and the demandof community development.The operation of the educational system, therefore, has moved from centralized system to decentralizedone. This movement can be considered as the consequence of the application of the educationalrule No. 20, the year 2003. In this case, competency based curriculum implies that theteaching of language and Indonesian literature refers to the achievement of standard competencybased on the nature of the teaching and learning of indonesian, that is, communicative competenceand literature appreciation. These two competencies should be presented through the teaching andlearning of language (communicative) skills, and should be done integratedly, both in an attempt toachieve linguistic competency and to achieve competency in literary appreciation.Key words: teaching and learning, Indonesian language, competency based curriculum
BAHASA, VARIETAS BAHASA, DAN VARIABEL-VARIABEL PENENTU PENGGUNAANNYA. I Nyoman Adi Jaya Putra
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (728.135 KB) | DOI: 10.23887/prasi.v6i12.6824

Abstract

Almost every language has its own varieties. In any verbal interaction, the use of certain varietiesis determined by such social variables as social status, age, sex, and education. Besides these socialvariables, there are also affecting factors such as psychological factor of the participant, geographicalfactor, and socio-cultural factor of a speech community. While communicating, a speaker uses acertain variety of a language in order to show his relative position or his relationship with his interlocutor.No single strategy is associated with the use of a certain variety of a language—whichevervariety is used merely exhibits a speaker’s verbal repertoire which accordingly could be activated indifferent speech events, with different objectives, as well as with different illocutionary force.
PENGGUNAAN CAMPUR KODE OLEH KELUARGA DARI PERKAWINAN ANTARBANGSA DI DAERAH PARIWISATA LOVINA Ni Luh Putu Sri Adnyani
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (478.472 KB) | DOI: 10.23887/prasi.v6i12.6825

Abstract

The present study aims at finding out 1) words from other languages especially Englishwhich occur in Indonesian discourse and 2) Indonesian words which occur in Englishdiscourse used by mixed marriages family in the tourism area of Lovina. To reach theabove purposes, the data was collected through partisipant observation and analyseddescriptively. The result of the study shows that both Indonesian-English and English-Indonesian code mixing used by the family related to activities done by them such ashaving meal, doing out door activities, and school related topics. The English wordswere used in Indonesian discourse because it was almost imposible or far too complicatedto describe the mention things in Indonesian such as things related to food. Thiswas also the case found when Indonesian words were used in English discourse. Both English and Indonesian words consist of noun, verb, and adjectives.
BUKTI-BUKTI FONOLOGIS PEMBEDA BAHASA WANOKAKA DAN BAHASA ANAKALANG DI SUMBA TENGAH-NTT I Gede Budasi
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (695.571 KB) | DOI: 10.23887/prasi.v6i12.6826

Abstract

Wanokaka (Wn) and Anakalang (An) languages are two of the seven languages spoken in Sumba, East NusaTenggara (Budasi, 2007). The speakers of the two languages live in Mid Sumba Regency within East NusaTenggara Province. Some linguists consider the two are dialects of Sumba language ( All isolects spoken inthe island are considered as one language). In Budasi (2007, 2009), however, Wn and An were quantitativelyproved as two different languages spoken in the regency. Based on the lexicostatistic analysis and Swadesh’sclassification of language, the relatedness of the two languages was 75.5 %, which means that their subgroupingrelationship belongs to language family (They are in two different laguage relationship, but not intwo-dialect relationship of the same family). In Budasi (2007), both languages were hyphotesized originallyfrom Proto WN-An in Sumba Group of Languages. Based on this hyphothesis, this paper aims at describingqualitatively the phonological evidences which differentiate the two different languages of the same family.In this study, the comparative method was applied. The population of the study comprised the speakers ofthe two languages. Three informant samples were selected based on a set of criteria. The instruments of thedata gathering were three word lists: Swadesh, Nothofer, and Holle; and a tape recorder. Two types of data,secondary and primary, were collected. The obtained data were analysed descriptively and qualitattively.This study concluded that qualitatively, Wn and An were two different languages of the same family underSumba Gropup of Languges. The qualitative evidences were as follows: a) the phonological evidences whichdiffered Wn and An, that is, vocal phonemes PWn-An *a dan *e in penultima and antepenultima positionsretained in An; however, in Wn they innovated ›vowel cluster Wn e-a ; b) unidentical vowel cluster PWn-An*a-u was in correspondence with the unidentical vowel cluster Wn o-u and An a-u; PWn-An *a-u innovatedinto Wn o-u while in An it retained; c) unidentical vowel cluster PWn-An *a-i was in correspondence withthe unidentical vowel cluster Wn e-i and An a-i, which innovated in Wn to become Wn e-i, while in Anretained.Unidentical vowel cluster PWn-An *a-i retained in An; however, it innovated in Wn o. It formed secondarychange, that is, highering central vocal phoneme PWn-An *a ›a central back phoneme Wn o, while in An itretained. The whole evidences, then, confirm the quantitative data findings mentioned in Budasi (2007, thatis, Wn and An were two different languages which were generated directly from the Proto Wn-An underSumba Group of Languages.Key words: lexicostatistics, language family, and comparative method.
THE PROBLEMS FACED BY THE TEACHERS OF ENGLISH AT SMP I SINGARAJA IN TEACHING ENGLISH ON THE BASIS OF COMPETENCY-BASED CURRICULUM I Wayan Suarnajaya
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.186 KB) | DOI: 10.23887/prasi.v6i12.6827

