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Kesalahan penggunaan bahasa Indonesia dalam karya tulis ilmiah mahasiswa KNB tahun akademik 2013/2014 di UNY Istiqamah Istiqamah; Nurhadi Nurhadi
LingTera Vol 4, No 1: May 2017
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan kesalahan penggunaan bahasa Indonesia berdasarkan aspek ejaan, morfologis, dan sintaksis dalam karya tulis ilmiah mahasiswa KNB (Kemitraan Negara Berkembang) tahun ajaran 2013/2014 di Universitas Negeri Yogyakarta. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian ini adalah 11 karya tulis ilmiah mahasiswa KNB di Universitas Negeri Yogyakarta tahun ajaran 2013/2014. Pengumpulan data dilakukan dengan teknik dokumentasi. Teknik analisis data yang digunakan adalah teknik analisis isi. Hasil penelitian menunjukkan terdapat kesalahan pada aspek ejaan, meliputi (1) kesalahan pemakaian huruf, (2) kesalahan penulisan kata, (3) kesalahan tanda baca, dan (4) kesalahan penulisan unsur serapan. Total kesalahan ejaan adalah 601 kesalahan atau 23,15%. Kesalahan pada aspek morfologis, meliputi (1) kesalahan afiksasi, (2) kesalahan reduplikasi, (3) kesalahan pemajemukan, dan (4) kesalahan morfofonemik. Total kesalahan morfologis adalah 201 kesalahan atau 6,96%. Selanjutnya, kesalahan sintaksis meliputi (1) kesalahan subjek, (2) kesalahan predikat, (3) kesalahan objek, (4) kesalahan keterangan, (5) kesalahan pelengkap, (6) kesalahan subjek dan predikat, dan (7) kesalahan subjek dan objek. Total kesalahan sintaksis adalah 165 kesalahan Sementara itu, kesalahan yang dominan terjadi pada (1) tataran ejaan adalah pemakaian huruf, (2) tataran morfologis adalah kesalahan pada proses afiksasi, dan (3) tataran sintaksis adalah kesalahan subjek. Selain itu, jika dibandingkan antara ejaan, morfologis, dengan sintaksis, maka kesalahan yang dominan terjadi adalah pada tataran ejaan. The errors in using Indonesian language in the scientific papers of KNB students of UNY in the academic year of 2013/2014 AbstractThis research aims to describe the errors in using the Indonesian language made by the KNB students of Yogyakarta State University in the academic year of 2013/2014 in their scientific papers, including the spelling, morphology, and syntax. This research was qualitative descriptive. The subjects of the research were 11 scientific papers of KNB students of Yogyakarta State University in the academic year of 2013/2014. The data collection technique was content analysis. The results of the research shows there are errors in spelling, including: (1) errors in using letters, (2) errors in writing words, (3) errors in punctuation, and (4) errors in writing loanwords. There are 601 spelling errors or 23.15% in total. Morphological errors include (1) errors in affixation, (2) errors in reduplication, (3) errors in plurality, and (4) errors in morphophonemics. There are 201 morphological errors or 6.96% in total. The syntactical errors include: (1) errors in subjects, (2) errors in verbs, (3) errors in objects, (4) errors in adverbs, (5) errors in complements, (6) errors in subjects and verbs, and (7) errors in subjects and objects. There are 165 syntactical errors. The dominant errors in (1) spelling are in using letters, (2) morphology is in affixation processes, and (3) syntax is in errors in subjects. In addition, if three types of errors are compared, the most dominant error is an error in spelling.

