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PRASI: Jurnal Bahasa, Seni, dan Pengajarannya

PRASI
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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.

Arjuna Subject : -

Articles 370 Documents

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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

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

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

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

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

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

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)

PENGAJARAN BAHASA INGGRIS GLOKAL: PENDIDIKAN BAHASA ASING DI BAWAH PAYUNG BUDAYA NASIONAL I Ketut Seken
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 10 No. 19 (2015)
Publisher : Universitas Pendidikan Ganesha

ABSTRACT There are worries that the teaching of English as a foreign language (EFL) in Indonesia will cause a decline in the younger generation’s appreciation of the national culture as an impact of the foreign culture embedded in the language. In solution to this problem, a serious examination of the language and the way it is taught and learned in Indonesia is to be done particularly in relation to the impact of globalization on the mind of the students. As an international language English is now used by more people who speak it as a second language than its native speakers, which has brought about a change in the language and the way it is used throughout the world, a phenomenon that has come to be called ‘glocal’ English. This change deserves serious attention among EFL teaching practitioners in our schools. A shift of orientation in EFL teaching is necessary, that is, a shift from a native-speaker model to a bilingual-speaker model, in which the local culture inevitably colors its use. The teaching of glocal English in our schools can prevent our students from the negative impact of the foreign culture that the language may contain.Key words: EFL teaching, glocal English, national culture

TEORI DALAM PENGAJARAN SASTRA I Wayan Artika
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 10 No. 19 (2015)
Publisher : Universitas Pendidikan Ganesha

This article studies about the monotonous of literary teaching which is not the only problem, but also the student’s low motivation, the shift from conventional text to digital text, and low esteem perspective on literature. Teacher does not have other choices, except to teach theoretically and monotonously as if there is no other choices. The problem in this study is very basic, it is urgent to talk about something basic too, such as literature definition, power and strength of literature and the situation of literature teaching. To help teachers develop the teaching method, the focus of this article is to talk about literature theories which is explained effectively completed by real example of literature teaching.Keywords : literature teaching, literature theory

PENDIDIKAN KARAKTER PADA FILM MOMOTAROU: UMI NO SHINPEI (1945) Gede Satya Hermawan
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 10 No. 19 (2015)
Publisher : Universitas Pendidikan Ganesha

ABSTRACT Momotaro: Umi no Shinpei must be identified as Japanese propaganda movie for world war 2 in 1945. All research always analysis on Japanese propaganda in Asia, particularly southeast asia. Through this research, the movie will be rechanged all about point of view about propaganda movie, which is the movie is a movie that is loaded with character education, such as cooperation, courage, responsibility, hard work, and creative. This study uses a semiotic Roland Barthes, Myth scheme. Taking the visual images that appear in the film as the data.Keyword: semiotic, character education,movie, momotarou: umi no shinpei

PRODUKTIVITAS KATA HARASSMENT BERKOMPOSISI DALAM BAHASA JEPANG Ni Putu Luhur Wedayanti
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 10 No. 19 (2015)
Publisher : Universitas Pendidikan Ganesha

ABSTRACT Japan has a lot of loanwords, not only from China but also from English or other countries to enrich their language. The word harassment compounded with other words or phrases form new meaning refers to the feeling of uncomfortable or unconvenient of something. The word harassment coumpounded in Japanese seems to have trivilisation in meaning, this phenomenon related to high sensitivity and strict value in Japanese society.Keyword: loanword, Japanese, harassment

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