Abstract

Tulisan ini menyajikan secara singkat hasil penelitian yang bertujuan untuk mengetahui: (1) Kendala-kendala yang dihadapi oleh guru bahasa Inggris di SMP Negeri I Singaraja dalam mengajarkanbahasa Inggris berdasarkan kurikulum 2004 yang berbasis kompetensi; (2) Keberadaan supportsystem dalam mengatasi masalah pengajaran berbasis kompetensi; (3) Harapan pengajar untukmengoptimalkan pelaksanaan Kurikulum Berbasis Kompetensi (KBK) di sekolah yang bersangkutan.Data penelitian ini diperoleh dengan cara mewawancarai sejumlah guru bahasa Inggris SMP Negeri ISingaraja tentang pelaksanaan pengajaran bahasa Inggris berbasis kompetensi. Dokumen-dokumenseperti silabus, buku kurikulum 2004, dan materi pelatihan bahasa Inggris juga merupakan sumberdata penelitian ini. Kemudian data yang sudah dikumpulkan itu dianalisa secara deskriptif kualitatif.Hasil analisa data menunjukkan bahwa secara umum guru bahasa Inggris di SMP Negeri I Singarajamerasakan bahwa pelaksanaan pengajaran bahasa Inggris berbasis kompetensi belum bisa dilaksanakansecara optimal. Berikut ini adalah sejumlah faktor penyebab ketidakoptimalan dari penerapanKBK, seperti: (1) Terbatasnya pengetahuan guru tentang konsep-konsep dasar yang melandasiKBK; (2) Terbatasnya jumlah buku-buku sumber, media, dan fasilitas-fasilitas pendukung lainnya disekolah; (3) Kondisi lab bahasa yang tidak represetatif untuk penyelenggaraan aktifitas peningkatanketrampilan mendengarkan; Jumlah murid yang besardalam satu kelas dan terbatasnya waktu untukmelatih ketrampilan berbahasa; (5) Sistem administrasi dan evaluasi yang jauh lebih kompleks.Meskipun terdapat banyak kendala dalam pelaksanaan KBK, pengajaran bahasa Inggris berbasiskompetensi ini perlu terus dipertahankan karena dirasakan mampu meningkatkan kemampuan siswadalam berkomunikasi. Agar pelaksanaan KBK selanjutnya bisa berjalan sesuai dengan harapan, perludiadakan pengembangan fasilitas-fasilitas yang dianggap sebagai kendala optimalisasi pelaksanaanKBK. Pelatihan KBK bagi guru bahasa Inggris dan monitoring pelaksanaan KBK secara berkelanjutanharus menjadi perhatian utama.Kata kunci: kendala-kendala, KBK
RETORIKA DAN PENGGUNAANNYA DALAM BERBAGAI BIDANG I Nengah Marta
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.314 KB) | DOI: 10.23887/prasi.v6i12.6828

Abstract

Rethoric is a field of knowledge, which studies speeking ability. Now, the use of it wides to manykinds of life, such as: politics, business, art, journalism, as well as education. The ability of usinglanguage rethorically will influence the audiences.Key words: rethoric, speeking ability, language
AN ANALYSIS OF CLASSROOM MANAGEMENT APPROACHES BASED ON THE SPEECH ACTS USED BY CLASS THREE TEACHERS IN DYATMIKA PRIMARY SCHOOL Putu Pratiwi Arisena
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.256 KB) | DOI: 10.23887/prasi.v6i12.6829