Hubungan antara penguasaan kosakata dan ketepatan menemukan gagasan dengan keterampilan membaca pemahaman Tjatur Marti Susilawati; Suhardi Suhardi
LingTera Vol 3, No 1: May 2016
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mengetahui hubungan: (1) penguasaan kosakata dan keterampilan membaca pemahaman, (2) ketepatan menemukan gagasan dan keterampilan membaca pemahaman, (3) hubungan penguasaan kosakata (X1) dan ketepatan menemukan gagasan (X2) dengan keterampilan membaca pemahaman (Y). Penelitian ini adalah kuantitatif ex-post facto. Penentuan sampel berdasarkan teknik proportional cluster random sampling. Validitas instrumen diuji menggunakan program ITEMAN, sedangkan reliabilitas instrumen diuji dengan Alpha Cronbach. Hasil penelitian ini menunjukkan bahwa penguasaan kosakata dan keterampilan membaca pemahaman (X1-Y) memiliki hubungan positif dan signifikan dengan hasil r sebesar 0,613 dan sig ρ 0,05. Hasil uji korelasi ketepatan menemukan gagasan dan keterampilan membaca pemahaman (X2-Y) terbukti positif dan signifikan dengan r = 0,641 dan sig ρ0,05. Hasil analisis korelasi parsial untuk X1.X2-Ydan X2.X1-Ysebesar 0,151 dan 0,281. Analisis regresi linear ganda menghasilkan r sebesar 0,651 dengan ρ 0,05. Pengaruh penguasaan kosakata dan ketepatan menemukan gagasan terhadap keterampilan membaca pemahaman sebesar 0,420 atau 42% dan terbukti signifikan.Kata Kunci: penguasaan kosakata, ketepatan menemukan gagasan, kemampuan membaca pemahaman The correlation between vocabulary mastery and accuracy in finding ideas on the reading comprehension skill AbstractThis research is meant to find out (1) the correlation between vocabulary mastery and reading comprehension skill, (2) the correlation between the accuracy in finding ideas and reading comprehension skill, and (3) the correlation between vocabulary mastery and the accuracy in finding ideas on reading comprehension skill. The kind of this research is a quantitative ex post facto. The sample was selected by means of proportional cluster random sampling. The instruments validity used the ITEMAN programs and the instruments reliability using Alpha Cronbach’s. The results of the research show that the correlation between vocabulary mastery and reading comprehension skill (X1-Y) is proved significant and positive, gives the result of r = 0.613 and ρ 0.05. The result of the correlation between the accuracy in finding ideas and reading comprehension skill (X2-Y) is proved significant and r = 0.641, and ρ 0.05. The result of the partial correlation analysis for X1.X2-Y gives the result of r = 0.151 and for X2.X1-Y, was of 0.281, ρ 0.05. The linear regression analysis gives the result of r = 0.651 and ρ 0.05. The influence of the vocabulary mastery and accuracy of finding ideas on reading comprehension skill is 0.420 (42%) and is proved significant.Keywords: vocabulary mastery, accuracy in finding ideas, the reading comprehension skill

Keefektifan text-based approach pada pembelajaran kompetensi menulis recount dan hortatory exposition mahasiswa IAIN Sultan Amai Gorontalo Alvons Habibie
LingTera Vol 4, No 1: May 2017
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Penelitian ini mempunyai tiga tujuan. Tujuan pertama adalah untuk mengetahui keefektifan text-based approach dan product-based approach pada pembelajaran menulis teks recount dan hortatory exposition text. Tujuan kedua adalah untuk mengetahui manakah yang lebih efektif antara text-based approach dibandingkan dengan product-based approach dalam meningkatkan kompetensi menulis teks recount dan hortatory exposition mahasiswa. Tujuan ketiga adalah untuk mengetahui perbedaan kompetensi menulis teks recount dan hortatory exposition text mahasiswa. Penelitian ini menggunakan metode quasi experiment dengan desain pretest-post test, non-equivalent control group design. Hasil penelitian ini menunjukkan bahwa text-based approach dan product-based approach efektif dalam meningkatkan kemampuan menulis teks recount dan hortatory exposition mahasiswa. Selanjutnya, pembelajaran menulis recount dan hortatory exposition dengan menggunakan text-based approach lebih efektif dibandingkan dengan pembelajaran menulis yang menggunakan product-based approach, dan terakhir adalah tidak terdapat perbedaan kompetensi menulis teks recount dan terdapat perbedaan kompetensi menulis teks hortatory exposition mahasiswa semester 6 Prodi Pendidikan Bahasa Inggris IAIN Sultan Amai Gorontalo. The effectiveness of text-based approach in teaching writing students’ recount and hortatory exposition text in IAIN Sultan Amai GorontaloAbstract This study aims at knowing: (1) the effectiveness of using text-based approach and product-based approach in improving the students’ recount and hortatory text writing competencies (2) the more effective approach between the text-based approach and the product-based approach in improving students’ recount and hortatory text writing competencies, and (3) the difference between students’ recount and hortatory text writing competences. This study employed a quasi-experimental design. This design applied the pretest-posttest, non-equivalent control group design. The results of study showed (1) the text-based approach and the product-based approach are effective in improving students’ recount and hortatory exposition text writing competencies, (2) using the text-based approach is more effective than using the product based approach, and (3) there is no difference between students’ recount and hortatory writing competences in the sixth semester of the English Department of IAIN Sultan Amai Gorontalo.

Penguasaan leksikon Bahasa Indonesia siswa Taman Kanak-Kanak Tarakanita Bumijo Windiarti, Lucia; Setiawan, Teguh
LingTera Vol 4, No 2: October 2017
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan mengenai 3 masalah, yaitu: (1) jenis kata, (2) variasi makna kata, dan (3) ragam bahasa Indonesia yang dikuasai siswa TK Tarakanita Bumijo. Penelitian ini merupakan penelitian deskriptif kualitatif. Metode analisis data yang digunakan adalah metode kualitatif yang dilakukan dengan cara inventarisasi, identifikasi, klasifikasi, dan deskripsi. Penelitian menghasilkan tiga simpulan. Pertama, jenis kata bahasa Indonesia yang dikuasai siswa TK Tarakanita Bumijo meliputi nomina, verba, adjektiva, adverbia, pronomina, numeralia, dan kata tugas. Kedua, variasi makna kata bahasa Indonesia yang dikuasai oleh TK Tarakanita Bumijo meliputi sinonimi, antonimi, hiponimi, lugas, dan kias. Ketiga, ragam bahasa Indonesia yang dikuasai oleh siswa TK Tarakanita Bumijo meliputi ragam santai dan formal. Indonesian lexicon mastery by Tarakanita Bumijo Kindergarten students AbstractThe purpose of this study is to describe the three issues, namely: (1) the word classes, (2) variations in the meaning of the word, and (3) varieties of Indonesian languages that were mastered by Tarakanita Bumijo This research was qualitative descriptive research. The data collection method was recording and interview. The analysis methods were qualitative by the doing inventory, identifying, classifying, and describing. The research generates three conclusions. First, the word classes of Indonesian language mastered by Tarakanita Bumijo Kindergarten students are noun, verb, adverb, pronoun, number, and task words. Second, the variation of meanings of words of Indonesian mastered by Tarakanita Bumijo Kindergarten students is the synonym, antonym, hyponym, lugas, and idiom. Third, the styles of the language of Indonesian mastered by Tarakanita Bumijo Kindergarten students are informal and formal styles.