Abstract

Penelitian ini dilakukan berdasarkan pada sebuah masalah yang diungkapkan oleh Kizlik bahwa masalah utamapara guru baru adalah kemampuan mereka mengelola kelas. (Kizlik: 2008, versi internet). Oleh karenaitu, penelitian ini diadakan untuk memfasilitasi kesulitan-kesulitan mereka dalam mengelola kelas yang difokuskandalam pendekatan-pendekatan dalam managemen kelas. Tujuan utama penelitian ini adalah untukmenganalisa pendekatan-pendekatan dalam managemen kelas berdasarkan tindak tutur yang dipakai olehpara guru di Sekolah Dyatmika. Weber (1994) menyebutkan ada delapan jenis pendekatan dalam managemenkelas, tetapi hanya tiga jenis yang bisa dianalisa berdasarkan tindak tutur, yaitu Pendekatan Intimidasi,Pendekatan Authoritarian, dan Pendekatan Permisif. Pendekatan-pendekatan tersebut dianalisa berdasarkanteori tindak tutur oleh Searle (1979) dan kemudian dianalisa dengan teori managemen kelas oleh Weber (1994).Dalam mengumpulkan data, penulis menerapkan metode observasi dan metode perekaman dimana penulismerekam ucapan-ucapan guru selama proses belajar mengajar. Selain itu, penulis juga menggunakan bukucatatan dalam observasi tersebut untuk mencatat interaksi non-verbal yang tidak bisa direkam oleh alatperekam. Data yang diperoleh kemudian dianalisa menggunakan model analisa oleh Miles & Huberman dimanapenulis harus mentranskrip, mengklasifikasi, menampilkan, dan menganalisa data yang sudah terkumpul.Sebagai data pembanding, penulis juga menyertakan pendekatan dalam managemen kelas yang paling disukaioleh siswa. Data ini diperoleh dengan cara menyebar quesioner untuk siswa kelas tiga di Sekolah Dyatmika.Hasil analisa menunjukkan bahwa guru-guru kelas tiga menerapkan pendekatan authoritarian sebanyak92,96%. Pendekatan permisif ada di posisi kedua dengan persentase 5,84%. Sedangkan pendekatan intimidasihanya diterapkan sebanyak 1,20%. Jenis pendekatan ini diterapkan untuk menangani kenakalansiswa, mendisiplinkan siswa dan mengajak siswa agar mandiri. Sementara itu, pendekatan permissive diterapkanketika guru dan siswa bertukar pendapat (diskusi) dan menetapkan jarak antara guru-siswa. Pendekatanyang paling sering dipakai oleh guru-guru kelas tiga, pendekatan authoritarian, diterapkan ketikaguru mengatur dan mendisiplinkan siswa, menangani kenakalan siswa yang masih dalam kategori kenakalanringan, memberikan pujian serta semangat dan mengadakan perjanjian dengan siswa. Sementara itu,questioner menunjukkan bahwa 45,78% siswa kelas tiga suka ketika guru-guru mereka mengajar denganmenerapkan pendekatan authoritarian. Pendekatan permisif adalah pilihan kedua mereka dengan persentase41,55%. Sedangkan pendekatan intimidasi hanya dipilih sebanyak 12,67%. Hasil-hasil di atas menunjukkanbahwa pendekatan yang paling sering diterapkan oleh guru-guru kelas tiga di Sekolah Dyatmika,yaitu pendekatan authoritarian, disukai oleh para siswanya. Kondisi ini mencerminkan sebuah kondisibelajar yang efektif dimana para siswa tidak merasa terbebani dengan sesuatu yang tidak mereka senangi.Kata kunci: pendekatan intimidasi, pendekatan authoritarian,pendekatan permisif.
PENTAS DRAMA BERBAHASA INGGRIS: UPAYA MENAFSIR MASA LALU Sunaryono Basuki Ks
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 6 No. 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (405.481 KB) | DOI: 10.23887/prasi.v6i12.6830

Abstract

Pegiat teater Indonesia pernah gandrung mementaskan naskah terjemahan dariberbagai bahasa asing pada akhir dekade 50an dan awal 60an. Di Jakarta, Bandung,Yogyakarta, Surakarta, Surabaya dan Malang berbagai naskah terjemahan/sadurandipentaskan. Ada naskah pendek dan ringan seperti Pinangan dan Orang Kasar karyaAnton Chekov baik yang disadur oleh Rendra atau Emil Sanossa, ada Pakaian dan Kepalsuan,Orang Asing ( Lithuania), Hanya Satu Kali (karya John Middleman) Pagi YangCerah, Arwah Binal (oleh Noel Coward), Kereta Api Hantu, Hantu Sang Tumenggung(Ghost, karya Ibsen). Teater ATNI sering pentas di Gedung Kesenian, Studi Klub TeaterBandung dengan Jim Lim dan Suyatna Anirun juga aktif. Naskah yang lebih panjanglain dan serius dipentaskan seperti Burung Camar ( The Sea Gulls, Chekov), komedi SiBakhil ( Moliere), atau Pernikahan Darah (Blood Wedding, Ferderico Garcia Lorca)

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