Variasi keluasan makna interpersonal dalam teks translasional dwibahasa “perburuan” berbahasa Indonesia dan berbahasa Prancis Astuti, Dies Oktavia Dwi; Tou, Asruddin Barori
LingTera Vol 3, No 1: May 2016
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Tujuan penelitian ini mendeskripsikan tingkat variasi keluasan makna interpersonal dalam teks translasional yang melibatkan dua bahasa, yaitu bahasa Indonesia dan bahasa Prancis serta mendeskripsikan faktor kontekstual yang memicu terjadinya variasi keluasan makna interpersonal dalam dua teks translasional. Pengumpulan data dilakukan dengan menggunakan metode simak, dengan melihat mood dan residue dari Eggin. Hasil penelitian ini menunjukkan bahwa variasi keluasan makna interpersonal lapis pertama yang diwujudkan dalam T1-T2 didominasi oleh variasi 0 (paling rendah). Hal ini dikarenakan T1-T2 keduanya bersarana grafik dengan kecirian bahasa tulis yang di dalamnya bercirikan Mood dan Residu yang tersurat. Selain itu, penerjemah T2 dari awal telah memutuskan T1 menjadi intertekstual konteks T2. Adapun bukti empiriknya adalah judul T1-T2 mempunyai makna kata yang sama sehingga dengan otomatis isi selanjutnya, ranah sosial dalam T2 selalu terkait dengan T1. Adapun pendorong penerjemah T2 memutuskan T1 menjadi intertekstual konteks T2 karena penerjemah T2 menganut ideologi makna berangkat dari T1 sehingga dalam melakukan tindak penerjemahan, penerjamah T2 setia dengan T1.Kata Kunci: variasi, keluasan makna interpersonal The breadth variation of interpersonal meaning on the bilingual translational text of “perburuan” in bahasa Indonesia and France AbstractThis research aims to describe the degree of the interpersonal meaning breadth on the translational texts which involves two languages, in this case Bahasa Indonesia and French. It also aims to describe the factors of the interpersonal meaning breadth on those texts. The data collection was conducted by observing the texts. The findings show that the variation of interpresional meaning breadth of the first layer, which is represented T1-T2, is dominated by variation 0 (the lowest variation). This is beacause T1-T2 is in the form of written text in which the characteristic of written text is the extrinsic Mood and Residue. Moreover, the T2 translator decided that T1 became the T2 intertextual context. The empirical proof is represented in the title of T1-T2 which has the same meaning so that the social context is always related to T1. The motive of the translator T2 to decide that T1 became intertextual of T2 is that he follows the ideology that meaning derives from T1 so that in the process of translation, he sticks to the T1.Keywords:variation, interpersonal meaning breadth

DEVELOPING ENGLISH LEARNING MATERIALS INTEGRATED WITH CHARACTER VALUES FOR THE ELEMENTARY SCHOOL STUDENTS Rita Pusparini; Suwarsih Madya
LingTera Vol 3, No 2: October 2016
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Developing English Learning Materials Integrated with Character Values for the Elementary School Students. The aim of this research study is to develop English learning materials integrated with character values for the elementary school students. This research is a research and development study. The development of these product was carried out in three phases, i.e.: (1) planning, involving conducting need analysis and studying of literature; (2) developing the product, involving developing the course grid and developing the first draft of the product; (3) evaluating the product, involving expert validation, preliminary try-out, and main try-out. The result of this study shows that(1) the quality of the product, in terms the content, is in the very good category with the average score of 4.49 and 4 for the integrated character values, which means the quality is in the good category; (2) the quality of the product in terms’ media is in the good category, with the average score of 4; (3) the students’ responses toward the task and the aspect contributing the product at the preliminary try-out, the first validation, and the second validation showed 3.60 and 3.55, 3.47 and 3,54, and 3.40 and 3.43 for the mean score, all of which are in the very good category; (4) the teacher’s responses toward the Student Book and Workbook at the preliminary try-out, the first validation, and the second validation showed 3.24 and 3.13, 3.29 and 3.18, and 3.29 and 3.18 for the mean scores, all of which are in the very good category. This means the set of English learning materials is effective and appropriate to be used in the teaching and learning process for the elementary school students

Realisasi kesantunan berbahasa dalam proses belajar mengajar Bahasa Indonesia kelas XI SMK Jauhari, Ade
LingTera Vol 4, No 2: October 2017
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Tujuan penelitian ini untuk mendeskripsikan dan menganalisis wujud pematuhan prinsip, strategi dan fungsi kesantunan berbahasa guru dan siswa dalam proses belajar mengajar bahasa Indonesia kelas XI SMKN 2 Depok, Sleman, Yogyakarta. Penelitian ini merupakan penelitian deskriptif kualitatif. Pengumpulan data dilakukan dengan teknik simak bebas libat cakap, teknik rekam, dan teknik catat. Analisis data menggunakan metode padan ekstralingual. Hasil penelitian ini menunjukkan bahwa adanya pematuhan prinsip kesantunan berbahasa yang terdiri atas pematuhan satu maksim dan dua maksim. Pematuhan satu maksim meliputi: (1) kebijaksanaan, (2) kedermawanan, (3) pujian, (4) kerendahhatian, (5) kesetujuan, dan (6) kesimpatian. Pematuhan dua maksim meliputi: (1) kebijaksanaan dan pujian, (2) kebijaksanaan dan kedermawanan, (3) kebijaksanaan dan kesimpatian, (4) kebijaksanaan dan kesetujuan, (5) kedermawanan dan kerendahhatian, dan (6) pujian dan kerendahhatian. Strategi yang digunakan dalam merealisasikan kesantunan berbahasa meliputi strategi kesantunan positif dan strategi kesantunan negatif. Fungsi kesantunan berbahasa dalam proses belajar mengajar ini meliputi: (1) menyatakan, (2) menanyakan, (3) memerintah, (4) meminta maaf, dan (5) mengkritik. The realization of language politeness in the Indonesian teaching and learning process at grade XI of SMK AbstractThis study aims to describe the form of adherence principles, strategies, function of language politeness of the teachers and students in the Indonesian teaching and learning at grade XI SMKN 2 Depok, Sleman, Yogyakarta. Penelitian ini merupakan penelitian deskriptif kualitatThis research was qualitative descriptive research. Subjek penelitian adalah peristiwa berbahasa guru dan siswa dalam proses belajar mengajar bahasa IndonesiThe data were collected through simak bebas libat cakap technique, recording technique and note-taking technique. The data analysis used the ekstralingual identity method. Hasil penelitian ini menunjukkan bahwa adanya pematuhan prinsip kesantunan berbahasa pada tuturan guru dan siswa dalam proses belajar mengajar bahasa Indonesia kelas XI SMKN 2 Depok SThe results of this research show that there is an adherence to the politeness consists of the adherence one maxim and two maxim. The adherence one maxim to: (1) the tact (2) the generosity, (3) the approbation, (4) the modesty, (5) the agreement, and (6) the sympathy. The adherence two maxim to: (1) the tact and approbation, (2) the tact and generosity, (3) the tact and sympathy, (4) the tact and agreement, (5) the generosity and modesty, (6) the approbation and modesty. Strategi yang digunakan dalam merealisasikan kesantunan berbahasa dalam proses belajar mengajar terdiri atas strategi positif dan strategi negatThe strategy used in the realization of linguistic politeness include the positive politeness strategies and the negative politeness strategies. Politeness functions in the teaching-learning process include: (1) declaring, (2) inquiring, (3) governing, (4) apologizing, and (5) criticizing.

PENINGKATAN PENGUASAAN KOSAKATA DALAM BAHASA INDONESIA DENGAN METODE BERMAIN PERAN PADA SISWA TK Eko Muharudin; Haryadi Haryadi
LingTera Vol 3, No 2: October 2016
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan meningkatkan penguasaan kosakata dalam bahasa Indonesia pada siswa TK (Taman Kanak-kanak) dengan metode bermain peran (role play). Subjek penelitian ini adalah siswa TK Masyitoh Kembangsongo II, Trimulyo, Jetis, Bantul, Hipotesis tindakan dalam penelitian ini ialah penggunaan metode bermain peran (role play) akan meningkatkan penguasaan kosakata dalam bahasa Indonesia. Penelitian ini merupakan penelitian tindakan kelas dengan tiga siklus. Data dikumpulkan melalui observasi, dokumentasi, dan catatan lapangan. Kriteria validitas data mencakup validitas demokratik, validitas proses, validitas hasil, validitas katalistik, dan validitas dialogik. Data dianalisis dengan deskriptif kualitatif dengan langkah-langkah mencermati dan menelaah data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa metode bermain peran (role play) dapat digunakan untuk meningkatkan penguasaan kosakata dalam bahasa Indonesia pada siswa. Hal ini dapat dilihat dari: (1) pengucapan kosakata semakin benar dan lancar dan (2) pemahaman dan penggunaan kosakata dalam bahasa Indonesia semakin baik dari siklus per siklus.Kata kunci: kosakata, metode bermain peran (role play) DEVELOPING INDONESIAN VOCABULARY MASTERY OF THE STUDENTS OF KINDERGARTEN THROUGH THE ROLE PLAY METHODAbstractThis study aims to improve Indonesia vocabulary mastery of the students of kindergarten through the role play method. Action hipothesis in this research was using role play method would improve vocabulary mastery in Indonesian vocabulary,exactly students of TK Masyitoh Kembangsongo II, Trimulyo, Jetis, Bantul, Yogyakarta. This research was a classroom action research with three cycle. The data were collected through observations, interviews, and documentation. The data validity criteria covered democratic validity, process validity, outcome validity, catalytic validity, and dialogic validity. The data were analyzed using the qualitative descriptive technique with the steps of data check and review, data reduction, data display, and conclution drawing. The results of the study showed that the role play method could be applied to improve Indonesian vocabulary mastery of the students of TK Masyitoh Kembansongo II, Trimulyo, Jetis, Bantul, Yogyakarta. The positive change were indicated by the fact that: (1) the pronounciation was more right and fluent and (2) their understanding and using Indonesian vocabulary improve in each cycle.Keywords: vocabulary. role play method

Urutan dan bentuk konstituen klausa bahasa Perancis dan bahasa Indonesia Arsiyana, Marliza
LingTera Vol 4, No 1: May 2017
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan persamaan dan perbedaan urutan dan bentuk konstituen klausa dengan memokuskan pada klausa transitif BP dan BI berikut frase nominalnya sebagai argumen dalam klausa. Sumber data penelitian ini berupa teks tulis, yakni novel Le Dernier Jour d’Un Condamné karangan Victor Hugo dan terjemahannya oleh Lady Lesmana dengan judul “Hari Terakhir Seorang Terpidana Mati”. Metode analisis data menggunakan metode agih. Hasil penelitian menunjukkan urutan dasar klausa BP dan BI bertipe sama, yaitu verba mendahului objek. Perbedaannya pada sifat argumen objek. Pada BP objek berpreposisi termasuk dalam konstituen inti sedangkan dalam BI termasuk konstituen periferal. Pada BP, konstituen Nod dan Np yang berupa pronominal berada di depan verba, sedangkan dalam BI konstituen Nod dan Noi selalu di belakang verba. Pada tataran frase nominal, perbedaan terletak pada urutan modifikator demonstratif, dan pronomina persona. Pada BP sebelum nomina inti, sedangkan pada BI setelah nomina inti. Modifikator ekasilaba dan dwisilaba dalam BP terletak di depan nomina inti, sedangkan adjektiva yang lebih dari dua silaba, dan adjektiva yang berkaitan dengan warna, agama, dan verba partisif terletak di belakang nomina inti. Sementara itu, adjektiva dalam BI terletak setelah nomina inti. Words orders in French and Bahasa Indonesia clauses AbstractThis research aims at analyzing the similarities and differences of the words orders and their forms in the transitive clauses and its argument, noun phrases, between French and Bahasa Indonesia. The research data resources are taken from written texts i.e.: The novel Le dernier jour d’un comdamné à mort by Victor Hugo and its translation Hari Terakhir Seorang Terpidana Mati by Lady Lesmana. This research uses “segmenting immediate constituent technique” to analyze the data. The result shows that French and Bahasa Indonesia have the same basic words orders in transitive clauses, i.e. verbs precede the object. The differences are found in the characteristic of the object. The prepositional object in French is categorized as the main argument, while in Bahasa Indonesia it is a peripheral argument. The position of Nod and Np constituent, which are pronominal, in French precedes the verb, whereas, in Bahasa Indonesia, they are always placed after the verb. Regarding the noun phrase, the differences are found at the position of demonstrative and possessive modifiers. Their position in French is placed before the main noun, while in Bahasa Indonesia after the main noun. The adjectives with one or two syllables are placed before the main noun and the adjectives with more than two syllables or the adjective related to color, religion, and participles are placed after the main noun. On the other hand, an adjective in Bahasa Indonesia is always placed after the main noun.

Pengembangan bahan ajar pembelajaran menulis cerita berbasis pendekatan proses bagi siswa SMP Mustafa, Devy Anggraeny Ina; Efendi, Anwar
LingTera Vol 3, No 1: May 2016
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk (1) mengetahui kebutuhan siswa akan pembelajaran bahasa Indonesia berdasarkan studi pustaka dan studi lapangan, (2) memaparkan perencanaan dan pengembangan awal bahan ajar pembelajaran menulis berbasis pendekatan proses berdasarkan analisis kebutuhan siswa, (3) mengetahui kelayakan bahan ajar pembelajaran menulis cerita berbasis pendekatan proses bagi siswa SMP menurut ahli, guru bahasa Indonesia, serta siswa, (4) menghasilkan bahan ajar pembelajaran menulis cerita berbasis pendekatan proses yang layak digunakan. Penelitian ini merupakan penelitian pengembangan dengan prosedur pengembangan menurut Borg and Gall yang meliputi: analisis kebutuhan, perencanaan pengembangan produk, pengembangan produk, evaluasi produk, dan dihasilkan produk akhir. Hasil penelitian menunjukkan bahwa bahan ajar pembelajaran menulis cerita berbasis pendekatan proses bagi siswa SMP, adalah sebagai berikut. (1) siswa memerlukan bahan ajar yang berisi cara menulis cerita. (2) perencanaan dan pengembangan bahan ajar disesuaikan dengan temuan dari analisis kebutuhan, dengan meramu materi cerita dan cara menulis cerita berdasarkan teori pendekatan proses menjadi satu kesatuan. (3) kualitas bahan ajar pembelajaran yang dikembangkan ditinjau dari aspek kelayakan isi, aspek bahasa dan gambar, aspek penyajian, dan aspek kegrafisan menurut ahli, secara keseluruhan berkualitas “baik”. (4) produk akhir berupa bahan ajar pembelajaran menulis cerita berbasis pendekatan proses yang dikembangkan terdiri atas tiga kegiatan belajar. kegiatan belajar I berisi pengenalan cerita, sedangkan kegiatan belajar II dan kegiatan belajar III berisi tahapan menulis cerita dengan pendekatan proses.Kata Kunci: bahan ajar, menulis cerita, pendekatan proses Developing a story writing teaching module based on the process approach for SMP students AbstractThe objectives of this study were: (1) know the students’ need for Indonesia language teaching, especially the story writing teaching module based on the theoretical and field study; (2) describe the planning and developing the beginning of the writing teaching module by the process approach based on the students’ need analysis; (3) know the properness of the story writing teaching module based on the process approach for SMP students according to the experts, the Indonesian teacher and the students; (4) produce the story writing teaching module based on the process approach which is proper used. This research was a research and development study with the developing procedure according to Borg and Gall which consist of the need analysis, the product development planning, the product development, the product evaluation, and the final product. The results of the study show that the story writing teaching module based on the process approach for SMP students are as follows. (1) The students need the module which consists the way of story writing. (2) The module development planning is adapted with the finding from the need analysis by arranging the story materials and the way of the story writing based on the theory of the process approach as a whole. (3) The quality of the teaching module which is developed determined by the experts indicated from the aspects of content, language, graphic, and presentation properness is good. (4) The final product is the story writing teaching module based on the process approach developed consists of three learning activities. The first learning activity is the introduction of the story, the second and third learning activity is the story writing steps with the process approach.Keywords: module, story writing, process approach

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA